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ELOS COMENIUS CONTACT SEMINAR This is how our group started. We met in November 2007 in Armagh (N Ireland) after the conference organized by European Studies.

SUMMARY OF THE PARTNERSHIP The planned partnership wants to look at European agriculture, the aim is to produce a multi-lingual Agricultural dictionary and a web-based magazine that schools from all over Europe can access and use. This will be achieved by firstly the pupils getting to know each other via digital presentations, designing a Comenius board, blogging and email. Once this has been achieved each partnership school will look into the agriculture practice within their immediate locality. This will include research on the internet and visiting local farms. The results from these investigations will be shared with the partnership schools and discussed. As this is happening agricultural words to be included in the dictionary will be being put forward for selection. The pupils will then widen their investigation to look at the national trends in agriculture within their own countries and share their findings with the pupils from the partnership countries. Once all the relevant information has been collected the pupils will then discuss what they want to include within the web based magazine and dictionary. They will then design and place the magazine and dictionary on the internet.


MEETING IN AGURAIN, OCTOBER 2008 This was the first meeting of the schools in the partnership since the contact seminar in Armagh, Northern Ireland. All the schools in the partnership travelled to Vitoria-Gasteiz in the Basque Country (in Northern Spain). The schools represented were: THE KINGFISHER SCHOOL – UNITED KINGDOM Mr Taylor and Mr Cone RICHARD-VON-WEISACKER SCHULE – GERMANY Herr Stiffel and Herr Straβe LEGTA CHATEAUROUX – FRANCE Mlle Perrussel and Muriel HOLY TRINITY COLLEGE – NORTHERN IRELAND Mrs Conlon and Mr Declan ANITURRI INSTITUTUA BHI – THE BASQUE COUNTRY Idoia Zapirain, Maite Errasti, Martina Eguía, Loinaz Gutierrez, Ander Pascual, Iñaki Martínez de Illarduya, Miren Azofra, Inma Martín, Pilar Dopazo and Jose Luis Erdozia.


ITINERARY Comenius 2008-2010 First meeting in Agurain and Vitoria-Gasteiz, The Basque Country 19-24 October 2008 Day 1 – Sunday 19 October 2008  English Group arrive at Bilbao Loiu Airport 10:30  Idoia Zapirain to meet them there. Lunch in Vitoria. Travel by car.  Check in to Iradier Hotel  Irish Group (depart Dublin-Madrid) arrive at Vitoria Foronda Airport 23:30  Check in to Iradier Hotel

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Day 2 – Monday 20 October 2008   04:05 French Group arrive at Vitoria Train Station. Short walk to hotel.  French Group will meet Ian Taylor (agree time with him). Possible check-in in the morning/ at least leave luggage at hotel.  9:30 Miren Azofra (technology teacher) will meet group at the hotel. Visit Vitoria- Gasteiz.  Idoia will arrive at 13:30 from Agurain. Meet the group for lunch.  German group arrive at Bilbao Loiu Airport 13:30. Travel by bus to Vitoria Coach Station (16:00 more or less)  17:00-19:15 First meeting. Idoia will take some laptops with wifi connection from school if necessary.  20:30 Dinner  22:00 Basque Dancing Day 3 – Tuesday 21 October 2008  Group will travel to Agurain. Train 07:35 with Idoia  8:30 Welcome to Aniturri BHI (guided tour by 1st Baccalaureate students)

9:25 Language Department meeting. Introductions. 10:00 Guided tour in Agurain sponsored by the Town Council. Ander Pascual (English teacher) will escort you to the meeting point at 9:45 and will stay will you during the visit. Market day. 13:00 Back to school. Meeting 14:00 Lunch in Agurain (sponsored by the Town Council) 16:00 Second meeting (continued)

Day 4 – Wednesdy 22 October 2008  8:30-10:00 Group will travel to Donostia-San Sebastian with Idoia Alkorta (Science teacher) by bus.  Lunch in San Sebastian  16:00 bus to Vitoria  20:00 coocktail at the Artium museum (exhibition opening invitation) and third meeting Day 5 - Thursday 23 October 2008 9:30 Group will travel by bus to Agurain  10:00-14:30 Fourth and last meeting  16:00 Trip to Rioja Caves  23:00 French Group depart 

Day 6 – Friday 24 October 2008  06:30 Irish group check in at Vitoria-Gasteiz Foronda airport. 07:40 departure time.  12:15 German group check in at Bilbao Loiu airport. 14:15 departure time.  15:50 English group check in at Bilbao Loiu airport


A REPORT FROM THE BASQUE COUNTRY LOIU, ZEANURI AND VITORIA-GASTEIZ On the way to the Vitoria, the teachers from the partnership had the chance to visit a rural area in the Basque Country. They visited a farm and experienced life in an area which is representative of traditional Basque farming.

On their first day, they walked around the city of Vitoria with the help of a teacher from the hosting school.


BASQUE DANCING IN VITORIA-GASTEIZ AND A GUIDED TOUR IN AGURAIN After the first planning meeting, teachers practised some Basque dancing.

Teachers on a guided tour in Agurain.


TEACHERS VISIT ANITURRI BHI Teachers guided by school students at Aniturri BHI. They became the visitors in a Citizenship lesson in which students had been grouped according to the countries of the partnership. Germany won that day!

Planning the project Welcome to Aniturri BHI by students and teachers to our guests, who were interviewed by the local press.

A TRIP TO SAN SEBASTIAN. Teachers had to find some local products in the market.


LA RIOJA Staff from Aniturri BHI and partner school teachers went to La Rioja, where they learnt about wine production in this area.




A REPORT FROM FRANCE Here is the beginning of our tale… Once upon a time, during the year 2007, five European teachers met during an ELOS contact seminar in Northern Ireland. They shared words, laughs, and hopes together. - Why couldn’t we be partners? Why wouldn’t we try and imagine a school project where our pupils could learn, work and share important things like agriculture, friendship, foreign languages and a sense of European citizenship? - Now there, this is a great idea! - Yes! Let’s write a multilateral project! Let’s apply for a COMENIUS partnership! - All right, how should we call it? - “Learning Through European Agriculture”… Would it be all right? - Yes, let’s work on it right now! A few months later, the teachers learnt that COMENIUS accepted their application… And this was how the story began… We, the 18 French pupils from the LEGTA of Châteauroux, will now tell you this tale. AGURAIN in the Basque Country – Oct 20th to Oct 24th 2008 At that time, we heard that a European Project was born, but we didn’t know if we could be part of it. Two of our teacher, Miss Perrussel and Miss Grimault, travelled by train to join the Northern Irish, German, English and Basque teams. During four days, they visited magnificent places and organised the two-year project for us. It was an important job, but they managed just fine together!

We could see some pictures of their trip, and we were happy to meet the Basque students. The way they dance, play and sing traditional dances was great! We would not be able to do that, so Congratulations to you! We also heard stories about the Basque food and the vineyards in the countryside. We couldn’t taste the Rioja wine though! But there was probably something else: it’s easier to work in a good mood… And we highly suspect our teachers to get along with each other really fine. We call that “a European friendship”!


COMENIUS STUDENTS IN AGURAIN HOW THE PROJECT STARTED When the school year started in September 2008, our teachers had a big surprise for all of us. They told us that the project they had applied for had been accepted. We knew that Idoia, our English teacher, had been to Armagh to find partners for a Comenius project the school year before, so we were very happy about the news. The next step was to write an email to our teacher. We had to explain why we would like to be involved in the project and which country we would like to visit. The teacher told us that different subject would be involved in the project and the school curriculum was going to integrate the project in those subjects. Besides, we were going to have Citizenship (3rd GSEC) and Civic Education (4th GCSC) in English for the first time. That’s how we started. We worked hard on the school blog and we started the search. Our first product was our school presentation: and we started reading and meeting our partners in GERMANY: Then the IRISH school published their presentation: We learnt about the ENGLISH school:,2,The School And we met our FRENCH partners: We completed a file about the schools and read some blog entries and emails from our new partners:,


COMENIUS STUDENTS IN ÖHRINGEN HOW THE PROJECT STARTED INTRODUCTION When our teacher Mr. Stiffel introduced the Comenius project to us we weren’t very impressed at first. But then we recognized the project as a golden opportunity to learn something about pupils in other countries of the European Union in an extracurricular way. Five colleges from five different countries took part in the project: 

Holy Trinity College, Northern Ireland, Cookstown

Aniturri, Basque Country, Agurain

Kingfisher-school, England

Lycee Agricole, France, Châteauroux

Richard-von-Weizsäcker-Schule, Germany, Öhringen

Some of these schools are mainly specialized in agriculture so that was our main topic during the project. Every school sent about 8 to 10 pupils and 2 or 3 teachers to each visit to take part in the different events of the three trips we did with the Comenius project, which were 

a trip to Northen Ireland (10. – 16 May 2009),

a trip to France (28.09-01.10. 2009),

and a stay in Germany (28.02-05.03.2010).

Next to these trips two of my classmates and I decided to visit the Basque pupils in summer 2009, where we were welcome very friendly.


COMENIUS STUDENTS IN FRANCE Here is the beginning of our tale… Once out two teachers came back, they told us about the project called “Learning Through European Agriculture”. They told us what a COMENIUS partnership was, what we would have to do to respect the project. Of course, we were really happy to learn that we could travel in Europe, but most of all, discovering agriculture in 4 European countries sounded great, as for a great majority of us, farming will be our job when our studies are over. So, we decided to enter in the story, to work with our teachers on a multilingual Agricultural dictionary and on an online magazine. Oh but we haven’t even introduced ourselves… Sorry about that! We are the 18 pupils of France Visiting Ireland Visiting Germany Apolline Virginie














Mathieu Boris


Now, we took the time to work on the blog to present our school. We took pictures and created a Powerpoint Presentation. Some of us had never done that. It was instructive and fun! Then, we could write to our partners, learning who they were and how they lived in Europe. We were surprised to see that a lot of them wanted to be farmers, or that they lived in rural areas like us.


Soon we had to think about travelling abroad: our teachers asked us to choose one destination: Ireland -

or Germany


Do we really have to choose, Miss? Yes indeed! Well then, in that case…

First, we saw this trip as a reward for working on the project. But we soon realised that we would meet people from European countries, talk with them and have fun with them. We were going out of the classroom and have a chance to speak English – for real! That was a challenge for us. Not a lot had already taken the plane, and had the opportunity to discover how Irish people lived, their traditions, their way of lives, their farms and crops…




Students from different groups work on the presentation. The oldest ones decided on the information and the youngest ones made the power point. A post in the blog















MEET YOUR EUROPEAN PARTNERS Open the blog and download this file. Find the information to complete the worksheet.



Name of school:

Name of school:

In which village and department is the school?

In which village and county is the school?

Built in:

Names of different buildings/sites:

Names of different buildings:

Students in the project study:

Students in the project study:

Describe their uniform:

Animals you can find:

Subjects and productions:

Around school they grow:




Eco-friendly solutions at school:


Name of school: In which village and area is the school?

Name of school:

Names of different buildings/sites:

In which village and county is the school?

Students in the project study: Sports:

Built in: Names of different buildings/sites: Students in the project study: European citizenships: What they are looking for: New skills:

ABOUT THE BASQUE COUNTRY Name of school: In which village and area is the school? Names of different buildings/sites: If you were in the Basque Country, what would you be studying according to your age? How old are the youngest students? School projects:


DIGITAL PRODUCTS A WEBQUEST ON THE BASQUE COUNTRY The students from Agurain prepared this webquest on the Basque Country for our partners: hebasquecountry.doc This is one of our videos: The second video: A WEBQUEST ON GERMANY The students from Germany published this webquest: ermany1.doc A WEBQUEST ON ENGLAND ngland.doc. Agriculture in and around Worcestershire and Herefordshire. A QUIZ and A WEBQUEST ON IRELAND The students from Ireland prepared this webquest to be answered in Ireland


GEOGRAPHICAL, CULTURAL AND AGRICULTURAL WEBQUEST ON THE BASQUE COUNTRY 1. Euskal Herria or The Basque Country is divided into three different legal and political entities. Although today the term Euskal Herria defines a historical and cultural entity rather than a unified political or administrative region, it does share a significant amount of common heritage, culture, language, history and identity. Go to pages 8-10 of this document and find the names of the three administrative regions copy the map and add the name of the Bay or Sea that bathes the country. What is Euskara? Have you found any information about watershed and climate? In which province is profitable agriculture mainly found? Page 34 (on the document) If you have problems downloading this document, you can also find the information here: or 2. What is the word given to the traditional unity of exploitation in the Basque Country? Which size are they? Which are the species that are bred? Which are the name of the sheep and cheese produced in this region that is controlled by the Protected Designation of Origin (PDO).When would you see sheep grazing in the communal pastures? Photos: About our cheese: .Which is the optimum time for maturation? Which is the distinctive feature of this cheese? You can also watch a video. Or check this page about its production: 3. What is Eusko Label? How many Eusko Label products are there? 4. Which is the main potato production area in Spain? When is the main season? Patata+de+Alava?Language=en Which is the popular Basque dish mentioned in this page? 5. Which is the name of the wine produced in the province of Araba? Give the names that these wines take depending on the ageing process. How many varieties of grape are


allowed? Which are these varieties? There are two ways of making red wine. Which are these two processes? Which is the name of a famous Basque drink? Scroll down the page and find how it is made. 6. Which seafood recipe seems to have a black sauce? The festival of San Prudencio is celebrated on April 28th in the province of Araba. Which is the menu served on that day? What is a Spanish omelette? How was it created? or shorter version: What are “pintxos�? Who is one of the most popular Basque chefs? Which is his catchphrase? 7. How is Agurain linked to The St James Way (the way that pilgrims followed on their way to Santiago de Compostela)? 2/11902-ficha.html Which is the most visited summit or the name of the mountain range? 8. What do you need to play the txalaparta? How can you describe it? Click on the videos you will find in the article: Why is NomadakTX an innovative project? Scroll down the page and find the name of the so called patriarch of the Basque folk music movement. What is a txistu? How many holes does it have? Listen to the sound: 9. What are Herri Kirolak? What do winners receive as a trophy? What is Basque handball? How is it played? Is there a similar sport in Ireland? 10. How can you classify Basque dances? /cultura/cultura_ing_danza_tradi.pdf Watch a video, learn a step and perform: More videos: A very good video to listen to the music we dance and the two basic instruments we play: Additional information. Articles in English:


Geographical, Cultural and Agricultural Webquest on the Basque Country ANSWERS 1. Euskal Herria, also known as the Basque Country (“País Vasco” in Spanish), or Vasconia, is the land of the Basques from a historical, cultural, linguistic and identity standpoint. It could also be translated as the Basque People, the group of people who have inhabited this land for several thousand years. Nevertheless, it is divided into three diff erent legal and political entities: • The Autonomous Community of Euskadi (Autonomous Community of the Basque Country or Basque Autonomous Community (initials: BAC) comprises the territories or provinces of Alava-Araba, Bizkaia and Gipuzkoa. The capital cities are Vitoria-Gasteiz (Alava-Araba), Bilbao (Bizkaia), and Donostia-San Sebastián (Gipuzkoa). • The Autonomous Community of Navarre (“Comunidad Foral de Navarra” or “Navarra” in Spanish; “Nafarroa” in Basque), with its capital city, Pamplona-Iruña. • Iparralde (literally, the “northern part” in Basque), also known as the French Basque Country, or continental Euskal Herria, includes the territories of Lapurdi (Labourd in French), Zuberoa (Soule) and Behenafarroa (also referred to as Lower Navarre, or Basse-Navarre in French). The capital cities are Baiona (Bayonne), Maule and Donibane Garazi (Saint Jean Pied de Port), respectively.

The region enjoys a mild climate; extreme temperatures of either very hot or very cold are rare, although there is a fair amount of rainfall (2,000 mm annually in the more humid coastal zones and 500 mm along the Ebro River). There are three different types of climate: subalpine in the area of the Pyrenees; Atlantic or temperate humid on the coast; and continental Mediterranean in the southern part of Araba and central and southern Navarre (hot summers, cold winters). There are two clearly distinct watersheds: the Atlantic and the Mediterranean. Most of the population and industry is found in the Atlantic watershed (the north), while the Mediterranean watershed, bordered on the south by the Ebro River, is more agricultural and has smaller cities and towns. Even so, profitable agriculture in Euskadi is mainly found in Araba (primarily grapes and potatoes). Pasture ranching for the most part has given way to farming. Euskara, the language of the Basques Euskara is a pre-Indo-European language and has thus existed for several thousands of years. Over the centuries, the territory of the Basque-speaking community has gradually changed. Euskara is the language of the Basques, a valuable part of Basque heritage and the singularly most unique part of Basque identity. The admirable continuity of Euskara over the centuries remains unexplained by historians. Today Euskara has been given an important shot in the arm through the schools. Education in Euskadi in the public school system (euskal eskola publikoa ) is now carried out primarily in Euskara. In addition, there is a network of ikastolas, privately-run schools managed by parents, in which teaching takes place in Euskara. These schools were the result of a popular movement which sprung up during the Franco dictatorship when Euskara was banned. Interaction between bilinguals and monolinguals takes place in Spanish, meaning that people use Spanish a lot more than Euskara, even though they may be fluent in the language.


2. The unity of exploitation is the baserri or caserio (farm), which has subsisted by a process of mayorazgo (primogeniture). They are small-sized farms, most of them from 5 to 30 ha, subdivided into separate small parcels, giving to the landscape a typical image of a chessboard. Pluriactivity is also another main feature of this entity, being usually a mixture of livestock (normally of several species and aptitudes), agriculture, and even work in industry or services. As for livestock, the species that are bred are sheep (311,000 ewes in 4,800 flocks), dairy cattle (82,500 cows older than 2 years), beef cattle (57,000 cows older than 2 years), goats (16,500) and horses (15,000), which, except dairy cattle that is managed in specialized exploitations, are usually harnessed in mixed farms. From the data collected by means of a survey to a sample of shepherds, it was observed the presence of beef cattle in 62% of the farms; dairy cattle in 17%; meat horses in 25% and goats in 19%. If we take into account that the management of dairy cattle is quite standard and does not use much natural resources, goats and meat horses do not mean a significative number, this work will be focused on the most important mixed system from the point of view of the use of natural resources: dairy sheep-beef cattle. It consists in the breeding of a local dairy race, the Latxa ewe. The milk it provides is the base for the elaboration of the Idiazabal cheese, a high-quality and well-known product nowadays controlled by the corresponding "Denomination of Origin" (Appellation d'Origine Controllé). From the total population of 311,000 ewes, 21% are implicated in the existing Breeders' Associations. Sheep remain at the farm from November-December to June-July, taking place during this period lambings in autumn-winter and lactation, or milking period, from winter-spring to early summer. Later, animals will graze at the communal pastures until the arrival of the following winter (from July to November), staying milked ewes for about 122+-24 days, and dry ewes 184+-53 days. During this period ewes are dry and mating and pregnancies happen. 3. To be enjoyed by the costumers, this cheese with peculiar and exceptional characteristics has to pass through a fuss over process taking care with all the aspects and details that cause this valued product. Therefore, it is an authentic pleasure to share with you, at least graphically, the most important stages in the Denominations of Origins Idiazabal’s cheese making process. 1)

First we heat the pure non-pasteurized sheep’s milk in stainless steel barrels until it attains 30 ºC.

2) We add the rennet (clean, dry, triturated and mixed with salt) that normally comes from suckling lambs, although it can either be vegetable or microbial, and we head it up, always under 37 ºC, to extraxt the maximum amount of serum for conserving the alimentary milk’s substances (fat and proteins) during more or less 30 minutes until it achieves an elastic gel that will be cut with a lyre. 3) We introduce it into the molds, where will be marked with a unique number to control and follow them up, and we put them in a press. 4) After the press we will pass them to the brine, a bath of salt and water, where they will remain 24 hours. 5) Later on we will proceed with the maturation process, which will have to be made at a 10 ºC temperature with a 90% relative’s humidity. 6) The process will take at least two months, which is the Denomination of Origin of Idiazabal’s Cheese established time, although the optimum time is of 4 up to 8 months. The acidity increases along the process, which will contribute to the conservation as it neither contains any neither artificial colors nor preservative, for being a natural process.


4. Eusko Label is a mark whose graphical sign is the K of Kalitatea and serves to identify and to distinguish those agro-alimentary products produced, transformed and/or elaborated into the CAPV, whose quality, specificity or singularity surpasses the average general. Their primary targets are: To guarantee to the consumer a demanding quality level To serve the consumer allowing him to identify the origin and authenticity of products with total security To defend the work of the producers. To promote the quality production. EUSKO LABEL PRODUCTS: Beef from the Basque Country Basque farm-house egg Basque farm-house chicken Suckling lamb from the Basque Country Albacore Tuna and Blue-fin Tuna Milk from the Basque Country Honey

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Alava potato Gernika peppers Ibarra chilli peppers Tomatoes from the Basque Country Beans from the Basque Country

Álava has always been and remains the main potato production area in Spain. Álava's climate and soil conditions are ideal for growing this exceptional quality tuber. In 1993 the Food Quality Label was created, covering Álava potatoes meeting the following requirements: whole, consistent and healthy tubers, free of damp, smell and strange flavours without notable deformations and without green marks. The size of the potatoes must be even, ranging between 5 and 8cm. On the market they appear in recycled paper bags with the Álava Potato logo and the Kalitatea stamp of the Basque Food Quality Label. Season: Basically from September to February Marmitako is a popular Basque dish made of boiled potatoes, tomatoes, peppers, herbs and fresh atún [tuna] or bonito. It's delicious! 5.








White grape varieties





Red wines: There are two ways of making red wine in Rioja. The most widely used today involves the removal of the stalks in a destemmer before fermentation. This is more appropriate for wines which are to be aged in wood. In the traditional system, the whole grape bunches are fermented in large pools. This is known as "carbonic maceration". The resulting wines are smoother, with good body, intense colour and ideally suited for drinking during their first year. In both cases the must is over pumped during fermentation, to ensure good colour extraction and maintain a constant temperature throughout the tank. Both systems aim to achieve uniform fermentation and to ensure the aromas from the must are not lost. After fermentation, the wine is decanted. After separating the solid matter, the wine is transferred to storage tanks and subjected to quality controls. Control Board carries out sensorial and laboratory tests to determine whether the wine deserves to be considered a "Rioja". The sensorial tests are carried out at the premises of the Control Board and in the Viticulture and Oenology Station in Haro, La Rioja. Lab tests are carried out in the House of Wine in Laguardia, Alava and the Oenological Station in Olite, Navarre and the Haro Station. KALIMOTXO: Basically, this famous Basque drink is composed of red wine & coke, fifty/fifty. It is supposed to be served with ice and you can add a slice of lemon. Don't forget to stir it well before drinking. 6. Squid in its own Ink. These squid are also called Txipiroiak and Jibiones in various parts of the Basque Country. In the rest of Spain, they are referred to as calamares. 2 lbs. small fresh whole squid with ink sacs 1 onion, finely chopped 1 clove garlic, finely chopped olive oil for frying Italian (flat) parsley, chopped bread crumbs

Sauce: 1 onion, finely chopped 1 clove garlic, finely chopped crust of bread 1 - 2 T. Fish broth Ink from the sacs 8 T. tomato puree Our "perretxikos" (wild mushrooms) and snails, which are prepared for the festival of San Prudencio, patron saint of our province, and our cheeses, dairy by-products such as junkets, and jams, deserve a chapter on their own. Spanish omelette: As the legend goes, it was but Tómas de Zumalacarregui who in Bilbao´s siege, he created the “Tortilla de Patatas” as an easy quick nutritive dish to satisfy the dearth of Carlist army. Although, it remains unknown whether this is truth, it appears that tortilla starting to spread during early Carlists’ wars. Other sources state that it was an anonymous housewife, in whose house the previously mentioned Zumalacarregui stopped by; the poor woman who had nothing to offer but eggs, potatoes and onions, scrambled all that, which turned to please the general, who would later make it popular. Pintxos are miniature culinary masterpieces. They are made combining any kind of product, both traditional and modern ones. The pintxos carte is endless because depends on the cook’s imagination. Many bars show their own creations and specialities. In the Basque Country there’s no need to take a seat in order to have a great meal. Normally consumption of pintxos is linked to the "txikiteo", which consists of going from one bar to another, with one’s friends, drinking wine, cider or "zuritos" (small amounts of beer). Karlos Arguiñano: Rico, rico y con fundamento ("Tasty, tasty and with nutritional value") and his trademark is the use of parsley. 7. The remains of the medieval road cross the Sierra de Aizkorri mountain range to enter Alava through Zalduondo. In this province, the road to Santiago passes by Salvatierra/Agurain, Gaceo, Alegría-Dulantzi, Estíbaliz, Argandoña, Vitoria-Gasteiz, Armentia, Elburgo, Gomecha, Subijana de Álava, Lapuebla de Arganzón and Armiñón. At this point, the road forks into two routes: one to Ribabellosa and Miranda de Ebro (Burgos), and the other to Zambrana and Salinillas de Buradón, towards Briñas and Haro (La Rioja).


Aitzgorri is about to be declared a Natural Park. This Park contains the highest massif in the Basque Country and is called after the peak of the same name. This natural vantage point with peaks of over 1000 m is formed by the Aitzgorri, Elgea, Urkilla mountain ranges and the Altzaina mountains. Some of its most important natural features include its geology (the carbonated nature of its materials that have given rise to a wide range of different morphologies), the variety of its vegetation, etc. 8. A txalaparta is a traditional Basque thing, sort of a cross between a marimba and a picnic table, usually made with wooden or sometimes stone beams cut to play tuned notes when struck from above by the players with the ends of tapered dowels. Mikel Laboa, considered the patriarch of the Basque folk music movement. Laboa, Otxoa explains, passed away a few months ago. A txistu: three holes 9. Basque rural sports, known as Herri Kirolak in Basque, is the term used for a number of sports competitions rooted in the traditional lifestyles of the Basque people. They are called deporte rural vasco or simply deportes vascos in Spanish and force basque in French. All herri kirolak have their origin in the two main historical occupations, the baserritarra (farmer) and arrantzalea (fisher), with a larger percentage hailing from a rural background. The sociological changes in the Basque Country have led many of these becoming technically obsololete in the 19th and 20th century. Few continue to exist as rural or marine activities connected to everyday life and have become rare but many have managed to transform themselves into popular sports instead, some of which have become extremely popular. Winners receive a Basque beret (txapela) as a trophy, hence the Basque word for "champion", txapeldun, literally "one who has a beret". Betting, both by the competitors and the audience, is very common and popular at such sporting events. Hand-pelota (Basque: esku-pilota, Spanish: pelota a mano): played barehanded (or with minimal protections) and with a traditional ball made of wool around a hard core and covered with leather. The standard ball should weigh 92-95 grams. It is played in the short court either individually (one vs. one) or by pairs (two vs. two). Traditionally and professionally it is reserved for men. Players can be distinguished by the swelling of their hitting hand. Gaelic handball (Irish: liathr贸id l谩imhe; also known as handball, Irish handball, court handball, alley handball or wall handball) is a sport similar to racquetball and squash and it is one of the four Gaelic games organised by the Gaelic Athletic Association. The game may be played with two, three, or four players. The important difference between it and racquetball and squash is that the players hit the ball with a gloved hand instead of a racquet. Either the left or right hand can be used, depending on where the ball is hit. This major difference is what makes handball a much more complex and difficult game. American handball is almost identical to Irish handball. 10. Basque dances can be split into three main groups: canopy dances, open circle dances and combat dances. There are also another series of dances, difficult to classify, such as those performed in celebration of the Carnival, Corpus Christi, etc.


RICHARD-VON-WEIZSÄCKER-SCHULE ÖHRINGEN WEBQUEST ON COUNTY HOHENLOHE 1. Where you can find the province ‘Hohenlohe’geographically? bid=&idcat=35 2. What is the ‘Limes Romanus’? 3. What is the meaning of the key of Öhringen? 4. What size has the county Hohenlohe and how much of it is farming 5. Name the two rivers that go through the ‘Hohenlohekreis’

6. Who was Richard von Weizsäcker, the patron of our school? 7. Who is the mayor of Öhringen?


8. In which museum can you see some local things of the Roman history? 9. What is the name of the motorway that passes Öhringen? 10. Which national football team stayed in Öhringen during the 2006 world championships? 11. Which are the neighbouring foreign countries of Baden-Württemberg? 12. What is Baden-Württembergs attitude towards lifelong learning? http://www.badenwü 13. Who is the Minister President of Baden Württemberg and which party does he belong to? http://www.badenwü 6233.html 14. What is the territory of Baden-Württemberg divided into? http://www.badenwü tml


Richard-von-Weizsäcker-Schule Öhringen County Hohenlohe. ANSWERS 1. Where you can find the province ‘Hohenlohe’geographically? Answer: Hohenlohe enjoys a central position in Southern Germany, located between the A6, A7 and A81 motorways. The countryside makes up part of the Heilbronn/Franconia region in the federal state of Baden-Württemberg and it borders on Bavaria. Hohenlohe + Schwäbisch Hall, the area of Unterland around Heilbronn and also the Swabian Forest Nature Reserve, the Schwäbischer Wald as they say, nestling between the River Kocher and the winegrowing area known as Remstal, are all regions of outstanding beauty where you will find a great deal of historic sights well worth visiting. 2. What is the ‘Limes Romanus’? Answer: The limes was a border alongside the Roman rich. It was built by romans to fend their area. Along the border are towers located. 3. What is the meaning of the key of Öhringen? Answer: The arms were officially granted in 1954. The key is the symbol of St. Peter, the patron saint of the Abbey founded in 1037 and also of the village which grew around the Abbey. Öhringen grew rapidly and received city rights before 1253. The oldest seal of the city dates from the 14th century and shows St. Peter, holding the key and a book in his hands. On both sides of the saint, a canting ear (Ohr) was added. This composition was used on the seals until the beginning of the 20th century, see the image published by Hupp below. The arms with only the key first appear around 1500 and were commonly used since the 17th century. 4. What size has the county Hohenlohe and how much of it is farming 5. Name the two rivers that go through the ‘Hohenlohekreis’ Answer: Kocher and Jagst 6. Who was Richard von Weizsäcker, the patron of our school? Answer: A former statesman and President of Germany from 1984 -1994.


7. Who is the mayor of Öhringen? Answer: Jochen K. Kübler 8. In which museum can you see some local things of the Roman history? Answer: The Weygangmuseum. 9. What is he name of the motorway that passes Öhringen? Answer: A6 going from Mannheim to Nürnberg 10. Which national football team stayed in Öhringen during the 2006 world championships? Answer: Australia 11. Which are the neighbouring foreign countries of Baden-Württemberg? Answer: Switzerland, France, Austria 12. What is Baden-Württembergs attitude towards lifelong learning? http://www.badenwü Answer: Establishments for further education like local evening class institutes and universities. 13. Who is the Minister President of Baden Württemberg and which party does he belong to? http://www.badenwü Answer: Günther H. Öttinger, Christian Democratic Party(CDU) 14. What is the territory of Baden-Württemberg divided into? http://www.badenwü

Answer: 4 administrative districts, o 12 regions, o 35 rural districts and 9 urban districts and

1,108 municipalities (89 are district capitals, 311 are entitled to carry the title of "town"), as well as one district with independent status.


AGRICULTURE IN AND AROUND WORCESTERSHIRE AND HEREFORDSHIRE: A WEBQUEST Webquest – to find the answers to the following questions you will need to search the following websites, you will also find the search helpful for all questions. 1. Worcestershire, Herefordshire and Gloucestershire grow several particular varieties of fruit to produce an alcoholic drink. These three counties form a European Union Protected Geographical Indication. Name the drink produced, how it is made and the best varieties of fruit which are grown to produce it. 2. Evesham in Worcestershire is famous for a particular type of farming, what is it called? Evesham grows a particular vegetable which it is world famous for, what vegetable is it and what is it about Evesham that makes it grow so well there? How is it cooked and what hot butter sauce is it best served with? 3. Herefordshire is famous for its meat production. Which type of meat is it famous for? When did the breed first originate? What are the desirable traits of the breed? How long to they take mature? What are the typical weights and dimensions of the breed? What are the highest prices paid for a male and female of the species? http://www.hereford.prg/AHA/tabID_3488/tailored.aspx 4. Britain is famous for beer a vast range of beers from stouts through bitters to pale ales these are all produced all using a particular crop which gives the beverage a range of flavours and aromas. What is the crop? How is it grown? How is it used in the brewing process? And where in Worcestershire and Herefordshire is it still grown?


Answers to Webquest about Agriculture in and around Worcestershire and Herefordshire Question 1. The drink produced is called Perry. Perry is made by selecting ripe undamaged pears which are then washed. Place the pears in a large container and crush the pears. Place the crushed pears into a coarse straining bag and place them in a fruit press. Press the pears until no more juice can be extracted. Add 1 campden tablet to every 4.5 litres to prevent oxidation. Check the acidity level, tannin level and alcohol level and adjust. Add an appropriate good quality Perry or cider yeast and leave to ferment in a fermentation vessel kept in a temperature between 20 – 27 degrees C. When fermentation is complete siphon of the Perry into clean, sterilised, airtight containers and leave to clear. The best verities of Perry pears are Arlingham Squash Moorcroft Barnet Newbridge Blakeney Red Oldfield Brandy Parsonage Brown Bess Red Longdon Butt Red Pear Flakey Bark Rock Gin Taynton Squash Green Horse Thorn Hellens Early Turner's Barn Hendre Huffcap Winnal's Longdon Judge Amphlett Yellow Huffcap Question 2. The type of farming done around Evesham is known as market gardening. It is famous for the vegetable called asparagus. The area of Evesham is ideal for the growing of asparagus due to its mild climate and its fertile sandy soil. Asparagus is best steamed or lightly boiled and served with a hollandaise sauce (hot butter sauce) Question3. Herefordshire is famous for beef obtained from the Hereford Cattle. The breed originated in the 17th century but became more popular during the 18th and 19th centuries. Hereford cattle have docile temperaments so they are easier to handle they hard hardy, mature early, they are swift to reproduce and are efficient converters of grass into meat. Hereford cattle take on average around 800 days. The average weight for a mature Hereford bull is 1.147kgs and for a mature cow is 857kgs. The highest price paid for a Hereford bull is 27,000 guineas and 8,500 guineas for a female. Question4. The crop that is used to give beer its flavour and aroma is the hop. Hops are a variety of perennial vine which may grow upto 25 feet in a single season. The hops are grown up trellis cages 7 foot by 7 foot and 18 foot high. Hops are delicate and impart the necessary bitterness required to balance the sweetness of the malt. They provide the spice flavour in beer and the aroma. The bitterness, flavour and aroma of hops are released into the wort (liquid which is obtained from the barley) through boiling. Different hops are used for adding bitterness, flavour and aroma these will be added to the wort for different amounts of time. Hops are still grown in the Teme valley.






Comenius Holy Trinity College Visit May 2009

Group Name: Comenius Partners-Learning through European Agriculture School: Holy Trinity College 9-29 Chapel Street Cookstown Co Tyrone Northern Ireland Tel: 028 86762420 School coordinator: Eileen Conlon th


Dates: Monday 11 – Friday 15 may 2009 Itinerary: th

 Sunday 10 May: German and Basque groups arrive in Belfast Stay in hotel in Belfast th

 Monday 11 May 9.00 - Leave Cookstown for Belfast by coach. 11.00 - English and Cookstown groups to join and all meet in Belfast at Jury’s hotel: Hotel in Belfast: Jurys Inn Belfast Fisherwick Place Great Victoria Street Belfast BT2 7AP Cookstown coach will park there to load luggage. English group can park there also. Bus Tour will begin from this hotel and return there. 11.30- Open top bus tour *1.30 - Lunch in Belfast(to be arranged) 2.30 – Leave Belfast for airport 3.30 – Cookstown coach to meet French at Airport 5.30 - Arrive in Cookstown by coach/car settle into accommodation 6.00 - Reception with Cookstown Council (drinks) 7.30 – Dinner at Loughry

12.30 leave school to go to Stormont (Parliament Buildings) 2.30 Arrive at Stormont 2.45 -3.30 Meeting with Minister of Agriculture and Minister for Education Photograph for press 3.30-4.15 Tour of Parliament Buildings 4.30- Leave for Giant’s Causeway 6.00 – Eat at Causeway Hotel 7.00- Visit Giant’s Causeway Return to Cookstown th

 Wednesday 13 May 9.00- Meet at school 9.00 - Leave for Clanabogan Farm *12.00- Lunch at tech or school? 1.20- Return to school *Enriched sport curriculum/GAA presentation *3.00 – 5.00- work with students LRC/webmagazine/dictionary 7.00- Irish night and dinner in An Creagan


Thursday 14 May

9.00 – Meet at school/bus to Greenmount Agricultural College 10.30-12.30 Visit Greenmount College (lunch) 2.00 – Arrive at Balmoral Show 6.00 – Leave Balmoral for dinner in Loughry at 8.00 Plenary session


 Tuesday 12 May (coach) *8.00 Breakfast-meet Mrs Simpson to look at receipts for accommodation and meals 9.20- Coach to Holy Trinity College 9.30 Welcome to Holy Trinity College *9.30 Tour of college/classroom visits *10.00 LRC - coffee/ meet with students/introductions/group work web- quest on agriculture in Ireland *12.00 lunch at school


 Friday 15 May- (coach) 8.30 Departure to airport – Belfast Europa bus station Connection to Dublin

*Comenius teachers will have meetings during the school work time.


Renewable Energy at Camphill Community, Omagh

CLANABOGAN FARM The Camphill Community Camphill Community Clanabogan is a registered charity situated in the west of County Tyrone, about four miles from Omagh. In this community, adults who have difficulties arising from mental and emotional disability live and work together with co-workers and their children. The community comprises an organic farm and residential centre for some 90 people and the farm consists of both livestock and arable production. Milk and milk products, meat, grain, vegetables and fruit are produced naturally without chemical fertilisers or pesticides, following the approach of biodynamic agriculture. Groups of school children visit the farm and bakery; nursing students, youth projects, environmental groups and all kinds of interested people come and see what life in Camphill is like. Renewable energy demonstration facility It was decided to develop a land based demonstration resource where innovation could be applied in a local context and practical applications of renewable energy technologies and sustainable farming practices could be seen in action. To this end the renewable energy demonstration facility was constructed at Camphill. This facility is a working demonstration scheme featuring a range of key renewable energy technologies which have been developed and installed on the site, including: • 20 kW wind turbine for electricity generation The wind turbine is grid connected and has been in operation for around 2 years and supplies electricity for the ground source heat pump in addition to the residential facilities and workshops at the site. The output of the turbine is in the region of 50,000 units of electricity per year (at an average windspeed of 7 metres per second). • Ground Source Heat Pump The heat pump has an electrical input of 5.5kW delivering 20kW of heat output. The heated water circulates through approximately 1km of pipework located 600mm below ground level in the polytunnel. This produces a root temperature of between 22 and 24 oC which is ideal for root crops and has proven effective in bringing the spring growing season forward by a full six weeks in comparison with before installation. The ground loop is approx 1.5 metres deep and the collecting pipework system is approx 2km in length. At this depth the temperature is around 10 o all year round. The electricity for the pump is supplied by the wind turbine on site.


Biomass (woodchip) fuelled district heating system The biomass district heating scheme has been running since March 1999 and was the first district heating scheme of its kind in the country. For years the Camphill Community have improved the estate, fields, hedges and so forth creating piles of waste wood material. A 320kW boiler and a large wood chipper were purchased with assistance through the DED's energy demonstration scheme. The boiler uses mainly wood chip from the Camphill site however it can also burn wood pellets and grain which can be supplied locally. The boiler provides heat for approximately 2/3 of the site including residential facilities and workshops. Approximate running costs for the boiler are £4,000 £5,000 per year however the equivalent costs of fossil fuels would have been around £18,000 - £25,000 per year, thus saving approx £15,000 per year. A domestic multi fuel wood boiler is also used for a cottage on site. • Solar water heating The house at Camphill has 7 flat plate solar collector panels mounted on the roof. The system provides around 50% of the annual hot water needs of the house which includes residents’ baths, showers and washbasins. The system has a controller which switched the solar pump on automatically when the temperature of the water in the collectors is 4 o C above the water temperature in the cylinder. The total collector area is 14m 2 and is linked to a 500 litre pre heat water cylinder. The system also has a drain back vessel which automatically drains fluid from the collectors to prevent freezing or overheating within the roof mounted collectors. • 2kW photovoltaic array for electricity generation The photovoltaic array is a demonstration project and the energy generated contributes to the electricity requirement of the day workshops, for general lighting and appliances. The array has a peak output of approximately 2kW. The system is grid connected and replaces electricity from the grid. The solar panels produce DC electricity which is changed to AC so that it can be used within the building. This is achieved by an inverter. The display panel shows the amount of electricity being produced at any one time and the number of units produced to date. These systems are all working to meet the energy needs both of the Camphill Community and the farming enterprise as well as providing a state of the art demonstration resource for education and research and development into renewable energy applications. Education and Raising Awareness The demonstration facility at Camphill has been open to visitors since September 2003, with guided group tours being organised on a regular basis. To date over 500 invited visitors have toured the site. In addition to this, a series of information evenings for farmers and other rural employers were held throughout the district.


QUESTIONS FOR THE MINISTERS MRS MICHELLE GILDERNEW AND MRS CATRIONA RUANE TO MINISTER GILDERNEW From The Basque Country 1. In the Basque Country, Local Agencies are trying to encourage young people to keep their families' farms working. Which is the average age of farmers in NI nowadays? Are there enough young people who want to continue farming? Do young farmers who are starting out often ask for financial aid? 2. Which have been the biggest improvements in farming methods in Northern Ireland? How has EU funding contributed to this? Does the sector depend too much on funding? 3. Fishing has been a traditional activity developed over the years in the Basque Country and Spain, and which is currently one of the most important industries of its kind in the European Union. Our fishermen have stopped fishing a lot of species because they are at risk of extinction. Has any measure of this kind been taken in Northern Ireland? 4. The Spanish government has developed policies with regard to food quality control in co-ordination with the Autonomous Regions and other units and departments involved in food monitoring. Guidelines for food quality policy have been set by developing the central government's competencies with regard to guarantees of origin, geographic indications, guaranteed traditional specialities and ecological production. In the Basque Country, we have a quality label called Eusko Label and a foundation called Kalitatea whose mission is to encourage, promote and develop quality agrifish and food products and to provide the consumers with a guarantee of their source, safety and quality: Basque beef, Basque farm-house eggs and chickens, suckling lamb, albacore tuna and blue-fin tuna, milk, honey, Alava potato, Gernika peppers, Ibarra chilli peppers, tomatoes and beans. Is there a similar entity in Ireland? 5. Ecological agricultural foods which conserve their own balanced composition are the only ones that can guarantee the absence of genetically modified organisms. Is the government concerned about these products? Do farmers who promote ecological agriculture and livestock agriculture get enough help so that they do not have to change their farming methods and use genetically modified organisms? 6. How have Irish authorities attempted to maximise product quality respecting the environment and human beings at the same time, but guaranteeing traceability of the product and production profitability? 46

7. This week diary farmers have protested in our country and have handed free milk because the price of the milk they produce has dropped. The money they receive is less than it costs them to produce the milk. While the cost of milk in supermarkets has risen steadily and we pay 0.80 € per litre, they get paid 0.30 €. As a result, a lot of producers are going to be shut down and farmers cannot continue having cows in their farms, they feel they will have to sell up. How are you dealing with the problem in Ireland? From France 1. What is the percentage of sustainable agriculture in Northern Ireland? From England 1. What does the Minister think are going to be the biggest challenges for agriculture in the area over the next decade? From Germany 1. What are the agricultural emphases in Northern Ireland? 2. Which are the most pressing questions in Northern Ireland agriculture? (in Germany it is the low milk price, cutting of subsidies, giving up farms, young people don’t want to do farm business, etc.) 3. What would you say about the development of agriculture in NI? 4. How much subsidies from the EU does agriculture in NI get? From Holy Trinity College, Cookstown Question For a young person leaving school – what are the employment prospects in agriculture? Should CAFRE be making more money available to train young people in Land use / renewable energy? South West College, Omagh Question The Minister may be aware that the SWC and partners propose a Rural Innovation Centre for the South West region. Does the Minister have any suggestion about types of energy or other crops farmers in the region should consider diversifying into? To Minister Ruane From Holy Trinity College, Cookstown Holy Trinity College is a Specialist Sport and English College. We are very privileged to have received the funding for this. Our planning for the bid includes travel to other parts of Europe to play sports together. We, and other Specialist Schools, have recently lost the funding for the final year of the designation. We understand why but would like to ask Minister Ruane if there is any way that the funding could be reinstated as our Year 4 plans included a range of exciting educational activities which would benefit all of our students.


BASQUE STUDENTS’ REPORT Sunday, 10th May, 2009 We set off from Agurain at 7.00 to be at the airport at 9.20. After waiting for a bit, we weighed our suitcases and we checked-in. Afterwards, we danced for a while not to get bored while waiting for the flight. The plane took off at 11.20 and we arrived in Dublin at 12.20. The bus which was going to drive us to Belfast arrived at 13.00, so after a two hours and a half journey, we got off the bus in front of our hotel. We relaxed at Jurys Inn and we went sightseeing in Belfast. After seeing the city hall, a shopping centre and other places, we went to Tesco to buy a snack. When we left the shop, we met the German teachers and we decided to meet later after we had had dinner. At 20.00 we met the German students. Although at the beginning it was quite difficult to speak among us, we had a very good time. At the end, they went to their hotel and we went to sleep. The exchange had started really well. IGANDEA (2009/05/10) Goizeko 7etan abiatu ginen Aguraindik, 9:20rako aireportuan egoteko. Apur bat itxaron ondoren, maletak pisatu eta fakturatu genituen. Gero, hegazkina hartu arte ez aspertzeko, dantzan aritu ginen. 11:20an hegazkina abiatu zen eta 12:20etarako Dublinen ginen. Maletak hartu eta autobusaren zain egon ginen. 13:00etan heldu zen gu Belfastera eramango gintuen autobusa. Bi orduko eta erdi inguruko bidaiaren ondoren, autobusak hotel aurrean utzi gintuen. Hotelean apur bat deskantsatu eta Belfast ikustera atera ginen. Udaletxea, merkatal zentroak eta beste txoko batzuk ikusi ondoren, Tescora joan ginen jateko zerbait erostera. Ateratzerakoan irakasle alemaniarrekin topo egin genuen eta beranduago elkartuko ginela hitzartu genuen. Zortzietan, afalduta geundela, ikasle alemaniarrak ezagutu genituen. Hasieran hitz egitea kosta bazitzaigun ere, beraiekin oso gustura egon ginen eta primeran pasa genuen. Azkenean, eurak hotelera eta gu lotara joan ginen.

Monday, 11th May, 2009 After having breakfast at the hotel, at 11.00 we met the Irish and English students. Later, the Germans arrived and all the groups went to see the city on an open-bus tour. After visiting the most interesting places of the city, we ate some paninis at a canteen near the area where the Titanic was built. Then, we took the bus and went to the airport so as to meet the French pupils. They were delayed and when they got on the bus we went to 48

Cookstown. We were given the keys of our rooms and we left our luggage at the boarding school. At 18.00 some local authorities gave us a speech and some agricultural and cultural information including a pack and a present. Moreover, the press took us some photos and we were on the news the following day. We went to have dinner when the event had finished and we played pools until late. ASTELEHENA (2009/05/11) Hotelean gosaldu ondoren, 11etan ingelesak eta irlandarrak ezagutu genituen. Beranduago, alemanak heldu ziren eta talde guztiek hiria ikusi genuen autobus turistiko batean. Hiriko txoko interesgarrienak ikusi ondoren, Titanic itsasontzia eraiki zen zonaldeko taberna batean panini batzuk bazkaldu genituen. Jarraian, autobusa hartu eta aireportura joan ginen, ikasle frantziarrak biltzeko asmoz. Hauek berandu iritsi ziren eta ailegatutakoan Cookstownera joan ginen, gure logeletako giltzak jaso eta maletak utzi genituen. Seietan herriko ordezkariek hitzaldi bat eman zuten eta oroigarri batzuk eman zizkiguten talde bakoitzari. Gainera, egunkarirako argazki batzuk atera genituen. Ekitaldia amaitutakoan afaria prest geneukan. Gero, billarrean aritu ginen ohera joan arte.

Tuesday, 12th May, 2009 After we had had breakfast, we got on the bus and we went to Holy Trinity College, where some students showed the college to us. After that, we had a drink at the canteen and we did some group work. At midday we had lunch and a half an hour later we all went to the parliament. We saw the building and then, we met the Minister of Agriculture and the Minister for Education, with whom we chatted After that, we were taught the history of the parliament and we saw the building. When we left the parliament, we went to The Giant´s Causeway. After we had arrived, we had dinner in the restaurant. Then, we saw the surrounding area. We took a lot of photos and enjoyed the nature. We thought that that place was nice to visit. Finally, we got on the bus and we returned to Cookstown. ASTEARTEA (2009/05/12) Gosaldu ondoren autobusera igo eta Holy Trinity College eskolara joan ginen. Bertako ikasle batzuek ikastetxea erakutsi ziguten. Gero, bertako tabernan te bat hartu eta talde lana egin genuen. Hamabietan eskolan bazkaldu genuen eta ordu erdi beranduago parlamenturantz abiatu ginen. Eraikina kanpotik ikusi eta Hezkuntza eta Nekazaritza Ministroekin elkartu ginen. Hitz batzuk esan ondoren beraiekin egon ginen apur batean. Gero parlamentuaren historia azaldu eta eraikina barrutik erakutsi ziguten. Parlamentua utzitakoan, Giant´s Causeway-rantz joan ginen. Iritsitakoan, jatetxean afaldu eta gure kabuz ingurua ikusi genuen. Haren edertasunaz gozatzeaz gain, argazki pila atera genituen. Bisitatzea merezi duen zonaldea dela uste dugu, benetan harrigarria. Zortziak inguru autobusera igo eta Cookstownera itzuli ginen.


Wednesday, 13th May, 2009 We took the bus and we were driven to Clanabogan Farm. We learnt how the farm functions and its use. We were given explanations about the ways of helping disabled people, renewable energies, a water cleaning process and we saw different animals. In addition, we learnt some vocabulary relating to agriculture. At midday, we had lunch at an agricultural college. In the afternoon, we went back to Holy Trinity College, we learnt how to play Gaelic football and we played a match. When we had finished, we completed the web quests in groups and we prepared an agricultural dictionary. We also left some comments on the blog. Around 7.00, we went to Loughry to take our dancing costumes and we were carried to An-Creagan. After having dinner and practising a bit, the Irish night started. We saw Irish dances and we even learnt some of them. Moreover, we danced and taught our partners some Basque dances. We had fun that night. We came back to Loughry at 11 p.m. and we went to bed after playing pools.

ASTEAZKENA (2009/05/13) Goizean goiz autobusa hartu eta Clanabogan Farm-era joan ginen. Bertako funtzionamendua eta erabilera azaldu ziguten, elbarrituak laguntzeko moduak, energia berriztagarri mota batzuen erabilera, uraren garbiketa eta animaliak erakutsi zizkiguten. Gainera, nekazaritzari buruz ikasi genuen. Hamabietan bazkaldu genuen. Arratsaldean, gaelic futbolean nola jolastu ikasi genuen eta partidatxo bat jokatu genuen. Amaitzerakoan, taldeetan webquestak osatu eta hiztegia egin genuen. Zazpiak inguru, gure dantza jantziak hartu eta An-Creaganera joan ginen. Afaldu eta apur bat entsaiatu ondoren, gau irlandarra hasi zen. Bertako dantzez gozatzeaz gain, batzuk ikasi genituen. Gainera, guk dantzatu eta beraiei erakutsi genizkien gure dantzak. Oso ongi pasatu genuen gau hartan. Hamaikak aldera aterpetxera bueltatu eta lotara joan ginen billarrean aritu ondoren.


Thursday, 14th May, 2009 In the morning, we saw an agricultural school where we were shown the process to get milk and we saw cows and plants. We spent the morning there. After that, we had lunch and we went to Balmoral Show, a very funny agricultural show where we spent the afternoon answering to some questions. We saw tractors, animals and motorbike shows. After dinner and we had a plenary session and we gave our partners some presents sponsored by Lautada LGE and IMK. All the students and teachers met together and discussed about the project and experiences that we had had on the trip. After we had had dinner, we went to a pub in Cookstown with the Germans. When we were back, we stayed together in the drawing room. OSTEGUNA (2009/05/14) Goizean nekazaritza eskola bat ikusi genuen. Bertan esnea ekoizteko prozesua eta landareak zaintzeko sistemak erakutsi zizkiguten. Goiz osoa bertan eman genuen. Bazkaldu ondoren Balmoral Showera joan ginen, nekazaritzarekin loturiko azoka garrantzitsu bat. Arratsaldea bertan pasatu genuen, oso gustura. Animaliak, traktorrak‌ ikusteaz gain, zaldi eta motor erakustaldiak zeuden bertan. Zortzietan afaria izan genuen aterpetxean eta aste osoan bizitakoaz hitz genuen talde guztien artean, hau da, ebaluazio bilera egin genuen. Afaldu ondoren, herriko pub batera joan ginen alemanekin. Bueltatzerakoan, aterpetxeko egongelan geratu ginen denak elkarrekin.

Friday, 2009



In the morning, we packed our suitcases and we left behind the English teachers and pupils. At 8:30 we went to the airport in order to see off the French people. The bus left us in Belfast. The Germans had to go to Dublin, so we said goodbye to them very sadly. Then, we did some shopping, but we couldn’t forget our German friends. In the evening, we bought some bread to eat the chorizo and cheese we had left and we went to bed.


OSTIRALA (2009/05/15) 8:30ean aireporturantz joan ginen, frantsesak bertatik hartzen zutelako hegazkina. Gu Belfasten utzi gintuen autobusak. Malko artean alemanak agurtu behar izan genituen, hauek gaua Dublinen pasatu behar baitzuten. Egun osoa erosketak egiten igaro genuen, aurretik ikusitako gauzak erosten. Hala ere, oso triste egon ginen denbora guztian, faltan botatzen genituelako. Gauean, logelan denok elkarrekin afaldu genuen eta lotara joan ginen.

Saturday, 16th May, 2009 We woke up at four o’clock in the morning in order to be at the bus station at 5.00 to go to the airport. An hour later we checked in the suitcases and at 7.40 we took the plane. We arrived in London a bit later because the weather was not good. The plane landed in London at 9.30. We took the suitcases and we changed the terminal to take the next plane to go to Bilbo. We checked in the suitcases and then, we had a typical English breakfast which was delicious. It had tomato, sausages, eggs... At 16.40 the plane took off. We arrived in Bilbo at 19.30. Our parents were waiting for us in order to drive us home. LARUNBATA (2009/05/16) Goizeko lauetan jaiki ginen,bostetan autobus geltokian egoteko eta aireportura joateko. Seietan fakturatu eta 7:40an hegazkina hartu genuen. Bidean zegoen eguraldi txarraren eraginez pixka bat beranduago iritsi ginen Londresera. Hala ere, 9:30etarako bertan geunden. Maletak jaso ondoren, hegaldia ateratzen zen lekura joan eta fakturatu hartu itxoin genuen. Behin fakturatuta, Ingalaterrako ohiko gosaria probatu genuen. Oso gozoa zegoen, babarrunak, arrautza, tomatea, etab. zituelarik. Geroxeago ikasten aritu ginen denbora aprobetxatzeko. 16:40an hegazkina atera zen Londresetik eta 19:30ak pasata heldu ginen Bilbora. Bertan, gurasoak genituen zain gu etxera eramateko asmoz.

ANITURRI BHI Learning through European Agriculture COMENIUS PROJECT


GERMAN STUDENTS’ REPORT Trip to Northern Ireland (10. – 16 May 2009) On Sunday 10th May 2009 we started our first trip in context of the Comenius project to Northern Ireland, where the different groups met each other for the first time. We travelled by plane from Frankfurt and arrived in Belfast in the afternoon. We stayed in Belfast for the rest of the day and the night. In the evening we met the pupils from the Basque Country in the restaurant of their hotel. The first conversations started very slowly and incompletely but after some time we understood each other more and more. The next day we met the French and the English group at the airport in Belfast. Then we drove all together to Cookstown, where we were welcomed at the Holy Trinity College by the Cookstown council, teachers and pupils. All the groups slept in the school for the whole week. On Tuesday morning we had a tour of the college and classroom visits and after that we worked together in groups with pupils of different nations. In that time we did a web-quest about each country and started to create an agricultural dictionary. The words of the dictionary were gathered by the pupils and were translated into the five languages of the nations English, Spanish, Basque, French and German. In the afternoon we left school to visit the Parliament Buildings of Northern Ireland and learned a lot about their politics and history, which was a really exciting one in the last years because of the sovereignty they got in 1999 from the British government. Through the conversations with the Minister of Agriculture and the Minister of Education of Northern Ireland we got some impressions of the agricultural structure and the educational system.


On Wednesday morning we visited a farm in Northern Ireland, where we had a guided tour with the farmer and in the afternoon we returned back to school where we worked together in groups at our dictionary. In the evening we had dinner all together in An Creagen. After dinner we were entertained by an Irish folk-music group. Close to the music we were dancing together. On Thursday morning we visited the Greenmont College, which offers a range of full time, part time and short courses to people entering the food industry and those already working in it. After that we visited the Balmoral Show, where we could see new technologies, machines and breeding. In the evening we visited the famous Giant’s Causeway, which was very nice to see and most impressive. On Friday morning the groups left each individually. We took the bus to Dublin, stayed there for one more night and then flew back to Germany. In that week we learned a lot about Northern Ireland and the pupils of the four different nations. The impressions and experiences we got were very interesting.

Trip to the Basque Country – summer 2009 In Northern Ireland we came very close to the pupils of the Basque Country. We have had a very good week together and the farewell was a very hard. So they invited us to come to the Basque country for a visit. This proposal we couldn’t refuse, of course. So two of my classmates and I decided to drive to Agurain in June 2009, where some of them live. The Basque country is divided in seven provinces. Agurain is a very small city which only has about 4,500 inhabitants in the province of Araba. The Spanish name of the city is Salvatierra. During the time of our stay in the Basque country the Basque pupils had holidays so they were able to show us their village, their school system and some sights of their country like the cities San Sebastian and Vitoria-Gasteiz. They introduced us to their families, who were also very friendly and hospitable. We invited them for summer 2010 to stay in Germany.


FRENCH STUDENT’S REPORT Cookstown, here we come! From the 11th to the 15th of May, we visited Northern Ireland. That was great! The trip went fine: we had to take the train from Châteauroux to Paris, and then take a shuttle to the airport. In Charles de Gaulle, we boarded a small plane. Strange feelings when the plane took off and landed. We think it is called to have “butterflies in our stomachs”!

Even more strange feelings when we were welcomed by our European partners: we were shy and didn’t dare speaking. It’s true that we have a complex of inferiority concerning languages: we would try to make an effort. If the Basque and German students could, then why couldn’t we? The things that surprised us were a warm welcome at Trinity College. A great deal of Irish people came and talked to us. They were willing to know us better, and to make us feel comfortable. Miss Conlon was very friendly, and really wanted us to feel good as well. We were also surprised by the warm weather we had during the first days. It was supposed to rain – indeed, we had a few showers at the end of the trip: the tradition was respected! It would be too long to tell everything. We have kept a whole bunch of memories from this meeting in Northern Ireland. But what we remember is: -

The Giant’s Causeway on the sunset. Gorgeous! The meals we had. Very different from our three-course French meals! The Balmoral Agricultural Show. The place was so huge, and there were a lot of cow breeds and machinery.



The Celtic music and dance at the pub. We liked when the Basque dances too: we could notice that it was very similar. Lively moments: we tried to dance like them but‌

It was too short a stay. But, it is a promise: we’ll come back and try to discover more of this welcoming country. It would be even better if the other European pupils could come too!





Teachers with Dolores Stinson, European Studies Programme Coordinator, at Balmoral Show  

1 comment Posted under PHOTOS

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1. Permalink #

Dolores Stinson said

Hi Idoia & the rest of you. It was really lovely to meet you all again at the Balmoral Show and what a coincidence!! Northern Ireland is a very small place but the chances of an unplanned meeting are still quite remote. I have had a look at your blog and am very impressed with your project. Well done & keep up the good work. Also don’t forget when your project ends, you can still keep working together by joining the European Studies Programme! Cheers, Dolores x



REPORTING THE VISIT TO IRELAND Today we have had the chance to explain what we did Ireland to our partners. We have told them that English is very important to understand each other and that the following students should take part as well as we have done. They will have to continue with the dictionary we have started and create documents for the e-magazine. We have made very good friends and we would like our Basque partners to go on with the relationship we have started.

Tomorrow we will explain the project to the youngest students in our school again.

And that’s what we did. We even

played some Irish music and danced.


Leave a comment Posted under IRELAND_FEEDBACK




Permalink # said

Benjamin Weis

Hey, I really enjoy to stay in Ireland. I like to talk with the people from different nations. And I am really surprised that I understand most of what the others are telling.


Permalink # Kuehner said



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Permalink # boris said

van der ven

david said

Amets Aguayo

Hello I like a lot of things in Ireland but the thing that I like most is meeting the people from the other countries.


romain cornette

j aime bien ce petit voyage car on fait plein de chose nouvelle. Et la nourriture est super.

i really liked it yestaday i like the parliament buildings and the free stuff and i did like gaelic football


Permalink # said

j’ai bien aime cette journee surtout le foot gaelic et la nourriture. Ce pays est tres beau.

Greetings Philipp



yes it is good over here


Hi I like to stay here in Northern Ireland, talking to other pupils and working together with them is very interesting for me.

Permalink # said

Mathieu Sauget

I like this trip..It is a beautiful country !!!!


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Apolline said

the trip to Ireland is very good but I don’t speak english very well


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Asier said

I like Ireland a lot. It’s a beautiful and pleasant place in order to stay and as to learn English. Especially, I enjoy Giant Causeway and the meeting with ministers is ok and nice.

10. Permalink # chauffeteau said


I love this country and it’s a beautiful trip ! Thank for all !!!


11. Permalink # said

tobias uihlein

I enjoy to stay in Nothern Ireland. It’s interesting to talk with people from other countries.

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jodie said

Hello do you think it is good over here

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virginie said

I find the nice college and they people are hospitable . i had good moment at northren Ireland .

17. Permalink # boumedienne said


I love this country. The gaelic football has very complicate rules.

Adrien said

Hi, we have good weather. It was well at giant’s causeway. The college has lots of material. …

18. Permalink # said

jokin morinigo

I spent a very good time in Nothern Ireland but the thing that I like most is gaelic fooftball.

Nicolet Adrien. 19. Permalink # 14. Permalink #

Jean-Sylvain said

There is good weather, it’s sunny. This trip is good. We have had a good moment at giant’s causeway.

Maite said

Well done Eileen.It was great!

20. Permalink # ven said

boris van der

I love the food and the people. 15. Permalink # said

bradley norman

hi i like it here in ireland the sports are different all the different countries have all joined in learning a new sport called gaellic football it is really complicated it was really fun.

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Anna said

The stay in Ireland is good and it’s good to get to know people from other countries.

22. Permalink # said

romain cornette

I love food and this country.


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Florent said

I find the college very beautiful and the students are nice.

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econlon806 said

Hello everyone, Thank you for the great comments. I have really enjoyed meeting you all. I would love to see you back in Cookstown some day and all my students (800) say hello and thank you for coming. They would love to see more of you and wish that they did not have examinations when you were here. I look forward to seeing you all in France. Eileen and Declan

25. Permalink #

caolan coyle said

Hello, i hope you all enjoyed your stay in ireland.we didnt get to spend much time with you all due to our exams but we will be able to get to know you better when we visit you in september.

27. Permalink #

Hello, hope use all had a great time in ireland. sorry we didn’t get to spend much time with use because of exams, hopefully we get to spend more time with use in france.

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jessica said

Hello Good having you all here, hope use enjoyed it! Cant wait to go to france to meet u all again.

jessica said

Hello hope use all had fun over here, cant wait to go to france to meet you al again.

29. Permalink # said


Hello, we all really enjoyed playing gaelic football with you at our school. I cant wait to see you all in september. bye

30. Permalink # gallagher said 26. Permalink #

Matthew said


Hey! i really enjoyed doing the gaelic football with you’s! I wish I had more time to do more activities with you’s but we had exams so we found it hard to find time to get out of school, but I look forward to seein you’s again in September! Good Luck!







A citizenship lesson, working on the picture dictionary in Agurain.








A group holding their picture dictionary with the Spring Day exhibition and Comenius board behind





We have organised an exhibition in the hall. It is about our European Comenius partner countries and some of their main features. We have worked on Geography, Culture and Agriculture.





INTRODUCTION: A tractor is a vehicle specifically designed to deliver a high tractive effort at slow speeds, for the purposes of hauling a trailer or machinery used in agriculture or construction. HOW IT WORKS: As you can see, the engine is situated in the front part of the tractor. There are four pistons which move the crankshaft to get circular speed. This movement is transferred to the gear box which meets the clutch so as to change marches and not to spoil the gears. The gear box contains some gears. Depending on the relation of transmission among them more or less speed will be generated. Marches are based on this mechanism. The first is the slowest one, although more strength is got. Finally, the speed got from the gear box is transferred to the back wheels. FUNTZIONAMENDUA: Traktorraren aurrekaldean motorra aurkitzen da. Bertan, birabarkia mugiarazten duten lau pistoi daude. Horrela, mugimendu zirkularra lortzen dugu. Mugimendu hau engranaje kutxara pasatzen da. Bidean, enbrage bat dago martxak aldatzeko baina engranajeak izorratu gabe. Engranaje kutxan hainbat engranaje daude. Beraien arteko erlazio transmisioen arabera abiadura handiagoak edo txikiagoak lortuko ditugu. Martxak mekanismo honetan oinarritzen dira. Lehenengoa mantsoena da, nahiz eta indar gehiago lortzen den. Azkenik, engranaje kutxatik lortutako abiadura atzeko gurpiletara transmititzen da.



ETHICS/CIVIC EDUCATION 2008-2009 (DBH 4) June 9, 2009. THE PRESS AND THE NEWS. AGRICULTURAL NEWS. By elosaniturri Look for some agricultural news and post a comment with the link. You can use these web pages: +charset%3Dutf8&SuppressCaching=1&page=1&pagesize=12&results=search&config=results_pre&attrib_1=SC HOOL_LEVEL_NAME&oper_1=eq&val_1_1=&attrib_2=SUBJECT_NAME&oper_2=eq&val_ 2_1=&attrib_3=TOPIC&oper_3=eq&val_3_1=&attrib_4=SearchText&oper_4=eq&val_4_1=agr iculture Search “agriculture” 993&fr=cb-guardian


This entry was posted on June 9, 2009 at 9:08 pm and is filed under CIVIC EDUCATION, COMENIUS 2008-2010. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site. Edit this entry.

20 Responses to “THE PRESS AND THE NEWS” 1.

J.J. Says: June 10, 2009 at 7:09 am | Reply edit Hau da esnearen artikulu bat. Artikulu honetan azaltzen da esnearen prezio duinagatik 800 baserri itxiko direla. 09-0606/019/005/Esneagatik_prezio_duina_lortu_ezea n_800_baserri_itxiko_direla_dio_EHNEk._Bestel ako_nekazaritza_politikak_eskatzeko_Bilboko_erd igunea_geldiarazi_dute_200_baserritarrek_manife stazio_batekin_Litroa_ekoiztea_043_euro_kostatz

en_zaiela_eta_trukean_024_jasotzen_dutela_dio_ EHNEk.htm


Amets and Nagore Says: June 10, 2009 at 7:11 am | Reply edit We are going to work on this article which speaks about potatoes: ures/science_nature/agriculture_po tatoes.shtml



J.C.S. Says: June 10, 2009 at 7:14 am | Reply edit We have found some news about G8 decision on food crisis. link: /20/calls-for-leading-nations-to-actagainst-food-crisis/


jokin moríñigo encina Says: June 10, 2009 at 7:21 am | Reply edit “The food matters” is a very interesting article. It speaks about food miles. If you read it, you will see what food miles are. matters/foodmiles.shtml


J.C.S. Says: June 10, 2009 at 7:21 am | Reply edit We have found some news about milk policies in Europe. Link: nomia/2009-0526/016/007/Europa_esnetan_itotzen._ Esnetarako_behiak_dituzten_mila_neka zarik_baino_gehiagok_manifestazioa_eg in_dute_Bruselan_euren_egoera_salatze ko_Kuotak_mantentzearen_alde_egin_ dute_protestan_parte_hartu_dutenek.h tm


Eloy and Andoni Says: June 10, 2009 at 7:22 am | Reply edit We have found the article in this page: 15464/reaping-the-benefits-ofreform.html.

The article is about the benefits of the reform of farmers customs. We have found the article very interesting.


Josune and Amaia Says: June 10, 2009 at 7:24 am | Reply edit On this page: “ icle/29829/sales-internetagriculture-farmersdistribution.html” we have found the article about which Josune and Amaia are going to do the presentation. The article is about the situation of potatoes.


Eiharne and Aitziber Says: June 10, 2009 at 7:31 am | Reply edit This article is about Fabienne Bruguiere, a woman of the region of the Languedoc, in the south of France, who tells us that love led her to devote to agriculture. She also speaks about the role of the woman in the wine culture. 25588/fabienne-bruguiere-mas-thelemewine-brunch.html


Gorka and Jorge Says: June 10, 2009 at 12:14 pm | Reply edit we have found this article 5/Garoñak_datozen_hamar_urteetan_b este_150_milioi_euro_inbertituko_ditu .htm. It is about Garoña nuclear power station. And also this second article s/showrecord?ContentType=text/html%3b%20c harset=utf8;Id=500;returnUrl=%3FSuppressCaching%3D1 %3Battrib_1%3DSCHOOL_LEVEL_NAME%3 Battrib_2%3DSUBJECT_NAME%3Battrib_3%3 DTOPIC%3Battrib_4%3DSearchText%3Bbool_ 1%3DAND%3Bbool_2%3DAND%3Bbool_3%3 DAND%3Bconfig%3Dresults_within%3Bformat %3D%3Boper_1%3Deq%3Boper_2%3Deq%3B oper_3%3Deq%3Boper_4%3Deq%3Bval_1_1% 3D%3Bval_2_1%3D%3Bval_3_1%3D%3Bval_4 _1%3D%2Bagriculture%3Bpage%3D1%3Bpages ize%3D12;SuppressCaching=1;pagesize=12;.

The banana export industry in Ecuador




imanol, mikel and iñaki Says: June 10, 2009 at 12:18 pm | Reply edit We have found this article which speaks about agriculture in the US. It’s very interesting. LINK:

15. 1496/old-maceurope-had-a-farm.html


Sara and Ohiana says: Says: June 10, 2009 at 12:22 pm | Reply edit This article is about agriculture, BBC weather centre, climate change. On this page:


iker eta iñaki Says: June 16, 2009 at 9:11 am | Reply edit we have found this article: ng/article/14163/g8-the-showbegins.html


Itziar and Mery Says: June 16, 2009 at 10:30 am | Reply edit The article is about humans interviene in tropical rainforest.

Ian and Lorena says: Says: June 10, 2009 at 12:23 pm | Reply edit We have found this article about money well lent =agriculture&search_target=%2Fsearch&N =4294936993&fr=cb-guardian


izaskun eta laia Says: June 10, 2009 at 12:24 pm | Reply edit this article is about volcanoes size/geography/ecosystems/human_rai nrev1.shtml

19. geography/platetectonics/volcanorev4.shtml


This one is about pig castrators 28/profession-pig-castrator.html

Julen David Says: June 16, 2009 at 11:57 am | Reply edit This article is about the weather and the corn: s/science_nature/agriculture_corn.shtm l

Maria and Itziar Says: June 10, 2009 at 12:26 pm | Reply edit The article is about dumping 39/the-privilege-of-being-a-cow-ineurope.html

Julen David Says: June 16, 2009 at 8:39 am | Reply edit agriculture.shtml agriculture.shtml


iñaki Says: June 10, 2009 at 12:27 pm | Reply edit 13771/alain-keler-and-didier-lefevre-theeyes-of-the-world.html


France 3b Says: June 19, 2009 at 12:06 pm | Reply edit The pictures are fine!! Well done, the order and the collage… are very good. But the best blog is ours. Our post represents the life in a farm. Our photos and drawings are very good!




COMENIUS Visit in Châteauroux (Sept 28 – Oct 2) ITINERARY Monday 28th

Tuesday 29th

Wednesday 30th

Thursday 1st

Friday 2nd

10h00 – 12h00 : Visit of the Town Centre of Châteauroux (S + G) 11h30: NI group arrives at the railway station

8h30 : Departure by coach for the village of « Le Blanc » 10h00 – 12h00 : Visit of the school farm « les âges » and PPT on goat cheese making. (Work on goatbreeding vocabulary)

8h00 : Ice-breaking games in French and other languages 9h00 -11h00 : Scavenger hunt on the school site, discovering our plots of land, animal and cereal productions, of the biofuel workshop and the biomass heating system. 11h00 -12h30 : Work on the agricultural dictionary.

The four groups leave

Lunch at school (S+ G+ NI) 14h00 – 16h00: Visit of the school premises

Picnic at les âges farmstead 13h30 : Departure for the Natural Regional Park of « la Brenne » 14h30 – 17h00 : Observation of places of interest with Tony Williams (Englishman working for an association protecting birds), then meeting with French farmer Sébastien Heslouis, who tries to combine his cattle breeding with the conservation of a sensitive natural site. 20h00 – 22h30: Disco night at school

Lunch at school

8h00 : Group split into 2 parts and departure for two museums 9h00 – 11h00 : Groupe 1 : PRISSAC Museum of the agricultural machinery with questionnaire. Groupe 2 : CHASSIGNOLLES Museum of rural traditions, arts and crafts with a questionnaire and an English guide. Lunch at school

18h00 : Welcome ceremony: drinks, speeches and presentation of the town and of the « Berry » region

S + G = in families GB + NI = sch dormitory

S + G = in families GB + NI = sch dormitory

14h00 – 16h00 : Sports meetings at school: rugby, football, badminton 16h00 – 16h30 : Coffee and cakes break 16h30 – 18h00 : Free time and/or work on the dictionary

S + G = in families GB + NI = sch dormitory

14h00 – 17h00 : Work on the agricultural dictionary, thanks to the different observations made in the morning. 17h00 – 18h30 : Assessment of the week and discussion for the trip to Germany in March 2010.

20h00: Dinner in a Restaurant S + G = in families GB + NI = sch dormitory


September 21, 2009 LEARN SOME FRENCH BLOG POST by Aniturri BHI Châteauroux – a town in a garden Châteauroux is the dynamic capital of the south Berry province, and the administrative centre of the Indre department. It lies in the Centre region, only two hours from Paris, in the heart of natural surroundings as varied as the Creuse Valley, Brenne National Park or the Champagne Berrichonne (an area of vast fertile plains). Châteauroux bears its “Four Flower Symbols Award” with pride. A brief history of Châteauroux Historically, Deols preceded the town of Châteauroux. In about 937, the lord of the neighbouring town abandoned his palace to build a fortress on the left bank of the river Indre. This was known as “Château-Raoul” (Raoul’s Castle), which gives the town its name. At the end of the 12th century Château-Raoul was fought over between the King of France and the King of England. Châteauroux became the administrative capital of the department during the French Revolution. The town became industrialized at the beginning of the 19th century and the railway arrived in 1847. The last two World Wars hastened the town’s development. An aircraft factory was set up in 1936, and then in 1951 at La Martinerie, a large American airbase was created which led to the construction of towns, residences, houses… Modern-day Châteauroux The development of neighbourhoods and redevelopment of the town, along with the restoration of its buildings makes Châteauroux a town of exceptional natural surroundings with a recognized quality of life. Situated in a vast garden, with its coulée verte (“green way”), the town has a population of 49,659 inhabitants. Created in January 2000, the Community of Châteauroux and its suburbs groups the towns of Ardentes, Arthon, Châteauroux, Déols, Diors, Etrechet, Le Poinçonnet, Mâron, Montierchaume, Saint-Maur and Sassierges Saint-Germain, and has a combined population of 77,000 inhabitants. VISITE VIRTUELLE WEATHER MAP-TOWN CENTER We are going to travel to Châteauroux and we need some French. Click on these links and learn some basic French phrases: numbers, basic phrases, survival French, top common words, food, at home, clothing  

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tacha49 said

Yo! I’m so happy! Thanks to those links, you’ll be speaking fluent French when you come! Nice job really; in one-week time, you’ll be able to practice in families! See you soon! Tacha.

September 24, 2009 BASQUE STUDENTS TRAVELLING TO FRANCE BLOG POST by Aniturri BHI These are the students who are going to go to France

Itziar, Ohiana, Mikel, Peli, Garazi, Markel, Julen and Jokin


BASQUE STUDENTS’ REPORT LE BERRY REGION Le Berry is an ancient province and basically constitutes the Indre and Cher departments of the Centre Val de Loire region of France.

The Indre or department 36 is in Centre region. It is located in the south of the Loire Valley. The area is known for its pyramid-shaped goat cheese. It is one of the very rural departments of France. Le Indre and Le Cher (18) were known as Le Berry before. Châteauroux is almost in the centre of the department and it is the main city. There are a lot of forests in this region, and the landscape changes in the area called the Brenne, where there are a lot of lakes. Thousands of birds live there and the flora and fauna are protected in this national park.


THE TRIP: AGURAIN-CHÂTEAUROUX We met in Agurain at half past five in the morning to drive to Hendaia. We travelled from Hendaia to Toulousse and then to Limoges. We took a third train that took us finally to Châteauroux. Natacha and our host families were waiting for us at the train station and we said good-bye to each other to start our French experience.

In the afternoon, we did different things. One of us went to a motorbike festival exhibition next to the village. Another one played football and saw the cycling world championship. We all had our first contact with the French cuisine and we learnt that they have dinner very early. That was the first difference we found out. We also went to bed very early, although we thought it would be a good idea after our long trip.


THE SCHOOL: NATURAPOLIS LEGTA CHÂTEAUROUX. Our first impression: the school was huge! Fields and fields and more premises! Tractors, flowers, crops, caws… huge! It was the first time we had ever seen a boarding school, which may be strange for some people, but boarding schools are not common in our area. The French families did their best to welcome us and we were delighted. We had met the German students the previous day and some of us shared the same families. Now it was time to meet the English and Irish students and to find out how life was in an agricultural boarding school and in Châteraoux.

Garazi became our secretary with the lovely notebook she took everywhere to take notes and write down the vocabulay, whereas Oihana was our French translator. Itziar was the expert on cheese, so she compared how Idiazabal and Pouligny Saint Pierre cheese are made.


A TOUR IN CHÂTEAUROUX We learnt that they have free buses!!!

After the city tour, we had lunch at the school canteen and we met the French students. In the afternoon, we met in the “Berry” room. Each student got a folder that the French teacher had neatly prepared. We got the outline of the programme and the worksheets for the week. The week seemed really attractive, full of work to do. We walked around the school and answered a questionnaire about the French school system. We had a lot of fun. We also had a French lesson. We learnt some basic French to survive during the week. We had a good time and we laughed a lot.



We saw the new boiler of the school, which had been inaugurated three months before. Biomass is used to heat the whole school. We also took some notes to include the words in the dictionary and to write this report. My notes say that it cost 2,000 000 € and that they use wood chips to heat the school. Apart from wood, natural gas can be used to heat the building, but they usually get enough source of energy from the woods around to heat water at 90ºC, although the boiler can reach a maximum of 500ºC. The new boiler.


A VISIT TO LA FERME DES ÂGES The school has each own premises to produce the famous pyramid goat cheese near the village called Le Blanc. Therefore, we drove 60 km south to learn about this French delicious cheese. The premises are located under the AOC (Appellation d'Origine Contrôlée en fromage de chèvre). The so called Pouligny Saint Pierre cheese is produced in this area where we would visit La Brenne Parc Naturel Régional some hours later.

Pouligny-Saint-Pierre is a French goats'-milk cheese made in the Indre department of central France. Its name is derived from the commune of Pouligny-Saint-Pierre in the Indre department where it was first made in the 19th century. The Brenne valley is known for its mild climate which allows for the growth of rich pasture lands. The Pouligny is made from alpine goat’s milk, perfumed by the heather and herbs of the moor lands. The cheese is distinctive, being pyramidal in shape and golden brown in colour with speckles of grey-blue mould, and is often known by the nicknames "Eiffel Tower" or "Pyramid". It has a square base 6.5 cm wide, is around 9 cm high, and weighs 250 g. The central pâte is bright white with a smooth, crumbly texture that mixes an initial sour taste with salty and sweet overtones. It is remarkable white with a fine texture, moist and soft. The exterior has a musty odour reminiscent of hay.


To achieve its splendid form, the curd is ladled into a pyramid shaped mould that has holes in it. The draining of the curd lasts several days, once finished the cheese is taken out of the moulds, salted and allowed to dry on willow trellises. After four weeks of affinage the rind develops a dry, naturally blue mould, appearance. If the Pouligny Saint Pierre is allowed to mature longer the rind’s colour deepens and the mould spreads. The taste has a rarefied sour savour, followed by a salty flavour which turns to a sweetness nuttiness.

It is made exclusively from unpasteurized milk. Both fermier (farmhouse) and industriel (dairy) production is used with the fermier bearing a green label, and industriel a red label. Its region of production is relatively small, taking in only 22 communes. The manufacture is typical of the great goat cheeses of the Loire Valley. The coagulating milk is placed whole into moulds with holes to drain the whey. It is then dried in a wellventilated cellar with affinage of at least two weeks, although the best examples are left for up to five weeks. Production now occurs all year round although farmhouse manufacturers produce between spring and autumn. Pouligny-Saint-Pierre received AOC status in 1976.


Le Pouligny Saint Pierre est un fromage de chèvre au lait cru entier, à coagulation lente (caillé lactique), à pâte molle légèrement salée, de forme pyramidale tronquée à arètes régulières, de couleur blanc ivoire à aspect marbré et également bleuté, avec un aspect vermiculé. Fabriqué selon les méthodes traditionnelles, moulé à la louche et affiné avec soin, ce fromage possède toutes les saveurs d'un authentique fromage.

Pour obtenir l'AOC Pouligny Saint Pierre, la production de lait, la fabrication et l'affinage des fromages doivent être effectués dans l'aire géographique de 22 communes : Pouligny Saint Pierre, Preuilly la Ville, Ciron, Néons sur Creuse, Rosnay, Azay le Ferron, Douadic, Lingé, Lureuil, Ruffec le Chateau, Saint Hilaire sur Benaize, Mauvières, Concremiers, Tournon Saint Martin, Lurais, Saint Aigny, Fontgombault, Ingrandes, Mérigny, Le Blanc, Martizay, Sauzelles. Il ne vous reste plus qu'à découvrir toutes les étapes de notre processus de fabrication : 

Le troupeau

Le salage

Le caillage

Le séchage

Le moulage


Le troupeau est composé de 130 chèvres de race Alpine. Leur alimentation est à base de foin (trèfle ou luzerne) à hauteur de 1,5 kg/ jour. Pour permettre un bon équilibre nutritionnel, on leur apporte un complément : 


pulpe de betterave


Dans le but d' obtenir l'AOC Pouligny Saint Pierre, les aliments doivent provenir à 75% de la zone AOC avec comme obligation : les fourrages représentent 60% de l'alimentation de la chèvre.Pour permettre l'étalement de la production, l'exploitation effectue deux périodes de mise bas : Septembre/Octobre et Mars/Avril. Les mises bas ont lieu pour 60% en Septembre/Octobre et le reste au mois de Mars/Avril. Pour améliorer la quantité et la qualité du lait nous pratiquons l'insimination artificielle pour environ 45% du troupeau.


Nous obtenons environ 3 litres par jour et par chèvre. Le lait est récolté par une traite mécanique deux fois par jour. Durant la traite, le lait est filtré pour éliminer d'éventuelles impuretés. Le soir on rajoute des ferments lactiques(quantité 0,5% ) , ensuite le lait est refroidit dans un tank durant toute la nuit à une température de 12-14 °C. Le lait du matin, après être filtré, est mélangé à celui du soir. On lui rajoute des ferments lactiques et on ajuste la température vers 20-22 °C. Le lait est ainsi prêt à être transformé.


PPT on goat cheese making: La ferme des Ages WORKSHEET Slide 1: INTRODUCTION -

Pouligny saint Pierre

What is the surface area of the farm? 28 hectares What grows on these fields? Hay How many goats are there in the herd? 140 How many goats are bred out of season? 1/2 herd How and why are they bred that way? To produce cheese all over the year What was the farm’s production in 2008? 65,500

Slide 2: MILKING - Temperature? 20º-30º - What does it allow? At night milk is -12ºC and in the morning new milk is added to get 20º-24º

Slide 3: RENNETTING - What do we add to the milk first? Lactoserum. Whey or milk plasma is -


the liquid remaining after milk has been curdled and strained. WHEY=SUERO=GAZUR And then, when do we add rennet? Whey is one of the components which separates from milk after curdling, when rennet or an edible acidic substance is added. Whey is liquid and curd is solid. CURD=CUAJADA=GATZATU By the way, what is rennet? It is a natural complex of enzymes produced in any mammalian stomach to digest the mother's milk. RENNET=CUAJO=GATZAGI Where is it taken from? Choose from the right stomach part. Rennet is extracted from the inner mucosa of the fourth stomach chamber (the abomasum).


Slide 4: CLOTTING - Complete this “recipe”: -

Lactic acid bacteria + casein + ……rennet…... = lactic acid Clotting is finished when it reaches a pH value of…?

Slide 5: HOOPING and DRAINING - How many litres of milk do you need to make one cheese? 2 litres Slide 6: SCOOPING and DRIPPING - What depends on these stages? The draining period may change, depending on the moisture or humidity. Maturity can be seen in the colour of the cheese rind: white or grey. When it is grey, we can see the PENICILLIUM ALBUM.

Slide 7: TAKING OUT OF THE MOULDS - What is the name of the first mildew (yeast)? Geotricum Geotrichum candidum appears in the early stages of ripening on soft cheeses.

Slide 8: SALTING - How much salt do you add per cottage cheese? 4.5 g /cheese Slide 9: MATURATION - How long does maturation last? Eleven days. It can be eaten in 15 days. We loved this cheese!!!! 28% of the production can be found in supermarkets. 28% is sold in Châteauroux, 27% is sent to Paris and 12% to restaurants.


BRENNEKO PARKE NATURALA Eguerdian Tony Williams-ekin elkartu ginen, Frantzian 27 urte eman dituen ingeles ornitologoa. Berak Brenneko parke naturalari buruzko zenbait gauza azaldu zizkigun. Esate baterako, 3000 lakuk baino gehiagok osatzen dutela parkea, eta hauetako asko artifizialak direla. Abadeek euren etxeak hemen eraiki zituzten eta jendeak beraientzat egiten zuen arrantza. Esan zigun Brenne oso inguru garrantzitusa dela, bertan emigratzen ari diren hegazti askok egiten baitute geldialdia, eta ondorioz, aniztasun handiko eremua dela.

Ondoren zenbait laku bisitatu genituen, eta Tonyk ekarritako katalejo bati esker hegazti asko ikusi genituen, adibidez: zisneak, lertxunak, ahateak,... Txango honetan bertako abeltzain batekin hitz egiteko parada izan genuen ere bai. Sébastien Heslouisek baserri bat du parke naturaleko lurretan, eta salers arrazako behiak ditu bertan. Arraza hau hezten du, oso ondo moldatzen baita ingurugiro honetan. Erabiltzen dituen lurrak ez dira bereak, alokairuan ditu, ordea.

THE BRENNE PARC NATUREL RÉGIONAL This Park was created in 1989. It gathers 46 "communes" (parishes) with 30000 inhabitants within a mixed syndicate that includes the "région Centre" and the department of Indre administrations. The Brenne is one of the most important areas of "étangs" in France. It is an internationally important wetland, where natural habitats and species of wild plants and animals that are threatened live. The lakes: a real mosaic of habitat types, where water, woodland, heaths and meadows (sometimes dominated by the red sandstone "buttons") mix to provide a particularly ecologically rich area.


The first lakes were built in the Middle Ages, many emptied during the Revolution, it isn't until the 20th century, between the wars, that the lakes took on their present appearance and modern fish-farming developed. Today there are some 1400 lakes in the Brenne (most private), which makes it one of the most important areas of lakes in France. The lakes are inter-connected in series. The Brenne's lakes are traditionally used for fishfarming. 2000 metric tons of fish are produced each year; 65% of this is carp, most of which is exported. Fishing in the lakes takes place anytime between October and March. To be fished a lake is partially emptied, so that the only water remaining is in a deeper section next to the sluice. The fish are then collected together using a large net, lifted out by hand net and sorted, weighed and placed in oxygenated tanks on the lorries of fish traders. The first lakes to be emptied, and thus fished, are those downstream, it then fills with the water emptying from the next lake up, and so on until the uppermost lake in the series, which is filled by rain water draining from the land around. The area: the richer soils here are favourable for cereals, with stands of fruit trees (walnut, cherry...), with vineyards and market gardens here and there. This is the area of "appellation d'origine controlĂŠe" (a sort of quality control label) of the pouligny-saintpierre goat's cheese.


Wildlife and flora: An amazing biological diversity is responsible for an abundance of wildlife of which the best known are the birds: Purple heron, Black-necked grebe, wetland warblers, Bittern, Marsh harrier, Whiskered tern, Short-toed eagle... not to forget the many species of duck to be found on the lakes. The Brenne is also France's most important site for the European Pond Tortoise, a freshwater tortoise weighing up to 1 kg (2 lbs). Within the Parc there are very many species of insect, especially dragonflies. Within the forests are Red and Roe deer, and Wild boar, in large numbers. No less rich, the plant life of Brenne, from orchids to centuries old oaks, and from vast reed beds to heaths.


An afternoon in « La Brenne » - parc naturel régional WORKSHEETS USED TO WRITE THE REPORT Take time, open your eyes, and listen to one expert of this sensitive area. You’ll learn about birds nesting, pisciculture, lakes, flora…


First stop: Maison de la nature observatory -

What is the nickname of the Brenne?


How many lakes are there on this territory?


What is a cistude?


What kind of birds can you observe all year round here?


What about the countryside?

MORE… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………

Second stop: Beauregard MORE… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………

French name

Are you lucky enough to meet these birds? Photo English name




Mouette rieuse

Common black-headed gull

Héron cendré

Grey heron

Grèbe à cou noir

Eared grebe

Grand butor

Great bittem

Guifette moustac

Whiskered tern

Circaète jean le Blanc

Short-toed eagle

Canard colvert


Grande aigrette

Great egret

Locustelle luscinioïde

Savi’s warbler

Martin pêcheur






Third stop: Sébastien Heslouis 95

Meet this young farmer, who collaborates with the PNR for the maintenance of the area. Who is he? He sells his owns meat in la Carrière, Rosnay. He is responsible of environment issues in the council. About his farm and commitment:  


Practise direct sale of the products on their farm, Present their products in a welcoming atmosphere and a dedicated selling area. Inform their customers of activities and tourist attractions and premises through the communication tools the Park offers. Participate in the promotion of committed farmers with the same initiative.

 

Practicar la venta directa de productos sobre su granja Presentar sus productos en un marco acogedor y un espacio dedicado a la venta, Informar a su clientela de actividades y atractivos turísticos locales, particularmente poniendo a disposición los soportes de comunicación del Parque Natura regional de La Brenne, Participar en la promoción de productores que optan el mismo camino.

LIVESTOCK? 45 cows and 45 calves BREED? Salers WHY DID HE CHOOSE THIS BREED? It adapts well in poor soil


El color es un rojo cereza oscuro, pero es posible encontrar animales negros, ya que esta raza porta un gen negro. En ocasiones presenta pequeñas manchas blancas, el pelo es largo y rizado y el color de la piel es café rozado. La cabeza es de talla mediana y triangular con la cara corta, los cuernos se presentan en forma de lira, aunque existen animales sin cuernos. El cuello es corto en los toros y largo y esbelto en las vacas. Esta raza puede caminar grandes extensiones de terreno en busca de alimento sobre terrenos difíciles, esto mismo le confiere una gran resistencia al calor, como lo indica su buena adaptación a las zonas cálidas, además su característico pelo rizado crece muy bien en invierno y facilita su resistencia al frío. Se ha observado que soporta perfectamente grandes variaciones de temperatura.

- Does he rent the land or is he the owner? Why? He rented 140 H. 40% of the Park belongs to private owners and 60% to the Park - Does he work in partnership with the reservation? Yes, he does. The land is very poor and this kind of cattle can be grown in this area of poor soil and grass. - Some things about his economic activity… Salers cows help produce the ideal low cost sucker cow and quality beef. 96


Why does he practice direct sale? Bigger benefits. It gives him less work and more money.


What about the soil: is it rich or poor? Very poor


What kind of breeding does he practice: intensive or extensive?

Extensive farming most commonly refers to sheep and cattle farming in areas with low agricultural productivity. Intensive breeding systems have been designed to obtain the maximum return from the animals with the minimum space and economic cost. Extensive farming or Extensive agriculture (as opposed to Intensive farming) is an agricultural production system that uses small inputs of labour, fertilizers, and capital, relative to the land area being farmed. This cow is especially appreciated for its ability to withstand extreme variations in temperature, its fertility, and its ease of breeding, its milk and its meat. The Salers is also used to produce veal calves by cross breeding with Charolais cattle. The Salers have the largest pelvic area of the major beef breeds, which combined with its shorter than average gestation leads get more calves, saving money. It gives the calves an excellent start, which enhances their vigour and cuts calf mortality. Salers calves are noted for their "get up and suck". Erraz jaiotzen dira txahalak. Esne ona ematen du eta txuleta ederrak lor daitezke. Okela oso gorria da eta behia erraz gizentzen da. Baldintza gogorrenetan haztea berezkoa du. -

What role do the cows play? They reduce the ecological impact Biodiversity: what is it? What is your own definition of it? Money matters: does he receive financial support? For what? Who pays? EU funding Any project for the future? To be a farmer

You can ask questions to Tony or to SÊbastien‌ Bye bye


DISCO NIGHT We had a disco night and we met French students from the boarding school.

The next morning a game was waiting for us. We had to look for clues all over the school area and learn about agriculture.


You’ll play a treasure hunt. Shall I really tell you what you can win…? The purpose of this hunt is to discover ten points of interest in the school farm. I say interest because you’ll learn a lot of agricultural vocabulary – useful for our dictionary!


POINT A – le tunnel Meet Marie-Jeanne, go under the PVC tunnel. On your right, you can find different pots. Try to guess what these flowers that grow inside are. Pansee/Brian ……………………………………………………………………

POINT B – les serres Go in the green house, and check if the following plants are produced here:


bird of paradise















POINT C – cour de ferme - matériel In the farm yard, you can see different agricultural machinery. Try to tell us if you can see these machines.



Combine harvester









Straw press









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Swather â&#x20AC;&#x201C; windrower









POINT D – cour de ferme - stockage

See this shed with a lot of straw bales? Go on the left side of the shed. How many storage bins can you see there? 2 ……………………………………………………………………

You can also see an old sorting machine. What is the “name” of it? Denis ……………………………………………………………………

POINT E – parcelles CM1 CM2 You can see a big water tower. Go to it, and on the left, you can see a field. On this field, you can discover 21 little plots of land delimited by stones. What kind of oil seed grows there? Rape ……………………………………………………………………


POINT F – ovins DO NOT GO IN! HAVE A LOOK FROM OUT THE FENCED AREA! How many animals can you see in this pen? Number of ewes, rams and kids. 7 EWES…………………………………………………………………… 0 RAMS…………………………………………………………………… 3 KIDS……………………………………………………………………

Do you know this breed? ……………………………………………………………………

Can you guess why we breed them? Clue: they are rare! POINT G – paille DO NOT GO IN THE STALL, IT IS NOT WORTH IT! When you go past the stall, you can see bales on you left and on your right. Have a closer look at the ones on the left. What is baled here? Straw or hay? Straw ……………………………………………………………………


POINT H – charolais Go back to the path. There are some cattle grazing in the fields. If you count them on the left and on the right, how many calves, heifers, bulls, oxen and cows can you see? Calves: 3 heifers: 9 bulls: 2 oxen:1 cows:1 ……………………………………………………………………

POINT I – mare You reach the farthest point of the treasure hunt. There is a pond here. What about fauna and flora? Can you recognize vegetation here? Trees, bushes or flowers? Name at least one species. Bushes and oak tree ……………………………………………………………………

What about the fish living in the pond? Any idea of at least one of them? Carp, perch and roach ……………………………………………………………………


POINT J – le pointu Opposite the pond, there is a field (not the one with the blue handles, the one on the left hand-side). Try to guess the surface area of this field called in French le pointu – the acute one in English. Clue: more than one hectare and less than 4… 2,30 ……………………………………………………………………

Once you have finished all the steps and have added ten other marbles to your first sample one, you can go back and join me in the Boischaut room (next to the library)… We enjoyed the game a lot. We had a chance to be with different people in the groups. We liked being with students from all the countries in the groups.


DICTIONARY WORK BEFORE AND AFTER LUNCH We had lunch at school and worked in groups before lunch and in the afternoon. We had a lot of new words to add to the list that our school mates had started in Ireland. We also did some sport after lunch.

Dictionary work




On Thursday, we visited two different museums. So we split the group in two to go to these two different places. Groupe 1 : PRISSAC. Museum of the agricultural machinery with questionnaire. Groupe 2 : CHASSIGNOLLES. Museum of rural traditions, arts and crafts with a questionnaire and an English guide.

We have a lot to learn from traditions. In this museum, you’ll discover the life of farmers in the 50s in France  Traditional agriculture Plus de 1000 m2 d’exposition permettent de découvrir le travail et le quotidien des paysans à travers les ateliers du chapuseux, du tonnelier, du forgeron, du sabotier. Le musée possède également une collection riche en machines agricoles, témoin de l’évolution des pratiques agraires au cours du 19e et 20e siècles. -

Can you see those tools in the museum? Identify them if you can!


panier, basket

houes, hoe



Can you identify the different birds that give such beautiful eggs?

pheasant, partridge



What are the ploughing tools mentioned? hoe, plough, seed drill


What is “Monsieur Pierre” doing?

Sharpening a scythe


Make a list of all the cereals you can see in those wood boxes!

blé, orge, avoine, seigle, maïs, blé noir, féve, luzerne Trigo, cebada, avena, centeno, maíz, trigo sarraceno, fabada, alfalfa Wheat, barley, oats, rye, maize (corn), Saracen wheat, broad bean, alfalfa (lucerne) gari, garragar, olo, zekale, arto, artobeltz, babarrun, luzerna

- « La moto scie fendeuse »: What is it ? What was it used for? (1940) La Châtren jaiotako mekaniko batek asmatu zuen. Citroen C6G baten xasisa du oinarrian. 20 km/h zebilen eta 5/6 stère (m3) egur mozten zituen orduko. Motozerra ibiltaria. A mobile saw.



trois musées Machinisme agricole Espace Gutenberg Facteur rural

PRISSAC ____ Indre ____


The agricultural revolution, an outlet from the industrial revolution  The first agricultural revolution

 The threshing machine -

Why do we use it, and what traditional tools does it replace? ...........................................................................................................................................................


What are the benefits of its use, as compared to traditional tools? ...........................................................................................................................................................


Have a look at the old advertisement below… Can you identify the THRESING MACHINE, the TRACTION ENGINE, the DRIVING BELT, the CHIMNEY, the HAND WHEEL and the BOILER?


What kind of energy is used? .............................................................................................................................................................

 The steam engine -

During the second half of the XVIIIth century, British-born James Watt invented the steam engine. The piston goes up when the A and B valves are opened. It goes down when the C and D valves are opened. That movement makes the walking beam work, which then starts the hand wheel.



James Watt invented the steam engine in what year exactly? .............................................................................................................................


What kind of raw materials are necessary to produce steam?


What kind of job was then developing to answer those needs?



General mechanization -

What new tools were used to mow more quickly and to gather into bundles? ...........................................................................................................................................................


What energy do they use? ...........................................................................................................................................................


What material are they made of? ...........................................................................................................................................................


What was the interest of using such a material, when compared to wood? ...........................................................................................................................................................


What jobs were emerging to make this material and these tools? ...........................................................................................................................................................

ď&#x192;° The second agricultural revolution



In your opinion, what product is advertised on this French ad (from 1879)? ...........................................................................................................................................................


What is the use of such a product? What does it replace, or what does it complete? ...........................................................................................................................................................


What is the word on this ad, which proves that this product is industrially made? ...........................................................................................................................................................


In the museum, what is the agricultural instrument used for treating the crops? ...........................................................................................................................................................


What new energies were used at the end of the XIXth century? ...........................................................................................................................................................



When you take a look at most of the tools and machines that are exposed in the museum, what was the predominant energy in the XXth century? ...........................................................................................................................................................


What machine has replaced the traction engine, and what advantages has it brought in agriculture? ...........................................................................................................................................................

ď&#x192; The film -

Can you list all the animals that you can see on this film from Pedro ABARBANELL ? ........................................................................................................................................................... ...........................................................................................................................................................

ď&#x192; The house -

Can you list here all the elements that you can see in the house outside the museum? ...........................................................................................................................................................


The question is … COMPLETE THE BOX 1. 2. 3. 4.

F Blé Orge Féverole blanche Féverole coloré

5. Colza 6. Luzerne 7. Pois jaune

GB Wheat Barley White faba bean

The question is: … You do make bread with this cereal Main component of beer after water Humans eat this cereal as the fruit is still green, in this form it’s animal feed

Coloured flowering faba bean Oil seed rape alfalfa White peas

Protein rich animal feed, cooked consumed by humans in some northern countries You make oil with it for human consumption The crop is mainly consumed by animals as hay Rich protein content animal feed, consumption in green form as total fruit by humans Sown as a fallow crop, and consumed as spice

8. Moutarde blanche 9. Phacélie

White mustard

10. Fénugrèque


11. Epautre

spelt wheat

12. Maïs


13. Haricot

green bean

14. Seigle


15. Lin


16. Moha 17. Vesce 18. Sarrasin 19. Millet 20. Lupine 21. Lofa 22. Tournesol

Commun vetch buckwheat Commun millet Lupins Lofa (Festulolium) Sunflower

Beautiful violet flower, the crop is used as intermediate crop Good smelling seeds used for extracting essential oil and used as spice also Historic cereal grain, ancestor of wheat, used for bread making also In this form consumed by animals or to make corn flakes Well prepared a very good legume for human consumption A little bluish cereal crop adapted to poor growing conditions and used for animal food Oil containing seed, the oil is used in painting industry, stems can be transformed into clothes Grass seed known for it feeding value in north African conditions Small protein containing seed used for animal feeding In France we use this cereal for pancakes, although it is not a real cereal Little beautiful yellow grain, used in animal feeding Protein rich animal feeding stuff, also found in different forms in gardens Crossing between ray-grass and fescue Gives beautiful ‘sun’ like flowers in summer





Fêverole blanche


Fêverole coloré








Pois jaune


Moutarde blanche



10. Fénugrèque

11. Epautre


12. Ma誰s

13. Haricot

14. Seigle

15. Lin

16. Moha 17. Vesce


18. Sarasin

19. Millet

20. Lupine

21. Lofa

22. Tournesol


BIODIVERSITY GAME Thursday was our last day at school. After we had visited the museums where we learnt about popular traditions, we had lunch at school. Then we played a biodiversity game prepared by Gert and Natacha, the French teachers. We received 22 bags with 22 samples of different seeds. We had to work in groups to discover what seeds they were. Not easy, huh? But we had some clues and photos to help us. Then, we filled in the grid the words for the dictionary. Different countries, different languages in each group. Great work!

We worked on the dictionary in the afternoon. We had a break to reload batteries and came back to the room to do more work. Afterwards, we had a plenary session to evaluate the wonderful experience.


DICTIONARY WORK: THE RESULT OF THE BIODIVERSITY GAME F - La diversité des cultures dans le centre de la France GB - Crop diversity in the central region of France D - Die verschiedene Kulturen in dem französischen central Region E – La diversidad de la cosecha en la región central de Francia. GB Wheat Barley White faba bean

D Weizen Gerste Weisse Ackerbohne

E / EU trigo / gari cebada / garagar haba, alubia blanca /babarrun txuria

Latin Triticum aestivum Hordeum vulgare Vicia faba

Coloured flowering faba bean Oil seed rape alfalfa White peas White mustard

Dunkele Ackerbohne

haba, alubia rojo/ babarrun gorria

Vicia faba

Raps alfalfa Gelbe erbsen Weisses Senf

colza /koltza. olio-arbi alfalfa / alpalpa, luzerna guisantes /ilar mostaza blanca / ziape

Brassica napus Medicago sativa Pisum sativum Sinapis alba

lazy phacelia


facelia / fazelia

10. Fénugrèque


11. Epautre

spelt wheat

12. Maïs 13. Haricot

Maïze green bean

14. Seigle 15. Lin

rye Flax

Bockshornklee fenogreco, alholva / ailorbe Speltweizen espelta, escanda /espelta Maïs maiz / arto Gartenbohne vainas, judías verdes / lekak Roggen centeno / zekale Flachs lino / liho

phacelia tanacetifolia Trigonella foenum-graecum Triticum spelta

16. Moha

Orchard grass Commun vetsch buckwheat


hierba / belar

Futterwicke Buchweizen

vezo / veza, zuhain-zalkea sarraceno / artobeltz

Commun millet Lupins Lofa (Festulolium) Sunflower


Mijo común / artatxiki

Lupine Lofa (Festulolium) Sonnenblume

Lupino / eskuzuri lofa / llollo+bazkalandare Girasole /ekilore

1. 2. 3. 4.

F Blé Orge Fêverole blanche Fêverole coloré

5. 6. 7. 8.

Colza Luzerne Pois jaune Moutarde blanche 9. Phacélie

17. Vesce 18. Sarasin 19. Millet 20. Lupine 21. Lofa 22. Tournesol

Zea Maïs Phaseolus vulgaris Secale cereale Linum usitatissimum Panicum germanicum Vicia Fagopyrum esculentum Panicum miliaceum Lupinus Festulolium Helianthus annuus 118

PLENARY SESSION In our opinion, we learnt a lot of things. It was unforgettable experience both personally and academically. We had lived with a French family for a week and we didn’t feel like coming back to our country. We had made a lot of friends and we even had started to learn some French. We wished we could have stayed longer, but life goes on. The families had made an effort to do their best and we wanted to thank them. Now we have our own French “parents”.

The evaluation of the experience was really positive as no negative points were mentioned. Everything had been organized very well and it suited the project. We had worked on the dictionary through different approaches and the result was good. The visits had been planned thoughtfully and they had been important to learn about French agriculture.

Natacha taking notes at the plenary session. Finally, we went back home to have a shower before our last night. (Garazi and Itziar) 119

FAREWELL DINNER At night we had a plenary session and a farewell dinner with our host families. The whole group met at La Forge de lâ&#x20AC;&#x2122;Isle, 5 km away from Châteauroux.

Natacha the principal and staff.

Thanks Natacha!

Garazi and Itziar playing with the English students.


GOOD-BYE EVERYBODY, SEE YOU SOON, KEEP IN TOUCH It is always hard to say good-bye. We were the last group leaving, so we saw everybody off.

We still had time to do our group evaluation after everybody had left. Although a good cake can always help and brighten your mind when you are sad, we had to make an effort to lift our spirits up.


STUDENTSâ&#x20AC;&#x2122; ASSESSMENT These are the answers from the students in Agurain, The Basque Country. 5






0 1









Question 2

Question 3

Question 4

Question 5

Question 6

Question 1: The experience in general Question 2: Now I know how important languages are Question 3: I have spoken a foreign language Question 4: I would like to study another foreign language. Which one? Question 5: I would like to know more about different countries and cultures in Europe Question 6: I have learnt aspects from a different culture


4,50 4,00 3,50 Question 1


Question 2 Question 3


Question 4 Question 5


Question 6

1,50 1,00



GERMAN STUDENTS’ REPORT Trip to France (28.09-01.10. 2009) Our trip to France was the second of our three voyages we did with the Comenius project. The trip took place in the last week of September 2009. In France we could learn a lot about the French lifestyle because we lived there in families for one week, which was very interesting to experience. On Monday morning the groups arrived at the school for the first time. There we met the French pupils. We used the day to visit the school and the campus. A special feature of the Lycee Agricole is their boiler which is used to heat the school buildings through the burning of biomass. Additionally the pupils of the school can gather a lot of practical experiences because of the farm which is part of the school and is directly next to it. On the next day we visited the Ferme des Ages which is also a part of the school. But it is over 60 kilometres away so we all drove with the bus. The farm is used to keep goats and to make goat cheese so we learned there how to make good cheese. Also we could taste the cheese which was very delicious. In the afternoon the




pupils showed us the


natural park “la Brenne”. It is a very



and area,

which consists of many lakes and big



swampland. The great number of lakes represents the natural habitat of many insects, fishes, birds, amphibians and reptiles. The agricultural use of the area is very limited by many regulations to protect the natural park.


Our third day in France we spent on the campus. In the morning we made a competition in groups of pupils and teachers from different nations. The competition, which was about the farm on the campus, offered the opportunity to visit it more closely. In the afternoon we did some sports like football, rugby, handball and badminton.

On our last day we were able to decide whether we wanted to visit the machinery museum or the museum of Chassignolles. I preferred the machinery museum, which was about old traditional agricultural machines. The museum tells the story of the development of agricultural tools and machines. In the evening we stayed at school to translate the agricultural words we were collecting during the morning into the five languages of our dictionary. Directly after that we talked about the week we spent in France to give the French teachers a feedback. In the evening we had our last common dinner together with the host families in a restaurant called “la Forge de l’Isle 5 km away from Châteauroux. The next morning we had to say goodbye to our host families and to the other groups.


FRENCH STUDENTS’ REPORT September 2009: EUROPE at our door! The holidays were over and the school days came back in September. It is usually the worst season of the year for us but this time, we felt great! WHY? Well, for a few days, we would receive more than 40 Europeans from our 4 partner schools! To prepare their visit, we discussed together to know what we could show them: our natural region Berry is very rich in landscapes and agricultural traditions. We also had to find a way to have fun, to make them taste our culinary specialities, and to appreciate our agricultural school: -



We organised a treasure hunt in the school premises: we have a pedagogical farm here, and it is worth seeing! We thought that dancing could be fun: there was a disco night at school, where all the boarders could join us. It was great, and a lot of people could speak with our European friends! One of the lunches we took at school was a real Berry one: pâté de pommes de terre, lentilles du Berry et saucisses, fromage de chèvre Pouligny, et tarte. Some could also try a local wine, called Valençay. Our headteacher Mr. Villenave showed the 40 visitors our brand new boiler: we care about sustainable agriculture and this boiler gives us hear and hot water thanks to wood pellets.

We also visited a natural regional park: “la Brenne”. An Englishman showed us how to observe birds and wildlife, and a local farmer explained us that it is manageable to farm and to protect our nature at the same time. Two museums welcomed us: the group split in two. One went in Chassignoles to learn about the ancient traditions of the region, and the other half went in Prissac to learn how agriculture has evolved thanks to the Agricultural Revolution. As we didn’t see the same things, we could discuss of our experiences, and then complete the dictionary. This dictionary had been started in Ireland, and we continued working on it. We added the words of everything we could see while visiting. When we went in the “Ferme des ages”, we were explained how to make a special kind of goat cheese, the Pouligny. During the picnic, we worked in mixed groups and tried to find a maximum of words. That helped us a lot! We, the 18 pupils from France, would have liked to host some of our European visitors. But as we sometimes live 100 km away from school, that was not possible. The Germans and the Basque stayed in teachers and pupils families, while the


English and the Northern Irish slept at school. I hope they all could experience a little bit of France! One thing is for certain: our LEGTA of Ch창teauroux will remember this visit for a long time. And we hope that our fellow Europeans were happy about this experience. We still have a question: when do you all come back around here?


Ă&#x2013;HRINGEN, GERMANY MARCH 2010 The flight was cancelled due to bad weather conditions


Comenius projekt `Learning through European Agriculture’ – Visit to Germany Feb 28th – March 5th, 2010 ITINERARY



Monday 1st

Tuesday 2nd

Wednesday 3rd

Thursday 4th

Friday 5th

7.50 Meeting at school

7.50 Meeting at school

8.00 Meeting at Schiller School(bus stop)

8.00 Meeting at Schiller School(bus stop)

8.00 – 8.45 French an Spanish lessons H27 Wt H24Mr Groups split H49 Ao H47 Sd H19 Bß English E3 Hs English E4 Ab English 9.00 – 9.45 Coffee Break(H 35)

8.00 – 9.35 H 35 Students are asked by Global Studies team

9.00 -10.00 County Council Welcome by Mr Lang, County Council

8.00- 12.30 Trip to Mannheim Visit of John Deere

7:00 Gastschüleru. –lehrer zum Hotel Schillerplatz Departure Coach collects groups at 7.15 am

Welcome Mr Albrecht, (Head) 10.00 Welcome Mr Michler (Mayor) 11.00 Sightseeing in Öhringen 1.00 - 2.15 pm Lunch (Res. Kultura, € 6.50 pers) 2.30 pm

Project work

9.35 – 9.55 Coffee Break(H35)

10.00 Project Work H 24 Computer 3. – 6 h H 38 Computer 3. - 6. h H 27 Computer 5./6. h H 26 Computer 5./6. h 12.30 - 1.50 pm Lunch Da Guido (€ 6.90 pers + drinks) 2.00 pm Sports

English 10.20 French 10.40 Irish 11.15 Spanish 16.00 T3

10.30 – 12.00 City of Schwäbisch Hall, Medieval City(Market)

12.00 - .1.30 pm Lunch at Schlachthof (veg 4,80€, other 5,80€) 2.00 - 4.30 pm

12.30 - 1.30 pm Lunch at J. Deere

14:20 T1(Idoia)

3.00 – 6.00 pm


Ice breaker at Hi-Straße Auhalle Volley-, Basketball(Mi, Hg) Groups arrive at 4.20 p.m NI 5.10 p.m F 5.10 p.m Sp picked up by coach (Uwe)

4.00 pm Visit to new school Introduction by architect

Römerbadhalle Football(Uwe) 5.30 pmWelcome

7.00 pm Arrival in Öhringen Gastschüler u. –lehrer müssen abholen (Bushaltestelle Schillerschule, Einfahrt DM)

English group arrives at 7.20 (Frank) 8.00 pm Dinner at the Hotel Schiller

Ochsensee Dance (Gi, Beate, Idoia)

7.00 pm Dinner in the Pub(Prinz) 9.00 pm Music with former students - M. Jonska - T. Abel - L. Bendel 10.30 pm Gastschüler u. –lehrer abholen (Prinzs, Karlsvorstadt 47)

5.30 - 10.00 pm Winery Birkert, Adolzfurt Tour through winery Dinner (price individually) 10.15 pm Bus leaves for Öhringen 10.30 pm Gastschüler u.–lehrer abholen (Bushaltestelle Schillerschule, Einfahrt DM)

Visit to farm of Mr Kieß Competition ‘Who is the best farmer?’

Technique Museum in Sinsheim

Coffee Break

City of Mannheim


5.00 - 7.00 pm Project Work at school

7.30 pm Dinner at hotel (€ 12.- pers + drinks) 9.00 pm Sportshotel Bowling and Snooker 10.30 Gastschüler u. – lehrer abholen (Sporthotel)

7.00 - 10.30 pm Winery G. Leis Gellmersbach Dinner 10.30 pm Bus leaves for Öhringen 10.50 pm Gastschüler u. –lehrer abholen (Bushaltestelle Schillerschule, Einfahrt DM)



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5 comments Posted under GERMANY_TRIP

‹ THE TRIP TO FRANCE-PHOTOS FROM THE BASQUE GROUP TRAVELLING TO GERMANY › Hi I am Brendan Burns from Write a new comment 5 comments

1. Permalink # Burns said


Ireland. I will be visiting Ohringen Germany for a week along with students from Holy Trinity College Cookstown. I am looking forward to the trip it will be a good week. 130

Reply 3. Permalink # Wilson said 2. Permalink # Wilson said



Hey , I’m Catherine, I’m from Northern Ireland and I’m going to Germany on the 28th of February along with 9 other students in my class I look foward to meeting everyone and hopefully make new friends. It should be good fun

Hi,I’m Coilin and I’m from Ireland. I’ve travelled to Ohringen, Germany on the 28th February and travelling home on 5th March. myself and 9 others will be teavelling. I’m looking forward to meeting everyone! Reply


February 21st, 2010. TRAVELLING TO GERMANY. BLOG POST We will arrive in Germany on 28th February. Click on these links to find some information about Öhringen.

ABOUT ÖHRINGEN: history More information: LINKS

Possibly related posts: (automatically generated)


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5 comments Posted under GERMANY_TRIP

Write a new comment 5 comments

1. Permalink # menamin said

ryan mc

hello Reply

2. Permalink # connor said

ellen o


5. Permalink # agur said

lourdes eta

Wir haben Spaß in Deutschland, die Familien sind großartig und es ist sehr schön. (We´re having fun in Germany, the families are great and everything´s very beautiful!) Reply

Hi there i cnt wait to get talkn to u guys as us are very friendly 4. Permalink # danielle said


3. Permalink # leonard said


having a great time thanks we will whip your asses the nite at bowling Reply

4. Permalink # Wilson said

hi! danielle and ellen here. were havin a reali gud time… weve met a few german students who were very friendly… Reply

5. Permalink #


Hey, Its awesome here and I dont want to go home yet.. It’s so much fun And I want to make the most of it =D

ellen and

eddie said

Well i´m Eddie Quinn from Ireland i have been in Germany for 3 days now and it has been good craic. too much sight seeing however the best was when we visited the Farm in Germany. The other schools have been really nice aswell. Slan


March 7, 2010 PHOTOS FROM THE TRIP TO GERMANY (BASQUE GROUP) BLOG POST Hi again! Iâ&#x20AC;&#x2122;ve resized the photos and your teachers will soon have all of them.


Hi everybody I’m still in Belgium. I’ll try to post some photos tomorrow when I get back home. Did everybody have a safe trip backhome? Did the luggage arrive this time? Idoia  

2 comments Posted under GERMANY_TRIP

‹ TRAVELLING TO GERMANY VIDEOS FROM THE BASQUE COUNTRY › Write a new comment 2 comments 1. Permalink # COMENIUS TRIP: GERMANY PHOTOS « ELOSaniturri said [...] TRIP: GERMANY PHOTOS By elosaniturri If you want to see some photos click here GERMANY_PHOTOS or go to COMENIUS [...] Reply

2. Permalink #

agur said

hii! what’s going on? i hope you’re all well. i wanted to thank our teachers, my fantastic host family and all the students in the project, but specially the germans, for that astonishing week. thanks guys!! lovee



The cyclogenesis in Europe


Waiting for our luggage: DELAYED






Stuttgart Area


35,751.65 km2 (13,803.8 sq mi) Population




300.8/km2 (779.1/sq mi)


Baden-Württemberg (Alemannic Berman: Baade-Wiirdebäärg; is one of the 16 states of Germany. Baden-Württemberg is in the south-western part of the country to the east of the Upper Rhine, bordering Alsace (France) to the west, Switzerland to the south, Bavaria to the east and northeast, Hessen to the north, and Rhineland Palatinate to the northwest. Most of the states' major cities straddle the banks of the Neckar River, which runs centrally through the state (first Tübingen, then Stuttgart, Heilbronn, Heidelberg, and Mannheim). It is third largest in both area and population among the country's sixteen states, with an area of 35,742 square kilometers (13,800.1 sq mi) and 10.7 million inhabitants. The state capital is Stuttgart. The sobriquet Ländle (Low Alemannic and Swabian German dialect for "small land") is sometimes used as a synonym for Baden-Württemberg. History The area used to be covered by the historical states of Baden, the Prussian Hohenzollern and Württemberg, part of the region of Swabia. Württemberg was occupied by the Romans in the 1st century A.D. who defended their position there by constructing a rampart. Early on in the 3rd century the Alemanni drove the Romans beyond the Rhine and the Danube, but in their turn they succumbed to the Franks under Clovis, the decisive battle taking place in 496. It later becomes part of the Holy Roman Empire. After World War II Allied forces established three federal states:


Württemberg-Hohenzollern, South Baden, and Württemberg-Baden. In 1949 these three states became founding members of the Federal Republic of Germany. Article 118 of the new German constitution however had already prepared a procedure for those states to merge. After a plebiscite held on 9 December 1951 in four different regions, of which three approved the merger, the three states merged on 25 April 1952 into BadenWürttemberg. In 1956 the Federal Constitutional Court of Germany ruled that the plebiscite was unlawful because it had disadvantaged Baden's population. The plebiscite was then held again within the area of former Baden in 1970 resulting in a majority of more than 81% for the new state. Geography The Rhine forms the western border as well as large portions of the southern border. The Black Forest, the main mountain range of the state, rises east of the Rhine valley. The high plateau Swabian Alb between Neckar, Black Forest and Danube is an important European watershed. Baden-Württemberg shares Lake Constance with Switzerland, the foothills of the Alps with Switzerland, Bavaria and Austria (Vorarlberg forms part of the south eastern bank of Lake Constance, but doesn't border Baden-Württemberg over land). The Danube River has its source in Baden-Württemberg near the town of Donaueschingen, in a place called Furtwangen in the Black Forest. Economy Baden-Württemberg is among the most prosperous states in German and is one of the wealthiest regions in Europe with a traditionally low unemployment rate. A number of well-known enterprises are headquartered in the state, for example Daimler AG, Porsche, Robert Bosch GmbH (automobile industry), Carl Zeiss AG, and SAP AG (largest software enterprise in Europe). In spite of this, BadenWürttemberg's economy is dominated by small and medium-sized enterprises. Although poor in workable natural resources (formerly lead, zinc, iron, silver, copper and salts) and still rural in many areas, the region is heavily industrialized. In 2003, there were almost 8,800 manufacturing enterprises with more than 20 employees, but only 384 with more than 500. The latter category accounts for 43% of the 1.2 million persons employed in industry. The Mittelstand or mid-sized company is the backbone of the Baden-Württemberg economy. Medium-sized businesses and a tradition of branching out into different industrial sectors have ensured specialization over a wide range. A fifth of the "old" Federal Republic's industrial gross value added is generated by Baden-Württemberg.


Turnover for manufacturing in 2003 exceeded 240,000 million, 43% of which came from exports. The region depends to some extent on global economic developments, though the great adaptability of the region's economy has generally helped it through crises. Half of the employees in the manufacturing industry are in mechanical and electrical engineering and automobile construction. This is also where the largest enterprises are to be found. The importance of the precision mechanics industry also extends beyond the region's borders, as does that of the optical, clock making, toy, metallurgy and electronics industries. The textile industry, which formerly dominated much of the region, has now all but disappeared from Baden-Württemberg. Research and development (R&D) is funded jointly by the State and industry. In 2001, more than a fifth of the 100,000 or so persons working in R&D in Germany were located in Baden-Württemberg, most of them in the Stuttgart area. Baden-Württemberg is also one of the Four Motors of Europe. A study performed in 2007 by the pr campaign "Initiative for New Social Market Economy" and the trade newspaper "Wirtschaftswoche" awarded Baden-Württemberg for being the "economically most successful and most dynamic state" among the 16 states. Education

The famous scholar Erasmus von Rotterdam lived in this house for two years.

"Haus zum Walfisch"

Baden-Württemberg is home to some of the oldest, most renowned and prestigious universities in Germany, such as the universities of Heidelberg, Freiburg and Tübingen. It also contains four of the nine German 'excellence universities' (Heidelberg, Freiburg, Karlsruhe, and Konstanz). Other university towns are Mannheim and Ulm. Furthermore, two universities are located in the state capital Stuttgart, the University of Hohenheim and the University of Stuttgart. Ludwigsburg is home to the renowned national film school Filmakademie Baden-Württemberg (Film Academy Baden-Wuerttemberg). The private International University in Germany is situated in Bruchsal. There is another private university, located in Friedrichshafen, Zeppelin University. Furthermore, there are more than a dozen Fachhochschulen, i.e. universities of applied sciences, as well as Pädagogische Hochschulen, i.e. teacher training colleges, and other institutions of tertiary education in Baden-Württemberg (a.o. in Aalen, Esslingen, Ludwigsburg, Nürtingen, Pforzheim, Ravensburg-Weingarten, Reutlingen, several in Stuttgart, Schwäbisch Hall). The state has the highest density of academic institutions of any territorial state (i.e. excluding Berlin and Hamburg) in Germany. (AUTHOR: Lourdes)



Group work in the morning and in the afternoon: THE DICTIONARY


DANCING SEVILLANAS IN GERMANY, TUESDAY Who knew that we were going to learn how to dance “sevillanas” in Germany? We had a really good time.

We also taught the group some Basque dances.


Welcome to BIRKERT WINERY The winery- The wine In the south of Germany, not far from Stuttgart, you find the Birkert vineyards in one of the best wine regions of Germany - Wuerttemberg. On the rolling hills of the "Schneckenhof" superior wines and sparkling wines are produces. These traditional cellers are from the year 1748. The wines from the famous German vineyards "Adolzfurter Schneckenhof" are viticultured. Beneath the traditional varieties as Riesling, Kerner, Spätburgunder (=pinot noir) or Chardonnay we are also specialised on new grades as Rotberger, Muskateller and Dornfelder. Life as a wine maker is more than a job, it is a philosophy. The wine outfit From the label, you should be able to learn something about the quality and the taste of the wine in your glas. Therefore, they have crated labels with high information content. You find the deatils about the origin, the quality and the taste (e.g. dry, sweet). In addition, the differnt outfits of the labels are correlatet to different wine qualities.

Label for "Qualitätsweine":

Label for "Prädikatsweine Kabinett":

Label for " Prädikatsweine - Spätlese":


Food we ate:

Label for " Pr채dikatsweine Auslese":

Labels for our roburiscollection:

Label for our ice wine:

"Besenwirtschaft" (Wine Taverne) Until the year 800 farmers and winemakers were allowed to produce wines only for the clerics and for the noblesse. Thereafter they got permission to sell a part of their production to the normal people also in those days it was their only possibility to earn additional money.


Therefore, the farmers changed their homes into "a temporary tavern". As a sign that the tavern was open, the farmers used a broom (German: "Besen") which they placed on the wall outside the entrance door. Now, after 1.200 years this habit still exists. During the "Besen"Time everybody can visit these winemakers, taste their wines and a lot of traditional local food.

The broom = Besen

Viticulture and winemaking The viticulture and the winemaking are always subjected to strong modifications. That means the varieties change and sometimes the customers taste changes as well. The winery Birkert strives to detect and react to these tendencies accordingly. Thus the winery Birkert was one of the first in Germany, which cultivated the unknown variety Rotberger. Production The production of the wines exclusively takes place in their own cellar. Surface 10 hectars viticulture, 6 hectar fruit-growing


Vineyards 90% of the wines are coming from the single location of Adolzfurter Schneckenhof, which is located 1 mile from our winery. The rest is spread over the locations "Bretzfelder Goldberg" and "Bretzfelder Lindelberg". Wine and nature For them it is important to cultivate in respect to the environment. Favoured by the mild climate of Wuerttemberg they are able to produce wines of international standard. Therefore they understand to maintain and emphasize it also as our obligation to improve the regional character of their wines.

Grape varieties Red Trollinger, Lemberger, Sp채tburgunder (Pinot noir), Schwarzriesling (Pinot Meunier), Dornfelder, Rotberger, Merlot, White Riesling, Kerner, M체ller-Thurgau, Traminer, Bacchus, Chardonnay, Muskateller.


SCHWÄBISH HALL, WEDNESDAY Schwäbisch Hall is a town in the German state of Baden-Württemberg; it is the capital of the district of Schwäbisch Hall. The town is located in the valley of the river Kocher in the north-eastern part of Baden-Württemberg. Today, about 36,000 people live in Hall. The most probable origin of the name "Hall" is a west Germanic word family that means "drying something by heating it", likely referring to the salt production method of heating salty groundwater.




Admin. region



Schwäbisch Hall

Town subdivisions

Kernstadt and 8 Stadtteile


104.24 km2


HISTORY Salt was distilled by the Celts at the site of Hall as early as the fifth century. The first time it was mentioned in a treaty was in 1156, connection with the establishment of St. Michael's Church in Hall. The village probably belonged first to the Counts of ComburgRothenburg and went from them to the Imperial house of Hohenstaufen (ca 1116). It was probably Emperor Frederick I Barbarossa who founded the imperial mint and started the coining of the so-called Heller. Hall flourished through the production of salt and coins. Since 1204 it has been called a town. After the fall of the house of Hohenstaufen, Hall defended itself successfully against the claims of a noble family in the neighbourhood. The conflict was finally settled in 1280 by King Rudolph I of Habsburg; this allowed the undisturbed development into a Free Imperial City of the Holy Roman Empire. Emperor Louis IV the Bavarian granted a constitution that settled internal conflicts in 1340. After this, the city was governed by the inner council which was composed by twelve noblemen, six "middle burghers" and eight craftsmen. The head of the council was the Stättmeister (mayor). A second phase of internal conflicts 1510–12 (brought the dominating role of the nobility to an end. The confrontation with the noble families was started by Stättmeister Hermann Büschler, whose daughter Anna Büschler is the subject of a popular book by Harvard professor Steven Ozment. The leading role was taken over by a group of families who turned into a new ruling class. Amongst them were the Bonhöffers, the ancestors of Dietrich Bonhoeffer. From the 14th to the 16th centuries, Hall systematically acquired a large territory in the surrounding area, mostly from noble families and the Comburg monastery. The wealth of this era can still be seen in some gothic buildings like St. Michael's Church (rebuilt 1427– 1526) with its impressive stairway (1507). The town joined the Protestant Reformation very early. Johannes Brenz, a follower of Martin Luther, was made pastor of St. Michael's Church in 1522 and quickly began to reform the church and the school system along Lutheran lines.


Hall suffered severely during the Thirty Years' War, though it was never besieged or scene of a battle. However, it was forced to pay enormous sums to the armies of the various parties, especially to the imperial, Swedish and French troops, who also committed numerous atrocities and plundered the town and the surrounding area. Between 1634 and 1638 every fifth inhabitant died of hunger and diseases, especially from the bubonic plague. The war left the town an impoverished and economically ruined place. But with the help of reorganizations of salt production and trade and a growing wine trade, there was an astonishingly fast recovery. Fires were a constant threat to the mostly wooden houses of the town. The great fires of 1680 and especially of 1728 destroyed much of the city, which led to new buildings in the Baroque style, such as the city hall. The Napoleonic wars brought the history of Hall as a Free Imperial City to an end. Following the Treaty of Lunéville (1801), the duke of Württemberg was allowed by Napoleon to occupy the town and several other minor states as a compensation for territories on the left side of the Rhine that fell to France. This took place in 1802 — Hall lost its territory and its political independence and became a Oberamtsstadt (seat of an Oberamt, comparable to a county). Ownership of the salt works was handed over to the state. A long economic crisis during the 19th century forced many citizens to move to other places in Germany or to immigrate overseas, mostly to the USA. While other towns like Heilbronn grew steadily due to the Industrial Revolution, the population of Hall stagnated. The economic situation improved during the second half of the 19th century — a main factor was the railway line to Heilbronn (1862) — but was not followed by a significant growth of the town.


Since the beginning of the 20th century, Hall has developed many festivities. Especially well known are the theatre productions which are performed every year in the centre of the city on the steps of St. Michael.

A view from the steps of St. Michel

(AUTHOR: Andoni)


WHO IS THE BEST FARMER? Who is the best farmer? In the afternoon we visited a farm. Just after our arrival, the owner gave us a little speech and afterwards, we were told about the game or competition we were going to bring about. Before starting it, we saw the animals of the farm, chickens, cows, rabbits, etc. Later on, some of the German students who were part of the organization divided all of us into groups. We were required to fulfill some different tasks. The first thing my group did was about pushing a bale of hay about 50 meters long. Then, we had to guess the weight of a calf and how many kilograms of hay that animal ate. The fourth task involved guessing what each seed we had on a table was. Finally, we had to drive a big tricycle in pairs. Unfortunately we didnâ&#x20AC;&#x2122;t know the results of the competition then. We had to wait until our last dinner. (AUTHOR: Agurtzane)

The winners of the competition with their diploma


BOWLING In the bowling alley we ate better than the previous days because it was the only time that we ate French fries. In this place, we made different groups and knocked down the ten pins along the tracks. That night we had a very good time because it was the first night that we went out together. When we stopped playing skittles, we wanted to play pools but it was late and we all went home, some of us by cars and others by bus.

(AUTHOR: Sara)


MANNHEIM Mannheim is a city in Germany, with 311,342 inhabitants. It is the second-largest city in the state of Baden-Württemberg after the capital Stuttgart. Mannheim is situated at the confluence of the rivers Rhine and Neckar, in the northwestern corner of the state of Baden-Württemberg. Mannheim is the largest city of the Rhine Neckar Area, a metropolitan area with 2.4 million inhabitants. Mannheim is unusual among German cities, because in that Mannheim’s city symbol is der Wasserturm (the water-tower), located in the east of the city centre.

Some years of local history. 766, 11th March. The village of Mannenheim is mentioned for the first time in the Lorsch Codex. 1613. The first Maimarkt takes place. 1803. Mannheim becomes part of the Baden Land following the dissolution of the Palatinate. 1848/49. Mannheim is a centre for political and revolutionary activity. 1889. Construction of the Mannheim Wasserturm is completed. 1943, 5th/6th September. Large sections of Mannheim are destroyed during the heaviest air raids. 1990, 28th September. Opening of state Museum of Technology and Work. 1991. The introduction of the intercity express railway line between Mannheim and Stuttgart. Interesting sights. The Wasserturm (built 1886-1889). Mannheim’s landmark came about as part of the conversion made to the city’s watersupply. The prize-winning design for the 19m wide and 60m high elevated reservoir, topped off by the figure of a Greek god by Johannes Hoffart, was provided by the young Stuttgart architect Gustav Halmhuber


The Stadthaus N 1. It was built by the Professor Carlfried Mutschler and was opened in 1991. As a modern local point of city life, it is home to cafes, restaurants, small shops, an evening school and the city library. The Castle. The residence of the electoral princes was built under Carl Philipp between 1720 and 1760. It is the largest baroque castle construction in Germany. Today, the castleâ&#x20AC;&#x2122;s rooms, which exceed 400 in number, with their approx. 1400 windows are predominantly used by the University of Mannheim.

(AUTHOR: Marta)


THE VISIT TO THE FACTORY OF JOHN DEERE IN MANNHEIM On Thursday (04/03/2010) the group of Aniturri BHI visited the Jon Deere factory in Mannheim (Germany). From 8.00 to 12.30 we saw the facilities of the company. We were welcome by a guide from the company who took us to a video room. We saw a projection about John Deere factory and the different factories where the pieces that are needed to make a tractor are made. Then we went on a guided tour around the factory. The guide explained us how the workers were organised to fulfil their task and we saw the machinery they manufacture: tractors, croppers, short grass, mini tractors for the gardening, vehicles multipurpose etc. Afterwards, we were taken to the production plant where the workers were mounting the tractors. At 12.30h they invited us to have lunch with the workers in the dining room that they have with in the factory. The visit to the factory was very interesting and I learnt how a tractor is manufactured. We had to listen to the guide very carefully to take the notes to write this report, but I like the visit a lot. History: John Deere (February 7 th of 1804 - May 17th of 1886) was an American maker that founded Deere I Company, one of the marks of construction equipment and agricultural more important of the world. Deere was born in Rutland, Vermont, being son of William Deere.


In 1950, Deere I Company begins expansion in the European continent with the acquisition of the German brand Lanz. In 1987 the activity of the factory is diversified and, besides tractors, they begin to produce components for the other chains of assembly of Deere I Company. In 1992 it is decided to centralize the production of the tractors of the new Series 6000 in the factory of Mannheim (Germany). At the moment Deere I Company is all over the world. It provides direct employment to 50.000 people approximately. In their factories there are 3500 students making practices. 153

It has a net in more than 60 factories and production centers. It has more than 5,000 concessionaires distributed by 28 countries to give service to their customers. It sells their products in more than 160 countries. Actually Jon Deere manufactures motors for the construction, the marine, compressors of air, agricultural and forest machinery, electrogenous groups, bombs of watering motors of natural gas in cars. The motors of the tractors go from the 36 to the 205kW (49 to 280 CV). In Germany, the company has offices in Mannheim, ZweibrĂźcken, Bruschal, Gummersbach. Managerial organization: In the factory of Mannheim, the workers make two shifts of 8 hours. 3000 people work approximately. In the production system there are only two women. The company offers the workers training and the possibility of undergoing a plan to know the different workspaces so that they can be able to change their work position. It is a suggestion box that consists on contributing an idea to improve the production. If that idea is accepted the worker can win 30 percent of the generated benefit. A worker with the contributed idea won 71,000â&#x201A;Ź.

The factory is divided in four assembly pavilions. In the different pavilions they mount the pieces that they bring from the different factories that they have all over the world (France, Mexico, USA, China, Brazil) until the tractor is finished and it can leave for sale. Inside the pavilions the motors and the transmissions have to pass some quality tests. Every day they take 20 new tractors to pass the quality control. The operation of the tractor is supervised by computers that control the operation of the different parts of the motor. They also carry out tests with the tractor in circuits that have prepared for it. In the first work shift 120 tractors are manufactured approximately. In one day they can make more than 170 tractors. The 11 percent of the production is distrubuted in Germany.


The big tractors are automatic. They have a small computer from which they can control the speed, the air conditioning, the hydraulic system etc. This computer tells us if there is some problem in the operation of the tractor. (AUTHOR: Eneko A.)

Philipp takes a photo: Agurtzane and Lourdes driving a tractor!

Sara and Marta driving another tractor
















Question 1: The experience in general Question 2: Now I know how important languages are Question 3: I have spoken a foreign language Question 4: I would like to study another foreign language. Which one? Question 5: I would like to know more about different countries and cultures in Europe Question 6: I have learnt aspects from a different culture 6,00




















GERMAN EXPERIENCE: GROUP ASSESSMENT Question 4: Which foreign language that you cannot speak would you like to learn? (Students chose more than one language) Italian (2 student) French (4 students) German (7 students) Question 7: What have I gained from this experience? “Resignation, despair because we cannot stay longer.” I have with me a wonderful experience, a lot of new friends and unforgetteable week.” “I have gained a lot of friends, good memories and some words in German.” “I will never forget this amazing experience. I would have never imagined that I can speak so much English.” “The best thing was to meet a lot of new people. I loved learning from different cultures. I realized that people are different in Europe, but we share a lot of things in common.” “It was such an unforgetteable experience! I take with me a lof of really good moments.” “I have with me a lot of memories. I have had a good time with my new friends.” Question 8: The best activities “Who is the best farmer?” (3 students) The last night: the dinner with parents, teachers and students (5 students) Having dinner together. (6 students) Bowling (2 students) The trip to Manheim (1 student) Meeting the German students and hanging out with them. I liked sharing feeling and talking to them. Question 9: The worst Listening to the authorities was the most difficult task (2 students) No answers



Josu Andoni Eneko Agurtzane Marta Amaia Sara Lourdes Maite and Idoia


GERMAN STUDENTS’ REPORT Meeting in Germany (28.02-05.03.2010)

The last meeting of the groups with the Comenius project took place in Germany, where the French and the Basque pupils lived in families and the Irish and English pupils lived in a hotel. The French, English and Irish groups arrived at school on Monday morning to visit the school and to see how the lessons in Germany are held. Some groups arrived in Öhringen later than expected due to storms all over Europe so all the planning which our teacher Mr Stiefel had done was in a mess for the whole day. The plane of the Basque pupils even landed at the airport in Stuttgart on Monday evening. The plane could not start because of bad weather. So they arrived in Öhringen very late. During the day the groups were welcomed by our head teacher Mr Albrecht and the mayor Mr Michler. In the afternoon the groups which were already here visited our new school building, which is expected to be finished in May 2010. In the evening the groups had dinner in a pub where former students were playing some music and the pupils were able to meet each other. In the late evening the Basque group arrived in Öhringen where the host families were already waiting. The next day started with a meeting at school. In the morning we finished our dictionary and in the afternoon we did some sports like football,


basketball and volleyball. Later we drove to the winery of Mr Birkert where we had a guided tour through the winery to get some impressions how wine is produced.


After the tour the groups had dinner there and spent the evening with lots of talking and socializing. On the third day of their stay in Germany the groups were welcomed by the County Council Mr Lang. He introduced the county of Hohenlohe to the visitors, we had some coffee, tea and drinks and finally a picture was taken on the balcony of the town hall. The rest of the morning we spent in Schwäbisch Hall which is a very nice and old city. In the afternoon we visited the farm of Mr Kieß, where a competition (Who is the best farmer?) between the pupils of the different countries took place. Later the groups spent the evening at the ‘Sporthotel’ in Öhringen where the pupils had a good dinner and could play snooker and bowling. The last common day in Germany was used to visit the John




Mannheim. After that we went into Mannheim city and had the rest of the afternoon off to walk through the city, have a look at the sights and do some shopping. In the evening the pupils, teachers and host families came together at the winery of Gerhard




There we said goodbye to the groups of pupils and teachers. The next morning the groups left very early.


FRENCH STUDENTS’ REPORT All is well that ends well We were ready to make this trip: learning a little bit more of English, try to learn how German people lived and study agricultural vocabulary thanks to our teachers. On that Sunday Oct. 28th, our suitcases were fully packed, IDs in our pockets and snacks ready to be eaten while going to Paris. But something incredible happened: Xynthia… We call it a jet stream in English. What a wind! It paralysed Spain and the West coast of France, and blowing as far as Paris… Impossible to go to Germany and meet our partners, we had to postpone it. As there were no planes taking off, we had to travel by train on the next day. We safely arrived in Öhringen, and were warmly welcomed by Mr. Stiefel and the German students with coffee and home-made cakes! While waiting for the Basque team, we listened to some music in a pub and were introduced to our host families. They are really charming people, so welcoming! They did their best to make us feel comfortable, and it certainly worked: this is our greatest memory of Germany. Even though we had a great time in parties and families, we worked as well. The dictionary went on fine, as we worked in groups of 5 different nationalities on computers. We shared words in our own language, and tried to learn them as well.


We had great visits too. What we mostly remember is: -

The contest: “who’s the greatest farmer”? We had fun with this competition: cycling, pulling enormous straw bales, weighing a calf, guessing what those agricultural produces were… We don’t remember who won, but “it’s the taking part that counts”!


Mannheim and ! We are crazy about agricultural machinery, so you can guess how interested we were to see how those tractors and equipments are created! We even got a present! The winery was interesting too: we don’t have so many vineyards around Châteauroux, so it was good to see how to make it. Of course, we had to taste wine, but with moderation, of course!


We would have liked to stay longer there but that will be for another time. Let’s keep fingers crossed!


THE PRESS IN GERMANY Landwirtschaft weitet den Blick für Europa Die Öhringer Richard-von-Weizsäcker-Schule empfängt ihre COMENIUS-Partner aus England, Irland, Spanien und Frankreich start%5D=0 Einen wahrhaft stürmischen Auftakt hatte das Treffen der Schülerinnen und Schüler von Agrarwissenschaftlichen Gymnasien aus vier europäischen Ländern. Eigentlich wollte Uwe Stiefel, Abteilungsleiter des Agrarwissenschaftlichen und des Sozialwissenschaftlichen Gymnasiums an der Richard-von-Weizsäcker-Schule, seine Gäste aus England, Irland, Frankreich und Spanien zum gleichen Zeitpunkt am vergangenen Wochenende begrüßen. Aber Sturmtief Xynthia hatte französische Bahnlinien und Flughäfen in Spanien sowie in England und Irland lahmgelegt, und so dauerte fast das gesamte Wochenende, bis die Schülerinnen und Schüler sowie deren Lehrerinnen und Lehrer aus den verschiedenen Partnerländern in Öhringen eingetroffen waren. “Learning through European Agriculture“ lautete das Motto des Treffens in Öhringen, das im Rahmen des COMENIUS-Programms der Europäischen Union stattfand. Es ist bereits das dritte seiner Art: Nach Cookstown in Irland und Châteauroux in Zentralfrankreich kam man nun in Hohenlohe zusammen, um Themen aus der Landwirtschaft im europäischen Rahmen zu erarbeiten. „Unsere Referenzsprache ist Englisch, aber durch unser Projekt geben wir geben den Schülerinnen und Schülern selbstverständlich eine hervorragende Möglichkeit, ihre Französisch- und Spanischkenntnisse zu vertiefen“, umschrieb Uwe Stiefel den sprachlichen Aspekt des Treffens. Der Besuch des Unterrichts einer deutschen Schule war für die Jugendlichen aus den Nachbarländern sicherlich eine neue Erfahrung; und darüber hinaus hatte Uwe Stiefel ein interessantes Programm für seine Gäste zusammengestellt: Vom Besuch des Sinsheimer Technik-Museums und einer Führung beim Landmaschinenhersteller John Deere in Mannheim bis zur Besichtigung der Kirchen und Fachwerkgassen von Schwäbisch Hall wurden den Gästen viele Aspekte des modernen und des traditionellen Deutschland vermittelt. Besonders interessant fanden viele den Besuch im Künzelsauer Landratsamt und das Gespräch mit dem Ersten Landesbeamten Hans-Günter Lang, das zu engagierten Diskussionen über die unterschiedlichen Verwaltungen im vereinigten Europa führte. „Ich freue mich, dass es neben den vielen Besichtigungen und Eindrücken offensichtlich auch genügend Raum für persönliche Begegnungen und Gespräche gegeben hat“, resümierte Uwe Stiefel, als er am Freitag seine Gäste verabschiedete, von denen sich viele schon auf weitere Begegnungen dieser Art freuten. Vorschlag zur Bildunterschrift:

Nach dem Gespräch im Landratsamt mit dem Ersten Landesbeamten Hans-Günter Lang traf man sich zum Foto auf der Dachterrasse.


TRANSLATION INTO BASQUE HOHENLOHE-BERRIAK Ingalaterrako, Irlandako, Espainiako eta Frantziako ikasleak gure herrian. (2010/03/09) Öhringen-go Richard-von-Weizäcker Eskolak COMENIUS-eko partaidei harrera egin die. Ingalaterrako, Irlandako, Espainiako eta Frantziako ikasleek eta irakasleek sei egun eman dituzte Hohenloheko Barrutian. “Learning through European Agriculture” lemapean Öhringen-en bildu dira, Europar Batasuneko COMENIUS programaren inguruan. Hau izan da, hain zuzen, hirugarren aldia; lehenik Cookstown-en –Irlanda-, bigarrenik Châteauroux-en –Frantzia- eta aldi honetan Hohenlohe-n. Garatu dituzten gaiak nekazaritzaren eremuan kokatzen dira. Uwe Stiefel-ek, Richard-von Weizsäcker Eskolako Nekazaritza eta Gizarte ikasketen buruak, hainbat ekitaldi antolatu zizkien gonbidatuei. Besteak beste, alemaniar ikasgela batean egon dira, Mannheim-eko John Deere lantegia bisitatu dute, Schwäbisch Hall-eko eliza eta kale txikiak ezagutu dituzte, Sinsheim-eko Teknologia-museoan egon dira eta,azkenik, Hohenlohe-ko Barrutian zehar ibili dira. Hans-Günter Lang-ek, Barrutiko arduradun nagusiak, ikasleak eta irakasleak agurtu ondoren, hitzaldi interesgarria eskaini zien Barrutiari buruz, eta administrazio-lan eta zeregin interesgarrien inguruan. Horrez gain, europar administrazio-lanen ezberdintasunei buruz biziki eztabaidatu zen. ARGAZKIA Häns-Günter Lang, Barrutiko arduradun nagusia (eskuineko bigarrena), Ingalaterrako, Irlandako, Frantziako eta Espainiako ikasle eta irakasleekin.



Dos institutos alaveses participan en un plan que fomenta su dimensión europea ANITURRI Y EKIALDE mantienen continuos intercambios con alumnos de otros países Los estudiantes del centro de Agurain han creado una revista digital y un diccionario multilingüe de agricultura FERNANDO S. ARANAZ - Martes, 29 de Junio de 2010 - Actualizado a las 08:02h.

Grupo de estudiantes del Instituto Aniturri de Agurain. (Foto: f.s.a.)

Agurain. El Insiituto Aniturri de la localidad alavesa de Agurain es uno de los seis centros vascos, junto con el de Ekialde de Vitoria, que integran la red denominada ELOS, orientada hacia una enseñanza internacional y europea. La creación de una revista digital y un diccionario multilingüe así como la impartición de asignaturas en inglés con la ayuda de un auxiliar de conversación nativo son sus señas de identidad.


El objetivo de los centros de Secundaria que participan en el programa es esforzarse en aprovechar las oportunidades que ofrece Europa con respecto a la formación del alumnado, desde el punto de vista de considerar la dimensión europea como entorno de aprendizaje. La red ELOS proporciona a los centros que la integran una serie de ventajas, al ofrecer una inmersión en un ámbito de aprendizaje internacional, a través de las relaciones que se establecen entre sus miembros. El objetivo principal de la red es conseguir una educación de alta calidad, que incluya la realidad de la UE, preparando a los estudiantes en su condición de ciudadanos europeos. Uno de los proyectos de la red es el denominado Comenius, definido como "aprendizaje a través de la agricultura europea". Gracias al proyecto, los alumnos de Aniturri hicieron una visita a Irlanda, a una granja escuela para minusválidos, concretamente, y a la feria agrícola de Balmoral, así como una excursión al paraje conocido como Calzada de los Gigantes. Los estudiantes y profesores también se entrevistaron con las autoridades locales, así como con representantes de la agencia de desarrollo rural de la zona. El objetivo concreto de estas actividades, además del de intercambiar experiencias con estudiantes de otros países de la Union Europea, es el de crear un producto que, en el caso de Aniturri, ha consistido en un blog, , una revista digital y un diccionario multilingüe de términos de agricultura. Como ha quedado dicho, en el instituto se imparten asignaturas en lengua inglesa. Para el desarrollo de todo este programa, los alumnos cuentan con la colaboración de un auxiliar de conversación. Para el curso 2010-2011 los alumnos se plantean proyectos tan interesantes como elaborar una guía para jóvenes sobre la Llanada alavesa o un recetario a base de recetas elaboradas a pase de productos de comercio justo.


ANITURRI INSTITUTUAREN DIMENTSIO EUROPARRA ------------------------------------------------------------------------------------------------------------------------------------------------------------El Instituto Aniturri de Agurain es miembro de la red ELOS, constituida por centros de secundaria, enclavados en países de la Unión Europea, cuya enseñanza presenta una orientación internacional y europea. La red ELOS proporciona a los centros que la integran una serie de ventajas, al ofrecer una inmersión en un ámbito de aprendizaje internacional, a través de las relaciones que se establecen entre sus miembros. ______________________________________________________________________

DENOI-JULIO 2010 Agu raingo Aniturri Institutua, bigarren hezkuntzako zentroek osatzen duten eta hezkuntza nazioartera eta Europara bideratzen duten ELOS taldeko kide da. ELOS sareak abantaila batzuk eskaintzen dizkie osatzen duten zentroei, nazioarteko ikaskuntza eremu batean sartzean, kideen artean sortzendiren erlazioen bitartez. Helburu nagusia kalitate altuko hezkuntza lortzea da, Europar Batasunaren errealitatea barneratuko duena, ikasleak hiritar europar izateko prestatuz. 167

Aniturri institutuko ingeleseko irakasle eta proiektu honetako koordinatzaile den Idoia Zapirainek, Maite Errastirekin batera, ikasleek “europar dimentsioaren kontzientzia lortzea” berebezikoa dela uste du. Esfortzu horrek irakasgai guztiei “ukitu europarra” ematen dien zeharkakotasun bat ematen die. Euskal Autonomi Erkidegoan sei bakarrik dira sare honetan dauden zentroak, horietatik bi Araban, Gasteizko Ekialde eta Aguraingo Aniturri. “Comenius” du izena ELOS sareko proiektuetako batek, “europar nekazaritzaren bitarteko ikasketa” bezala definitua. Aniturri institutuak Agurainen 2008ko urrian ospatu zen irakasle bilera batean egin zuen lehen kontaktua proiektu honekin. Ikasturte haren bukaeran, 2009ko maiatzean, 6 ikasle eta bi irakaslek bisita egin zuten Iparraldeko Irlandara, Cookstown-eko Holy Trinity College-ek gonbidatuta. Programak 2009ko irailean Frantziara eginiko bisitarekin jarraitu zuen, ahuntz gazta egin eta saltzen duten granja-eskola bat, museo etnologiko bat eta Brenn parkea ikusi zituztelarik bertan. Aurtengo Martxoan berriz Alemaniara hurbildu dira, John Deere traktore lantegira eta inguruko bodegetara bisitak eginez. Gainera, Aguraingo Aniturri Institutuko ikasleek harremana dute Danimarka, Irlandako Errepublika, Kolonia (Alemania), Gales eta Iparraldeko Irlandako beste bi zentrorekin, Newtownards-en bata eta Belfast-en bestea. Azken honek ezaugarri bereziak ditu, ikasle katolikoak eta protestanteak biltzen dituelako. Ekintza hauen helburu zehatza, Europar Batasuneko beste herrialdeetako ikasleekin bizipenak elkartrukatzeaz gainera, Aniturriren kasuan blog bat aldizkari digital bat eta hizkuntza anitzetan idatzitako abeltzaintza eta nekazaritza terminoen hiztegi bat izan diren produktuak sortzea da.




On November 5th our students visited three different places related to the production of three Basque products which are labelled by Kalitatea Fundazioa. These are their reports:


KALITATEA TOPERA: QUESTIONS AND ARTICLES. BLOG TASK 4. DBHko ikasleek Batxilergokoentzat prestatu dituzten galderak

1. 2. 3.

4. 5.

6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.


UDAPA Zer da UDAPA? Nola dago osatuta ekoizleen partaidetza? Zenbat tona patata ekoizten dituzte? Eusko Labela duen patata merkaturatzen dute. Hori da merkaturatzen duten patata bakarra? Ekoizten dutenaren ehuneko zenbatek dauka Labela? Zenbat patata ontziratzen dute? Zenbatekoak dira poltsak eta zakuak? 4. gamako/sortako produktuak prest al daude jateko? 5. gamako produktuak zeintzuk dira? Eta lehenengo, bigarren eta hirugarren gamako elikagaiak? Zein da bere bezerorik garrantzitsuena? Zer da trazabilitatea? Zenbatero egiten dizkiete ikuskapenak/inspekzioak? Zer da produkzio integrala? Produkzioa integrala, ohiko produkzioa eta ekologikoaren artean zein desberdintasun dago? Zein da patatak eduki behar duen tamaina? Zenbat egun egoten dira patatak kamaretan? Zertarako? Kutxa handiek izaten duten etiketetan zer adierazten dute? Zein gaixotasun izan ditzake patatak? Zer botatzen diote patatari adarrik izan ez ditzan? Horri ernetzea edo germinatzea deitzen al zaio? Patata zaharra amaitzean nongo patatak hartzen dituzte? Labela duten patatak zein motatakoak dira? Zergatik aukeratu dituzte barietate horiek? Zein da gehien saltzen den mota? Zergatik? Erraza al da barietateak desberdintzea? Zertarako aztertzen dituzte fotozelulak? Zein osagarri kimiko erabiltzen dituzte laborategian? BEHIAK

1. Zenbat behi buru ditu? Txekorrak, txahalak, bigantxak/ zekorrak, idiskoak, zezenak â&#x20AC;&#x201C; HIZTEGIA. Zenbat buru zituen hasi zenean? 2. Zein arrazakoak dira? Zergatik mota hau? 3. Zenbat denbora ematen dute gizentzen? 4. Noiz banatzen dituzte behiak eta txahalak? 5. Zein adina dute hiltegira doazenean? Eta pisua? 170

6. Harakinek zer nahiago dute: txahala ala bigantxa? Prezio bera dute? 7. Simaurrarekin zer egiten dute? 8. Zenbat kilo pentsu jaten dute behiek egunean? Zerk osatzen du jaten duten pentsua? 9. Zer gertatzen da txahal batek ama galtzen duenean? 10. Noiz estaltzen ditu zezenak behiak? ARDIAK 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Zenbat ardi ditu? Zein arrazakoak dira? Zein hilabetetan egiten dira erditzeak? Zenbat egunetan kentzen diote arkumea ardiari? Zenbat aldiz jezten dira ardiak egunean? Zein ordutan gutxi gorabehera? Zein hilabetetan egoten dira ardiak mendian bazkan? Noiz hasten dira ardiak jezten? Eta noiz amaitzen dute? Bi mota gazur daude, zeintzuk? Nola lortzen da bakoitza? Zer da oritza? Zertarako behar da gazurra? Kilo bakoitzak zenbat ordu egon behar du salmoeran? Ondoren zein da datorren prozesua? Zein hilabetetan ekoizten da gazta? Eta noiz dago prest jateko? Zenbat urte darama ardi Latxak Euskal Herrian? Zergatik aurkitzen dugu Latxa hemen eta ez beste leku batean? Kilo bateko gazta egiteko zenbat litro esne behar dira? Etiketak ematen digun informazioa zein da? Kamaran dauden gaztek zer dute kanpoaldean/azalean? Laborategira laginak bidaltzen dira? Zenbatero? Zeintzuk dira ardiek har ditzaketen gaixotasunak?

gazur=suero gatzagi= cuajo calastro=oritz The students of year 4 wrote these questions. The oldest students had to answer them on their visit a week later. A report of the visit in three languages: KALITATEA TOPERA! the visit



UDAPA This entry was posted on December 14, 2009 at 10:55 pm and is filed under 4. DBH, CIVIC EDUCATION, COMENIUS 2008-2010. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site. Edit this entry.

Zer jaten dugu? Ba al dakigu zein den erositako produktuen kalitatea? Kexaka ibiltzen gara gure erosketak geroz eta garestiagoak direlako, baina prezioak eta kalitateak konparatzen al ditugu? Etiketak kalitatea ziurtatzen duela ikasi genuen txango honetan. Arabako UDAPA kooperatiba bisitatu genuen. Datu interesgarri piloa eman zizkiguten eta patatek pasatzen duten prozesu guztia pausoz pauso azaldu ziguten. Patatak big-bagetan iristen dira eta deskarga egin aurretik ezaugarriak definitzen dira. Egoera txarrean ailegatzen direnak alboratu ondoren, kalibrearen arabera sailkatzen dituzte. Prozesua amaitu ostean, kutxetan sartzen dituzte. Bost egun pasa behar dira gaixotasun edo arazoren bat azaleratzen duten ikusteko. Itxurak ere badu garrantzia eta horregatik saltzen diren patatak garbituta egoten dira. Sustraiak atera ez daitezen, kluroprofanoa botatzen diete, patata bizirik baitago. Ondoren etiketatze fasea dator erosleok produktuaren informazioa izan dezagun. Horrela heltzen dira Eusko Labeleko patatak gurera.

Potatoes: A buried treasure The climate, the soil and deeply-rooted traditional growing methods have made Ă lava potatoes famous among consumers as a product of extremely high quality. Eusko Label-Kalitatea only protects varieties that have passed the established quality analysis.


After sowing, growing and harvesting, always in line with environmental requirements, the best potatoes are selected to offer consumers a healthy product of consistent quality.

Integrated production The Agriculture sector has two basic objectives. Firstly to meet a social demand which focuses on food safety and respecting the environment and secondly, the implementation of techniques and customs which have a direct effect on the sustainability of agricultural activity and the socioeconomic development of the sector, favouring the product’s final quality and its adaptation to market demand. Integrated Production is precisely the response to these great challenges. We could define this as a production system of fresh and/or transformed foodstuffs, obtained via methods involving a combination of agronomic, biological, chemical and biotechnological factors, in an attempt to optimise product quality whilst fully respecting the environment and human beings, guaranteeing traceability of the product and production profitability.

The work of Kalitatea Fundazioa Fundación Kalitatea Fundazioa is the Monitoring and Verification Organisation for Integrated Production in the Autonomous Community of Euskadi, appointed by the Department of Agriculture and Fishing. The manufacturers are subjected to a voluntary control system which the Foundation develops with the obligatory guarantees of universality, reliability and uniformity.

Patata Alavesa En Álava tenemos una de las mejores plantas de selección, importación, exportación… de toda Europa. Como en todas las plantas, vienen inspectores a revisar la calidad y algunas cosas más. En la planta trabajan en un proyecto ya existente para dar el salto a la gran distribución. Se producen entre 35 y 40 millones de kilos de patatas al año. Gracias a la automatización, sólo hay 35 personas trabajando en la planta. Eroski es su cliente más fuerte. Es una producción muy controlada. Tienen una marca que los diferencia, la marca Label. La patata la compran en Israel, Egipto… Pero los orígenes mayoritarios son: Sevilla, Francia, Castilla y León y Álava. En esta producción toman parte en el 80% los socios y en el 20% los agricultores. Los tipos de patatas suelen ser: Monalisa y Kennebec. Tienen dos líneas de limpieza. Después de la limpieza las patatas pasan a las máquinas de selección. En el laboratorio, una de las selecciones de patatas se guarda a 20Cº y otra selección se guarda en otra cámara a 30Cº.. Después, en el laboratorio, resuelven problemas internos y externos, revisan el nitrato, la materia seca…etc. Después de días de conservación ya están listas para exportarlas. Txango honetan ere okela-behiak eta gaztagintzaren prozesua ikusi genituen. Kontsumo eta ekoizpen egokia landu genituen Civic Education ikasgaian 4. DBHko ikasleekin.


LOS PRODUCTOS DE UDAPA UDAPA se posiciona de forma ventajosa en la cadena de valor, muy cerca del punto de venta final. El mercado de valor de la patata fresca se realiza en formatos de packs de 2 kg., 3 kg. y 5kg. con patata lavada. El 85% del volumen de ventas de UDAPA son en pequeño formato (marcas) y alcanza el 93% de su facturación. El mercado la patata fresca para alimentación está mayoritariamente formado por packs de 2, 3 o 5 kg de patatas lavadas. Las variedades de patata más utilizados son pieles y carnes amarillas, con forma de pera. Se trata de un modelo afrancesado influencia de pais vecino. En los últimos 15 años, la producción española ha sido bastante negativa, con pérdidas de más de un 40% del patrimonio productivo, por la falta de competitividad comparando con el norte de europa, Francia sobre todo. UDAPA ha conseguido también proteger una producción del entorno, basada en tres principios: Orientación productiva y asesoramiento técnico de campo Creación de una marca de calidad asociada a una denominación geográfica: PATATA CON EUSKOLABEL: se comercializa en el ámbito de Euskadi, Navarra y Cantabria. Una marca controlada por la FUNDACIÓN KALITATEA Relación contractual para garantizar la producción. Este proyecto está tenido éxito en el mercado regional. Este año 2.010 UDAPA inicia un nuevo proyecto sobre producción y comercialización de patata de siembra certificada. También se va a trabajar con más profusión en aprovisionamientos de patatas para industrias transformadoras de V GAMA. UDAPA participa con un 30% en NATUBER para la fabricación de patata IV GAMA. Se está trabajando un I+D para dar el salto al retail. UDAPA participa además en OINARRI (Sociedad de Garantía Recíproca) y en NEWCO (para la transmisión tecnológica de Neiker). Este experimento puede ser reproducido en más áreas con una producción singular de cara a cautivar un mercado adyacente favorable e identificado. Permite eludir a los competidores globales y recuperar el espacio local. Con proyectos como estos el mercado sería menos global, se haría más local y menos competitivo. Ikasleek euren iritzi kritikoa azaldu behar izan zuten. Kalitatea al da soluzioa? ARGIA astekariko artikulu hau irakurtzea gomendatzen dizuegu: Eusko Label zigilu ofiziala da, elikagaien goi-mailako kalitatea bereizteko erabiltzen den EAEko marka ofiziala, Eusko Jaurlaritzaren babespean (nahiz eta erakunde pribatua izan). Baina zeregin horretan, diru publiko asko desegoki gastatzen dela dio EHNE sindikatuak. Hiru kritika nagusi egin dizkio Eusko Labeli: kalitatea bermatu beharrean banaketa-kate handien mesedegarri den eredu industrial eta intentsiboa sustatzea, sektorearen parte-hartzea ez bilatzea eta baserritarrentzako errentagarritasunik ez izatea. Ikasleen iritziak:


June 24, 2010 NEWS ON AGRICULTURE By aniturribhi. BLOG POST The students from Aniturri BHI read some articles about European Agriculture and posted some opinions. Click on AGRICULTURAL NEWS

May 31, 2010 AGRICULTURAL NEWS By elosaniturri. BLOG POST. Choose a text to comment it in class. - Vocabulary - Main idea - Summary Leave a comment under this entry. USEFUL LINKS: EURONEWS – Search: agriculture CBBC CAFEBABEL Topics: milk protests (Hutsaren truke lan egiteaz nazkatuta, esne merkea edo kalitatezkoa?, labela elikagaietan, ArabaEsnea)

This entry was posted on May 31, 2010 at 10:51 pm and is filed under 4. DBH, CIVIC EDUCATION. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site. Edit this entry. 4 Responses to “AGRICULTURAL NEWS” 1.

Beñat, Markel, Eneko Aller Says: June 15, 2010 at 11:55 am | Reply edit In our opinion, we must be buy eco products because we should make an effort to be a little bit green. We must help our planet, but we shouldn’t buy brands which sell products made in factories which pollute a lot of and produce their goods damaging the environment. This is the reaseon why we should buy eco label products.


But we have to be prudent with the product we buy. It isn’t always true what the label says. Some products have got the eco label, but it isn’t certified by independent organisations. It is certified by the same company that makes it, and this isn’t very trustworthy. In conclusion, we should buy eco label products, but we must be clever when we buy them. 2.

Yerai, Irune, Lourdes, Xabi Says: June 16, 2010 at 7:30 pm | Reply edit We think that the potato is a very important tuber in our cooking. In the Basque cuisine, the potato is basic for a lot of recipes. For example, when we cook potatoes with pork sausages or in the marmitako, potatoes are the most important ingredient. Also, potatoes are the most important vegetable we cultivate in the Lautada, our area. On the one hand, the potato is a nutritious food and on the other hand, potatoes are delicious. That’s why we like potatoes.


Tania, Julen and Ion Vegas Says: June 16, 2010 at 8:26 pm | Reply edit In our opinion, the wine from Britain isn’t the best wine in the world because we consider that that this area is too cold to make good wine. In our opinion, the best wine in the world is the wine from La Rioja

March 24, 2010 LEARNING ABOUT BASQUE AGRICULTURE: ZARABIKU (ECOCHIPS) AND IMK ARKAUTE by aniturribhi BLOG POST We have added a new post on our school blog. You can see what we learnt today in IMK Arkaute, the agriculture school that we visited. It was time we saw a Basque agricultural school which is near us! The students enjoyed the visit a lot.


Click here to see the photos and the whole text: IMK ARKAUTE. I would like to upload some videos soon to show you how they can drive a tractor!!!! GIRLS DRIVING A TRACTOR VIDEO  



March 24, 2010 COMENIUS VISIT: ZARABIKU (ECOCHIPS) AND IMK ARKAUTE By elosaniturri BLOG POST The Comenius group visited Zarabiku the ECOCHIP family-run factory this morning. We were the first school group who has ever visited this new site. The students enjoyed eating crisps a lot. Aniturriko ikasleak lehenengoak izan dira Trokonizen zabaldu duten lantegi hau bisitatzen. Patata onak benetan! Mila esker zuen lantegia ikusten uzteagatik.


March 24, 2010 IMK ARKAUTE AGRICULTURE SCHOOL By elosaniturri. BLOG POST A visit organised with the help of Letizia, from the Local Rural Agency, Unai, the coordinator of the Agenda 21 project at school, and Lorea, MGZ and Biology teacher.

We also visited the Agriculture School in Arkaute and we had lunch there. First we saw NEIKER-Tecnalia, the Basque Institute for Agricultural Research and Development, which is a nonprofit state-owned company assigned to the Department of Environment, Regional Planning, Agriculture and fisheries of the Basque Government. Its mission is to contribute to the economic and social development by means of the promotion of Technological Innovations.Then we learnt how the school makes Diesel from sunflower and rapeseed oil and we had a lesson on plots and horticulture. IMK Arkaute, the school, has 20 hectares of land, with a wide range of field crops 5 hectares devoted to highlighting organic cultivation, 2 acres of gardens where you can enjoy the sight of different styles of gardening and a diverse collection of plants, 3,000 m2 of seed and greenhouses for the production of ornamental plants; Chemical Laboratory fully equipped with 20 seats, machinery and mechanical equipment, and a workshop for agricultural crops and landscaping, innovative control equipment and machinery for regulation of pesticide treatments, milk processing plants and food, plant extract oil for use as a substitute for diesel fuel in tractors and diesel vehicles. Finally, some of the students even drove a tractor! Thank you Jose Luis, Asier, Leticia, Oscar, Joxean and all the people involved. MILA ESKER DENORI! This entry was posted on March 24, 2010 at 5:22 pm and is filed under COMENIUS 2008-2010, SCIENCE. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site. Edit this entry.


DICTIONARY WORK IN AGURAIN CIVIC EDUCATION DBH 4 BASQUE albertxiko gerezi aranpasa magurdi marrubi kiwi zitroin mandarina sagar mertxika meloi urresagar madaria mahats orburu berenjena brokoli kuiatxo kuia tipula barrengorri Bruselaseko aza azalore endibia zainzuri ziazerba ilarra Leka uraza luzkar piper porru errefau azaburu tomate baztanarria

GERMAN Aprikose Kirsche Pflaume Himbeere Erdbeere Kiwi Zitrone Mandarin Apfel Pfirsich Melone Orange Birne Trauben Artischocke Aubergine Brokkoli Zucchini Kürbis Zwiebel Pilz Rosenkohl Blumenkohl Endivie Spargel Spinat Erbse Bohnen Salat Gurke Pfeffer Lauch Rettich Kohl Tomate Karotte

FRENCH abricot cerise prune framboise fraise kiwi citron mandarin pomme pêche melon orange poire raisin artichaut aubergine brocoli courgette citrouille ognion champignon choux de Bruxelles chou-fleur endive asperges épinards pois haricots verts laitue concombre poivre poireau radis chou tomate carotte

ENGLISH apricot cherry plum raspberry strawberry kiwi lemon mandarin apple peach melon orange pier grapes artichoke eggplant broccoli zucchini pumpkin onion mushroom brussels sprouts cauliflower endive asparagus spinach pea green beans lettuce cucumber pepper leek radish cabagge tomato carrot




europar angila anguila europea arrain katu, siluru Clarias

anguille d'Europe Poisson-chat clarias

Europäischer Aal Raubwels




Huître creuse

Pazifische Felsenauster

zamo, karpa lupia bakailao

Carpa Lubina Bacalao

Karpfen Wolfsbarsch Dorsch

halibut gaizkata, polaio

Fletán Esturión beluga Langostino de río Mejillón común Mejillón mediterráneo

Carpe commune Bar Cabillaud Flétan de l'Atlantique Béluga

European eel European sea bass North African catfish Portuguese cupped oyster Common carp Atlantic cod

Atlantischer Heilbutt Europäischer Hausen

Atlantic halibut Beluga sturgeon

Chevrette géante Moule Moule méditerranéenne

HIPPOGLOSSUS HIPPOGLOSSUS HUSO HUSO MACROBRACHIUM Rosenberggarnele Giant river prawn ROSENBERGII Miesmuschel Common mussel MYTILUS EDULIS Mediterranean Mittelmeer-Miesmuschel mussel MYTILUS GALLOPROVINCIALIS

Trucha arco iris Tilapia

Truite arc-en-ciel Tilapia

Regenbogenforelle Buntbarsch

Ostra plana Pangasius

Huître plate Pangasius

Europäische Auster Pangasius

Rainbow trout Tilapia European flat oyster Basa catfish


otarrainxka muskuilu mediterranear muskuilu ortzadaramuarrain muxar ostra arrunt panga






BASQUE bieira, erromesmaskor otarrainxka tigre otarrainxka zuri erreboilo txirla, muxila izokin itsas amuarrain laku-amuarrain mihi-arrain bisigu hegalabur, atun, atungorri



Vieira Langostino tigre gigante Langostino blanco Rodaballo

Coquille SaintJacques Crevette géante tigrée Crevette d'Amérique centrale Turbot




Große Jakobsmuschel

Common scallop


Bärengarnele Zentralamerikanische Geißelgarnele Steinbutt

Almeja Salmón del Atlántico Trucha marina Trucha alpina Lenguado común




Saumon atlantique Truite de mer Omble chevalier

Lachs Meerforelle Wandersaibling

Atlantic salmon Sea trout Arctic char





Pargo dorado

Dorade royale


Sole Gilthead seabream

Atún rojo

Thon rouge

Roter Thun

Bluefin tuna











txopa lantzoi txiki sardinzar koregono zamo arrunt, karpa lutxo bakailao

Brema común Lanzones Arenque Coregonos

Brochet Lançons Hareng Corégones

Brachsen Sandaale Hering Felchen

Freshwater bream Sandeels Herring Whitefish


Carpa Lucio Bacalao

arrain hiruarantza limanda oilar liba limoi-oilar muskuilu ortzadaramuarrain perka platuxa latz

Espinoso Limanda Merlán Falsa limanda Mejillón Trucha arco iris Perca Platija

Carpe Brème d’eau douce Cabillaud Épinoche à trois épines Limande Merlan Limande sole Moule

Karpfen Hecht Kabeljau Dreistachliger Stichling Kliesche Wittling Limande Miesmuschel

Common Carp Pike Cod Three-spined stickleback Dab Whiting Lemon sole Blue mussel


Truite arc-en-ciel Perche Flet

Regenbogenforelle Flußbarsch Flunder

Rainbow trout Perch Flounder








platuxa leun erreboilo errutilo hegatsgorri izokin itsas amuarrain erreboilo ezkatadun mihi-arrain ijito-sardina lutxoperka

Solla Rodaballo Bermejuela Salmón Trucha marina Rémol Lenguado Espadín Lucioperca

Scholle Steinbutt Plötze Lachs Meerforelle Glattbutt Seezunge Sprotte Zander

Plaice Turbot Roach Salmon Sea trout Brill Sole Sprat Pike-perch


Plie Turbot Gardon Saumon Truite de mer Barbue Sole Sprat Sandre


OTHER DIGITAL PRODUCTS / ENTRIES PUBLISHED ON THE BLOG CIVIC EDUCATION 4 FISH/ARRAINAK /PESCADO slide show TOOLS / LANABESAK / HERRAMIENTAS 1 slide show TOOLS / LANABESAK / HERRAMIETAS 2 slide show March 29, 2010. GLOBAL PROTESTS By elosaniturri Read page 56 here: McDonald\’s and Globalisation On Trial in France from It’s a small world, Europees Platform Assignments: 1. Which clues do you find in the text that indeed “this is no local farmers battle”? 2. Why would Business Week have “elevated Bové into the ranks of the 50 ‘Stars of Europe’? Type on Google ‘José Bové’. Take some notes about his biography. 3. Why did Bové supporters make use of ‘webcasting’ (=news coverage via the Internet)? Is there a difference between an official media (e.g. CNN) and an independent point of view? 4. What is Indymedia? Is there an Indymedia Media Center in the Basque Country? 5. Explain the terms ‘macdomination, Mc-exploitation, ‘coca-colonisation’ and ‘Disneyfication’. For more information on actions against macdomination click on macdomination This entry was posted on March 29, 2010 at 10:18 pm and is filed under 4. DBH, CIVIC EDUCATION. You can follow any responses to this entry through the RSS 2.0 feed. You can skip to the end and leave a response. Pinging is currently not allowed. Edit this entry. One Response to “GLOBAL PROTESTS”


Robert Says: OUR LANGUAGE ASSISTANT March 30, 2010 at 1:27 pm | Reply edit Since I’ve been in the Basque Country, I’ve developed an addiction to chorizo. Every time I have some, I want more, and I am constantly on the search to find the best chorizo in Spain (I currently have a longaniza chorizo, from Salamanca, in my refrigerator). After reading this article today, I realize that I have an excuse: My addiction to chorizo could actually be a true, biochemical addiction. I think I will only be cured when I finally return to the United States, where decent chorizo is hard to find.


SCIENCE LAB DISSECTION A LAMB What is a heart? What do lungs looks like? And a liver? Dissecting a lamb March 23, 2010. LABORATEGIKO PRAKTIKAK By elosaniturri Zer da bihotza? Nolakoak dira birikak? Eta gibela?

This entry was posted on March 23, 2010 at 10:38 am and is filed under 1. BATXILERGOA, SCIENCE. You can follow any responses to this entry through the RSS 2.0 feed. You can skip to the end and leave a response. Pinging is currently not allowed. Edit this entry.


March 12, 2010. WHAT DO YOU KNOW ABOUT THE EUROPEAN UNION? (I) By elosaniturri CITIZENSHIP 3 Test your knowledge about the European Union against players other nations. Only those who give the most right answers in the shortest time, will enter the Highscore. ANSWER THE POLL Share your results 1-4 right answers

4-7 right answers

7-10 right answers

Vote View GO TO THE QUIZ: EU POCKET QUIZ This entry was posted on March 12, 2010 at 9:00 am and is filed under 3. DBH, CITIZENSHIP, CIVIC EDUCATION, EUROPEAN STUDIES. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site. Edit this entry.

January 26, 2010. SAFE AND HEALTHY CONSUMERS By elosaniturri Try these quizzes: food labelling footprints and handprints care label Do you know your rights? This entry was posted on January 26, 2010 at 11:14 pm and is filed under CIVIC EDUCATION. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site. Edit this entry.



GCSC 3 / DBH 3 / 3 ESO 2008-2009


A LEVELS/ BATXILERGOA 1 / 1 BACHILLER 2009-2010 GCSC 4 / DBH 4 / 4 ESO 2008-2009 188

CONCURSO SOMOS COMENIUS 2008-2009 We Are Comenius Competition GCSC 3 / DBH 3 / 3 ESO 2009-2010




DICTIONARY – FLOWER GARDEN AND FRUITS English Apple Banana Begonia Birch Blackberry Blackcurrant Blue spruce Blueberry Carnation Cherry Chrysathemums Climbing plant Dahlia Daisy Dandelion Deck-chair Edging Fig Flagstone Garden hedge Garden rake

Spanish Manzana Platano Begonia Abedul Mora Grosellero negro Pícea Arándano Clavel Cereza Crisantemo Planta trepadora Dalia Margarita Diente de león Hamaca Borde Higo Losa Seto de jardín Rastrillo para jardin

German Apfel Banane Begonie Birke Blaubeere Schwarze Johannisbeere Blautanne Heidelbeere Nelke Kirsche Chrysanthemen Kletterpflanze Dahlien Margeriten Löwenzahn Liegestuhl Einfassung Feigen Randstein Gartenhecke Rechen

Basque Sagar Banana Begonia Urki Masusta Andere-mahats beltz Izei urdin Arana Krabelin Gerezi Urrelili Huntza Dalia Bitxilorea Txikoria-belar Hamaka Ertz Piku Lauza Jardinetako heskai Lorategirako arrastelu

French Pomme Banane Bégonia Bouleau Mûre Cassis Epicea Myrtille Œillet Cerise Chrysanthème Plante grimpante Dahlia Marguerite Pissenlit Hamac Bordures Figue Dalle Haie de jardin Rateau


English Gerbera Gladioli Gooseberry Grape Hoe Hydrangea Iris Kiwi Lawn Lemon Lime Lupin Mango Marigold Melon Oak Orange Papaya Path Peach Pear Pergola Pineapple

Spanish Gavilla Gladiolo Grosella Uva Azada Hortensia Llirio Kiwi Cesped Limon Tilo Altramuz Mango Caléndula Melón Roble Naranja Papaya Camino Melocotón Pera Pérgola Piña

German Gerbera Gladiole Stachelbeere Weintraube Harke Hortensie Iris Kiwi Rasen Zitrone Lindenbaum Lupine Mango Ringelblume Melone Eiche Orangen Papaya Weg Pfirsich Birne Pergola Ananas

Basque Ezpal Gladiolo Andere-mahats Mahats Aitzur Hortentsia Lirio Kiwi Zelai Limoi Ezki Eskuhori Mango Ilen kultibatu Meloi Haritz Laranja Papaia Bide Melokotoi Udare Pergola Anana

French Gerbera Glaïeul Groseille à maquereau Raisin Binette Hortensia Iris Kiwi Pelouse Citron Tilleul Lupin Mangue Souci Melon Chêne Orange Papaye Chemin Pêche Poire Pergola Ananas


English Plum Pomegranate Pond Poppy Rake Raspberry Redcurrant Rhubarb Rock plants Rose Snapdragon Strawberry Sunflower Water lily water melon Watering can Whitecurrant

Spanish Ciruela Granada Poza Amapola Rastrillo Frambuesa Grosellero rojo Ruibarbo Planta de roca Rosa Antirrino Fresa Girasol Nenufar Sandia Regadera Grosellero blanco

German Pflaume Granatapfel Teich Mohn Rechen Himbeere Rote Johannisbeere Rabarber Steingartenpflanzen Rose Löwenmaul Erdbeeren Sonnenblume Seerose Wassermelone Gießkanne Weiße Johannisbeere

Basque Okaran Granada Putzu Mitxoleta Arrastelu Mugurdi Andere-mahats gorri Arabarba Harrietako landare Arrosa Dragoi-mutur Marrubi Eguzkilorea Nenufar Angurri Ureztontzi Andere-mahats zuri

French Prune Grenade Mare Pavot Râteau Framboise Groseille rouge Rhubarbe Plante de rocaille Rose Muflier Fraise Tournesol Nénuphar Pastèque Arrosoir Groseille blanche


DICTIONARY- MEADOW AND SEEDS English Almond Bent grass Bromine Burnet Chick-pea Clover Comfrey Couch-grass Crimson clover Fescue grass Flower Fodder Fox-glove Foxtail Graminaceous plant Lucerne Meadow Meadow soft grass Meadowgrass Oat

Spanish Almendra Agrostis Bromo Pimpinela Garbanzo Trebol Consuelda Grama trebol carmesí Festuca Flor Forraje Digital Cola de zorra Graminea Alfalfa Prado Heno blanco Poa de los prados Avena

German Mandel Straussgras Brom Bibernelle Kichererbse Klee Beinwell Quecke Inkarnat-Klee Schwingel Blume Futtermittel Fingerhut Fuchsschwanzgras Graspflanze Luzerne Wiese Honiggras Rispengras Hafer

Basque Arbendol, almendra Agrostis belardi Bromo Gaitun Txitxirioa Hirusta Eztainubelar Aski irusta gorrixka Arrauka Lorea Bazka Kuku praka Azeri buztan Belar Luzerna Larre Sarale Belar Zelai Olo

French Amande Agrostide Brome Pimprenelle Pois chiche Trèfle Consoude Chiendent Incarnat trèfle Fétuque Fleur Fourrage Digitale Vulpin Graminée Luzerne Prairie Houlque Pâturin Avoine


English Peanut Phacelia Pod Rape Rye grass Rye Sesame Spurrey Sulla Sunflower Timothy Vetch Walnut White mustard Winged pea

Spanish Cacahuete phacelia Vaina Colza Ballico Centeno Sésamo Espergularia Esparceta Girasol Fleo Veza Nuez Mostaza blanca Loto

German Erdnuss Phazelie Hülse Raps Weidelgras Roggen Sesam Salzschuppenmiere Süßklee Sonnenblume Timothygras Wicke Walnuss Weisser Senf Sumpfhornklee

Basque Kakahuete phacelia Leka Olio-arbi Llollobelar Zekale Sesamo Arinondoko Astorki Eguzkilore Pleotza Zalke Intxaur Ziape zuria Loto

French Arachide Phacélie Gousse Colza Ray-grass Seigle Sésame Pourpre Sainfoin Tournesol Fléole Vesce Noix Moutarde blanche Lotier



Spanish Air line Canal de aire Bale of straw Fardos de paja Bars Barras Ceiling light Luz de techo Chain Cadena Dairy cow Vaca lechera Dairy cow shed Lechería Double hay rack Pesebre Farrowing Parto Farrowing rails Separador Feeding passage Pesebre Feeding trough Comedero de cerdos Hay Heno Horse stable Cuadra de caballos Lamb Cordero Liquid manure channel Reguera de estiercol Litter Basura Livestock Ganado Manure gutter Canalón para estiercol Manure removal Sacar el estiercol Milk pipe Tubo de leche

German Luftschlauch Strohballen Gitter Deckenbeleutung Anbindekette Milchkuh Melkstand zweiseitiger Futterkorb Ferkeln Abkalbestall Futtergang Futtertrog Heu Pferdestall Lamm Dungrinne Mist Vieh Mistgang Mistschieber Milchschlauch

Basque Haize bide Lastozko bola Barrak Sabaiko argi Kate Esne-behi Esnetegi Aska Kumaldi Banatzaile Elikatzeko aska Txerri aska Belar ondu Zalditegi Arkume Simaur kanala Zabor Azienda Simaur erreten Simaurra ateratze Esne hodi

French Tuyau à air Botte de paille Barre Plafonnier Chaine Vache laitiere Laiterie Ratelier de foin Mise bas Loge pour mise bas Passage d´alimentation Mangeoire Foin Box Agneau Rigole pour effluents Litière Bétail Gouttiere pour fumier Enlever le fumier Pipe à lait


English Milker Milking machine Milking parlour Mother sheep (ewe) Partition Pen for young pigs Pig Piglets Pigsty Pony Pork Pulsator Rail Release phase Sheep pen Sow Squeeze phase Stable Swine Teat Teat cup Tether Udder

Spanish Lechero/Lechera Ordeñadora Sala de ordeño Oveja Separo Celda Cerdo Cochinillo Pocilga Pony Carne de cerdo Pulsador Posamanos Presion Cuadra para ovejas Cerda Fase de apretar Establo Puercos Tetina Chupadora Atadura Ubre

German Melker Melkmaschine Melkraum Mutterschaf Trennwand Schweinebucht Schwein Säugende Ferkel Schweinestall Pony Schweinefleisch Sauganlage Anbindestange Drucktakt Schafstall Muttersau Saugphase Stall Schwein Zitze Ansaugkolben Anbindevorrichtung Euter

Basque Esne-saltzaile Esnea jeizteko makina Esnea jeizteko leku Ardi Trenkada Txerrikume korta Txerri Txerrikume Txerritoki Poni Txerriki Pultsadore Helduleku Irteera fase Arditegi Txerri eme Estutze fase Ikuilu Txerriak, urdeak Titiorde Zupatzaile Soka Errape

French Trayeur Trayeuse mécanique Salle de traite Brebis Cloisonnement Case pour les jeunes porcs Porc Porcelets Porcherie Poney Viande de porc Pulsateur Garde corps Massage Bergerie Truie Aspiration Ecurie Porcs Trayons Gobelet trayeur Attache Pis


English Vacuum line Window Working passage

Spanish Canal de aspiración Ventana Pasillo de trabajo

German Vacuumschlauch Fenster Arbeitsgang

Basque Xurgatze bide Leiho Laneko pasabide

French Tuyau à vide Fenetre Passage

DICTIONARY-TOOLS English Axe Basket Cart Strap Farm Fine sieve Five-blade plough Harrow Hayfork Hoe Mattock Mill Pole Rake Scythe

Spanish Hacha Cesto Carro Cincha Caserío Criba fina Arado de cinco dientes Rastra Horca Azada Azadón Molino Pértiga Rastrillo Guadaña

German Axt Korb Karren Sattelgurt Bauernhof Handsieb Pflug Egge Heugabel Hacke Raumaisen Mühle Pole Rechen Sense

Basque Aizkora Saski Gurdi Hede Baserri Irin-bahe Bostortz Are Sarde Aitzur Aitzurpiko Errota Akuilu Eskuara Sega

French Hâche Panier Chariot Sangle Ferme Crible Charrue à cinq lames Herse Fourche Houe Pioche Moulin Perche Râteau Faux


English Ssickle Sieve Threshing-board Vegetable garden Wooden rake Yoke Spade

Spanish Hoz Cedazo Trillo Huerta Rastrillo grande Yugo Laya

German Sichel Sieb Dreschschlitten Gemuseland Harke Joch Spaten

Basque Igitai Bahe Eultzi Baratze Kirru Uztarri Laia

French Faucille Tamis Planche à dépiquer Potager Fauchet Joug Bêche

DICTIONARY-WINE-PRODUCING English Alcohol content Basket Brewery Brewing Bunch of grapes Bundle Carbonic maceration Cellarman Centrifugal pump Control board

Spanish Grado Cesta Cervecería Elaboración de cerveza Racimo de uvas Gavilla Maceración carbónica Bodeguero Bomba centrífuga

German Alkoholgehalt Korb Brauhaus Brauen Traube Garbe Kohlensäuremaischung Kellermeister Kreiselpumpe

Basque Gradu Saski Garagardotegi Garagardoa egin Mahats-mordo Txorta Beratze karboniko Ardogile Ponpa zentrifugo

Consejo regulador


Kontseilu arautzaile

French Degré d'alcool Panier Brasserie Brasser Grappe de raisin Gerbe Macération carbonique Caviste Pompe centrifuge Conseil de réglementation


English Control desk (control panel) Corking machine Corkscrew Crushed grape transporter Designation of origin Ferment Graft Grape crusher Grape gatherer Grape must Grape picker Hopper Long shoot Mixer Platform Post Prune Red wine Refrigeration system Reserve wine Rosé




Panel de control Embotelladora Sacacorchos

Schaltpult Korkmaschine Korkenzieher

Kontrol panela Boteilaratzeko makina Kortxo-ateratzekoa

Remolque Apelación de origen Fermentar Injertar Estrujadora Ensamblador Mosto Vendimiador Tolva de vendimia Brote largo Batidora Plataforma Estaca Escamondar Vino tinto Sistema de refrigeración Vino reserva Vino rosado

Schlepp Ursprungsbezeichnung Gären Veredeln Maischeapparat Erntehelfer Traubenmost Weinleser Traubenbehälter Langtrieb Mixgerät Platform Pfahl Entästen Rotwein Kühlanlage Reserve Wein Schillerwein

Atoi Jatorri-deitura Hartzitu Txertatu Birrintzaile Mahats-biltzaile Muztio Mahats-biltzaile Uzta kalapatxa Kimu luze Irabiagailu Plataforma Hesola Inausi Ardo beltza Hozteko sistema Erreserbako ardo Ardo gorri

French Tableau de commande Boucheuse Tire-bouchon Remorque pour raisin foulé Appellation d'origine Frementer Greffer Fouloir Cueilleur Moût Vendangeur Trémie de vendange Rameau à bois Mixer Plateforme Pieu Tailler Vin rouge Installation frigorifique Vin de réserve Rosé


English Secateurs Sediment filter Skin Stock Tartaric acid Tractor Vat Vault Vine Vine leaf Vine shoot Vine stem Vintage White wine Wicker Wine bottle Wine cask Wine celler Wine glass Wine grower Wine jug Wine maturing Wine tasting

Spanish Podadora Filtro de depositos Hollejo Cepa Acido tartárico Tractor Tanque Boveda Vid Hoja de parra Sarmiento Tallo de parra Añada Vino blanco Capazo Botella de vino Barrica Bodega Vaso/copa de vino Viticultor Jarra de vino Vino crianza Cata de vino

German Baumschere Niederschlag Filter Beerenhülse Weinstock Weinsäure Traktor Bottich Brücke Weinrebe Rebenblatt Rute Stamm Jahrgang Weißwein Korbgeflecht Weinflasche Weinfass Kellerei Weinglas Winzer Weinkanne Weinausbau Verkostung

Basque Inaustari Hondakinen filtro Pats Mahats-orpo Tartarikoa Traktore Tanke Ganga Mahatsondo Mahastiaren hostoa Xirmendu Mahastiaren zurtoina Zein urteko Ardo txuria Kapazu Ardo botila Upel Upeldegi Ardo kopa Mahastizain Ardo pitxer Ardo ondu Ardo dastaketa

French Sécateur Filtre à dépôt Peau Cep Acide tartrique Tracteur Cuve Voûte Vigne Feuille de vigne Sarment Tige de vigne Millésime Vin blanc Clisse de panier Bouteile de vin Tonneau de vin Cave à vin Verre à vin Viticulteur Broc de vin Elevage du vin Dégustation de vin


English Wine waiter Wire Wire trellis Yeast Young wine

Spanish Somellier Alambre Red de alambre Levadura Vino del aĂąo

German Weinkellner Bindedraht Gitter Weinhefe Neuer Wein

Basque Somelierra Burdin-hari Alanbrezko sare Legamia Urteko ardo

French Sommelier Fil de fer Treillis Levure Vin de l'annĂŠe


STUDENTS’ FEEDBACK (JUNE 2010)  It has given us such an opportunity to meet great friends!  This project has enabled us to look outwards as well as inwards, valuing what we share with other schools both home and abroad.  We have acquired the ability to develop our life skills.  We have gained knowledge about different cultures and lifestyles.  It is a way to integrate school with the community in a different way.  We understand better why our language teachers encourage us to learn a foreign language or two.  We have shared emotions in a foreign language.  Many of us have been abroad for the first time.  We liked cooperation and working in groups.  Through teamwork we could develop team, presentational, leadership and organizational skills.  It has had a positive impact in the village and the community.  We have seen that teachers implied in the project have worked hard to prepare this experience.  We have improved our ICT skills.

It cannot be finished… The best tales always finish on a positive note. And this is exactly how our story is going to end. Plenty of things were needed to be done when we came back. We took time to finish our tasks. But each time we remembered an experience, a smile came on our faces. We are proud to have taken part of it, and we feel happy to have experienced so much. We have talked a lot with our school friends who stayed in France while we were travelling. They were just so jealous of us! Some of them are eager to share this COMENIUS experience, and we think that our teachers exactly want the same thing. Although this may not be on agriculture, there must be another theme on which we can work with our European partners.





There are other horizons: we are glad to have broadened our ways of seeing things. We have also learnt that languages are important to communicate, and we will make an effort to learn and practice them with Europeans. We also took several ideas about agriculture. They may be helpful when our studies are finished. And weâ&#x20AC;&#x2122;ll certainly travel once, twice, three times again somewhere in Europe. Meeting our partners again? Weâ&#x20AC;&#x2122;ll certainly try!

Living as Europeans: we are ready now!


COMENIUS – THE PROGRAMME The programme ’Comenius’ associates different European training programmes under one roof. Like the ‘Erasmus’ program for higher education, Leonardo da Vinci for vocational education and training and the Grundvig programme for adult education. So you see that the Comenius project is a life long learning progress the main aims are focused on policy co-operations, languages, information and technologies and effective dissemination and exploitation of project results. The different targets of the programs are: • Comenius should involve at least three million pupils in joint educational activities, over the period of the programme. • Erasmus should reach the total of three million individual participants in student mobility since the programme began. • Leonardo da Vinci should increase placements in enterprises to 80,000 per year by the end of the programme. • Grundtvig should support the mobility of 7,000 individuals involved in adult educations per year by 2013. The Comenius project is the basis of life long learning. It focuses in the first phase of education, from pre-schools and primary school to secondary school. This includes all members of the education, for example students, their teachers, parents´ associations or non governmental institutes. The idea of the Comenius project is to improve knowledge and understanding of other European languages, cultures and people. It should also build the basis of life, as a European citizen and develop the abilities of young Europeans. Comenius has the following goals: • To improve and increase the mobility of pupils and educational staff in different member states. • To enhance and increase partnerships between schools in different member states, with at least three million pupils taking part in joint educational activities by 2010. • To encourage language learning, innovative ICT-based content, services and better teaching techniques and practices. • To enhance the quality and European dimension of teacher training. 206

â&#x20AC;˘To improve pedagogical approaches and school management. The Erasmus project is the most important project of the European Union, it enables more than 180 000 students who are working or studying abroad. Also the project supports co-operations of higher educations institutions in the whole European Union. It is a program for students for professors and for university stuff who like to work and train abroad. The program is named after a humanist and theologian called Desiderius Erasmus of Rotterdam who lived between 1465 and 1536. During his lifetime he travelled for work and studying for the great centres of education as an example Paris or Cambridge. The program is based on his idea of mobility and learning abroad. The experience showed that learning abroad not only increase (enriches) the skills of learning, it also enriches the intercultural skills and self- reliance. Further to mobility actions the program supports intensive programs, networks and multilateral projects. There hasnâ&#x20AC;&#x2122;t been a program with a similar reach, around 90% of European universities and 2 million students take part in it since it started 1987. The Leonardo da Vinci programme ranges from giving individuals the chance to practice and improve their knowledge, competences and skills over a period of time abroad, to a co-operation between training organisations. The program is part of the Lifelong Learning Program, it funds a wide range of actions, non border mobility, co-operations projects to develop and increase innovations. The profiteers are similar they range from trainees in initial vocational training to people who are working as an example as a vet. Leonardo da Vinci enables Vet organisations to work with other European partners, to swap the best practices and to increase the skills of their staff, another point is to effort learning needs of people, for this reason it supports efforts that should make vocational training more attractive for young people. Another point is that, by helping young Europeans to learn new skills and knowledge the programme also increase the power to compete the European labour market.


The Grundtvig programme focuses on the special needs of adults who like to increase their skills in teaching and studying and the institutions who are delivering these services. It also tackles the problem of an aging population. Founded in the year 2000 it is part of the Life long learning Program like the other programs before. It should improve the knowledge and skills of adults, keeping them mentally fit and more powerful for the labour market. The program also should increase the number of people in adult education to 25000 in the year 2013 at the same time it should improve the quality of their experience abroad and at home. â&#x20AC;˘ improve conditions for mobility â&#x20AC;˘ improve the quality and amount of co-operations â&#x20AC;˘ it also should guarantee that people have an access to adult education



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The planned partnership wants to look at European agriculture, the aim is to produce a multi-lingual Agricultural dictionary and a web-based...


The planned partnership wants to look at European agriculture, the aim is to produce a multi-lingual Agricultural dictionary and a web-based...