Phoenix Erasmus Project 2016-2018 by Dan Manu

Phoenix Erasmus+ Erasmus+ Project 2016 -2018 2018

Partners; Germany France Spain England Italy Greece http://phoenixerasmus.eu/objectives/

Summary The name of our project is ‘Phoenix’. It is a symbol of a lightened firebird rising from the ashes into a bright future. We chose it for our project because it fits to a huge amount of participating students whose past had been defined by failures and demotivation in school. With the help of ‘Phoenix’ we open new access and approaches to disadvantaged and highly efficient students by working together in international teams, using new media, gaining new strategies for learning, showing them new perspectives for life after school and raising their awareness about the fact of taking charge of their own future. Our project will increase several competences, such as social competence by working with and learning from each other, media competence by discovering and trying out 21st century skills. Therefore they will seek to examine past and present trends concerning media and last but not least self-competence by widening their horizons and gaining new knowledge. “Phoenix” is based on close cooperation between six European schools. The target group includes teachers, students and their families and local communities. We intent to work with interested students aged 14-18 and some adult Greek students because the relevance of successfully passing exams and questions related to job perspectives is pretty high. For short term student exchanges we want to travel with three students and two teachers from each participating school. In seminars we want to deal with relevant topics, such as “Detecting problems and difficulties of socialization of students at drop out risk ”, “Possibilities of motivating students”, “How to enhance students’ motivation to learn”, “Bilingual lessons” and “Experience and good practices on how to improve the atmosphere in the class”, “Technology enhanced teaching”, “Most innovative online tools to create digital contents, such as Calibre for e-books, padlet for learning diaries…’. In associated cooperative workshops we want to discuss and work on questions about possible certificates and jobchances, dream job, what to know about life after school, sustainability, raise civil awareness, most sustainable learning methods and their impact on reducing early school leaving, impacts of communication and cultural products, manifold usage of new media in lessons, challenges and importance of language assessment, different cultures and different traditions (fests, religions, meals…). The products will be: – short movies of participating schools in different languages (German, English, French, Italian, Greek and Spanish) – surveys on effectiveness of approaching different ‘new’ learning methods – poem -website -e-book with a logical structure to all activities carried out over the two years. The handbook will be divided into the following chapters: 1. Effective engagement at school: how to put it into practice? 2. Career support for students with learning difficulties and advanced learners 3. Effective sustainable business: study cases and successful examples 4. Evaluation solutions: a final table for evaluating the level of sustainability practiced in every participating school Concrete project objectives are studying and understanding European cultural and linguistic diversity, encouraging communication and cooperation between students from different European countries, helping to create positive attitudes towards learning among students and to new and collaborative teaching approaches among teachers, integrating project activities into the regular activities of the school, encouraging students to learn foreign languages, helping students to improve their ICT skills. Our project makes participants to gain consciousness about their belonging to a wider Europe where many differences and similarities coexist. They develop understandings to contribute to, and benefit

http://phoenixerasmus.eu/objectives/

from, reconciliation between indigenous and non- indigenous EUâ&#x20AC;&#x2122;s identity and cultural diversity which overlaps with the other learning emphasis in global education.

http://phoenixerasmus.eu/objectives/

Chapter 1 Effective engagement at school: how to put it into practice

Cooperation with parents Mecklenburg-Vorpommern Parents‘ council of a class Parents‘ council of school Parents‘ council of town/city/district Parents’ council of the federal state

Parents’ council of all states

All councils - have a say -elected every second year

Organisation of the cooperation with its parents at the IGS Stralsund 6 different levels of cooperation

1. Class teacher- parental home-student Making arrangements about ways of individual promotions 2. Class teacher-parentsâ&#x20AC;&#x2122; council-student

Making arrangements about meetings, projects, trips Support teachers on a trip 3. Class teacher- parentsâ&#x20AC;&#x2122; evening All important events, developments with students

4. head teacher-social worker-adviser for the year- parents- student

Talks about special difficult situations

Parentsâ&#x20AC;&#x2122; say in decisions

- All changes in the daily routine (for instance: beginning/end of lessons, breaks)

- Homework concept (when, how often students should do homework) - School trips (when, where, costs)

Parentsâ&#x20AC;&#x2122; support

- All events at school

- Financial support for special highlights at school- best student of the year, winner of competitions - Foundation of a special school type (IGS in 1991!)

Our trip to Avola, Sicily with Erasmus Sunday, 11th December 2016 The plane to Italy left from Berlin at 7.45 am, everybody was quite excited. The flight itself was good. When we arrived in Catania, Sicily, the sun was shining brightly and a friendly man was waiting for us to take us and our luggage to Avola. On the way there we got some information about Italy, Sicily and Mount Etna. In Avola we stopped near the beach and met our nice host families for the first time. Up to then we had only had contact via email or WhatsApp. They took us to their homes where we could unpack our suitcases. Then there was free time until in the evening we all came together at the Villa of Giada to meet the other Erasmus students and teachers. We had a lot of fun, talking and eating pizza. Monday would be the first day at the Italian school. We were so curious what it would be like there! Monday, 12th December 2016 Our day started at 6.30. Some time later all the German students met in front of a cafe to have breakfast together. It was so delicious! Afterwards we went to the school which was only a 5-minutes-walk away. We met in an auditorium. Students from the host school performed a programme with music and lots of photos, which was really nice to listen to. Then all the groups from Greece, France, Spain, The UK and Germany took the chance to introduce their hometowns and schools as well. That was very interesting and took nearly 3 hours. Around noon we were all invited to a great buffet with special Sicilian food, again very delicious. In the afternoon we went on a walk through Avola. The Italian students showed us a lot of old buildings and churches and told us about them. After that it was time to relax and to have dinner. Tuesday, 13th December 2016 On that day the weather was not so nice, at least in the morning. We went to Catania by bus, walked around the city and got something for lunch. In the afternoon we had the honour to create a mural in a local youth club - all students from all the six countries together! We chose some nice things to remind of our different homes and of course the flags. After going back, we were picked up by our host families and then there was again a party at Giada where we had a lot of fun. Wednesday, 14th December 2016 Today we visited a local museum where we learned how oil and wine used to be produced in that part of Sicily. Then the Mayor of Avola awaited us in the Town Hall. We were welcomed and again invited to a great buffet with the famous Sicilian cakes and biscuits. In the afternoon we went to the school where we had to translate a powerpoint presentation by the Italian students about their place into our different mother tongues. The evening led us to a restaurant where we had dinner together. And then another interesting day was over.

Thursday, 15th December 2016 Today it was quite warm, especially for the Germans who are used to cold weather back at home. We were taken to the World Heritage Site of Syracuse where we were guided through the ruins of an ancient Greek theatre. We also saw the remnants of a huge altar to the Greek god Zeus - quite impressive. Then we went to the old city centre and looked at several churches. That got a bit tedious, but was nevertheless interesting. In the afternoon we all met in the school to complete our tasks and worksheets. In the evening we said good bye to the English students who had to leave earlier because of their long journey back. It was a nice farewell, but also with some tears. Apart from that we got more and more excited, looking forward to the great gala dinner on Friday. Friday, 16th December 2016 The last day of our trip to Avola had finally come. In the morning there was kind of a conference in the auditorium. The topic was school drop out and what is done against it in the different countries. We saw some interesting presentations and listened to several speeches from Italian experts. The afternoon was free - time to relax, to pack our suitcases and to prepare for the big event. In the evening we all came together for the gala dinner. We - that means students, teachers and all the host families as well. We had different kinds of typical Italian pizzas watched photos and videos taken during that great week and had lots of fun. Saturday, 17th December 2016 Time to say good bye to our new friends and the friendly host families. That was not easy for us but on the other hand we were looking forward to seeing our families again. First we flew from Catania to Rome where we had to change flights and then from Rome to Berlin. The flight was pleasant. We were able to see a big part of the Italian coast and even Mount Vesuvius. And then - finally - our parents could take us in their arms. On our way home we talked and talked about all our adventures and experiences during that exciting trip to Avola in sunny warm Sicily.

Akram Ziane

Role Play

Role Play – The Challenges of Dialogue in a Multicultural World (Problems in School) Scenes 1 - 3 Characters: England – Red France - Blue and Greece – Green (plus Narrator) OR England – Green (plus Narrator) France - Blue and Greece – Red

Anch, Ali & Amira – Syrian students who are new to school and can’t speak any English Vana – An English girl who helps the Syrian students around Mrs Rania – A maths teacher Lewis, Katie & Dave – Students from the school

Scene 1 – The Syrian students arrive at school and don’t know where to go Anch, Ali and Amira, who are brothers and sisters who were forced to leave their country due to war, walk into school before lesson 1 and it’s their first day there. They can’t speak or understand any English since they just came from a refugee camp a week ago. The bell then goes. They look into their timetables to check what they have but they can’t read English. Vana , a random year 9 student, walks past and notices the boys having trouble with something. Vana: “Hello, you guys OK?” They don’t understand what she’s talking about and just stare at him. Vana notices that they’re foreign and look like they’re having trouble reading their timetables. Vana: “Are you guys new to this school?” Anch, Ali and Amira all look at Vana, then they look at each other and seem very confused. The Syrian students start talking to each other to find out what Vana’s saying. Anch: “madha yaqwl?” (“What is he saying?”) Ali: “lays laday 'ay fikra” (“I have no idea”) Amira: “wala 'ana aydaan” (“Neither do I”) 1|Page

Akram Ziane

Role Play

Vana hears them speaking a different language and she guesses that they’re speaking Arabic. Vana: “Do you guys speak English?” Anch: “English?” Ali: “Speak English?” Vana: “Do you guys speak Arabic?” Amira: “Speak?” Vana: “Lemme, see” Vana takes Amira’s timetable to find out what she has next for her. She also checks Anch and Ali’s timetable too, they are all in the same class. Vana: “You have maths next, follow me” Amira: “Follow?” Anch: “Maths?” The students seem very confused. Vana uses a bit of body language to show them that she wants them to follow her. She then kindly escorts them to their lesson which is Maths and coincidently, Vana and they are in the same maths class. Vana: “You guys and I are in the same lesson” Vana then uses more sign language to tell them how they’re both in the same lesson. They still don’t understand what Vana means but follow her anyway.

Scene 2 – The Syrian students arrive at lesson one, 5 minutes late and have no clue what to do The students arrive at maths 5 minutes after the bell. Mrs Rania approaches them to ask them why they’re late. Mrs Rania: “Why are you late?” Vana: “Sorry Mrs, I helped these new foreign students find their way to lesson and it was hard because they don’t speak any English” Mrs Rania: “Oh OK I see”

2|Page

Akram Ziane

Role Play

Mrs Rania then looks at the students and welcomes them to school and also asks them a few things. Mrs Rania: “Welcome to school!” Mrs Rania: “What are your names?” The students stare at each other wondering what the teacher is saying. Vana then explains to them what name means by using body language and they then eventually tell her their names. Anch: “Anch” Ali: “Ali” Amira: “Amira” Mrs Rania: “Hello Anch, Ali and Amira, I hope you enjoy your time here!” Mrs Rania: “Thank you Vana for helping these students around” Vana: “No problem” Vana tries her hardest to use more body language to explain to the students what hello meant. They eventually understand and start saying it. Anch, Ali & Amira: “Hello!” Vana: “Hello!” Vana: “I’m Vana” Mrs Rania: “Vana please can you explain to these students where to sit, I’ll sit them next to you because you’re good at communicating with them” Vana: “Ok, sure” Vana shows the students where to sit by pointing at their chairs. The students then go and sit in their seats. A few other students welcome them to school. Lewis: “Sup Guys!” Katie: “Hi Guys!” They don’t understand them so they just ignore them. Vana then explains to Lewis and Katie how the students don’t speak English. Vana: “These students don’t speak English, Lewis and Katie” Lewis: “Oh sorry” 3|Page

Akram Ziane

Role Play

Katie: “Sorry mate” Vana: “No problem” Mrs Rania: “Sorry for the interruptions, everybody please be quiet and open your maths books” Mrs Rania: hands the new students a new maths book to write in. Mrs Rania: “Vana, Please show these students what to do in the books” Vana: “OK Misses!” Mrs Rania: “Alright, so today we’re going to solve some algebraic equations” Mrs Rania: “Please solve the questions on the board” Vana then shows Anch what to do and Anch then explains to the others in Arabic. They then start talking about how they’ve done the maths questions before. Anch: “alrrijal, wanahn lm hadhih aleawdat fi mukhayam llilajiiyna, tadhkar?” (“Guys, we did this back in the refugee camp, remember?”) Ali: “'awh nem, hdha 'amr sahl jiddaan” (“Oh yeah, this is quite easy”) Amira: “nem 'atadhakkar alan” (“Yeah I remember now!”) Vana tries to ask the students if they’re familiar with the questions on the board. She tries using some sign language but then remembers that she has google translate on her phone. She asks the teacher if she can use the translator on her phone to help the students. Vana: “Mrs?” Mrs Rania: “Yes Vana?” Vana: “Please, may I use google translate on my phone to help these students speak a bit of English” Mrs Rania: “Sure, as long as you don’t go on anything else and that you still do your work” Vana: “K” Vana translates a few things from English to Arabic and teaches the students some English words while they’re doing their work. She tries to pronounce the Arabic words correctly so that the students can understand. Vana: “Hello yaeni marhabaan” (“Hello means hello”) Vana: “Bye yaeni wadaeaan” (“Bye means bye”) 4|Page

Akram Ziane

Role Play

Vana: “Thanks yaeni dhlk bifadl” (“Thanks means thanks”) The students smile at each other and thank Vana. Anch, Ali & Amira: “Thanks Vana”

Scene 3 – The Syrian students finish day one in school but Amira needs the toilet and doesn’t know what it is in English The school day has now finished and Anch, Ali & Amira have made some more friends. They’ve also learnt loads of new English words. As they leave lesson, Amira realises that she really needs the toilet but’s having trouble finding it. Amira: “'ahtaj 'iilaa alhimam” (“I need the toilet”) Ali: “hasanana alhamam ymkn 'an yakun fi 'ay makan” (“Well, the toilet could be anywhere”) Anch: “'atlub min shakhus, watabayan lahum mma taenih wanamal 'annaha sawf tafahhum” (“Ask someone, show them what you mean and hopefully they’ll understand”) Amira gets a random student’s attention and tries to use body language to tell him that she needs the toilet. Dave: “Hello?” Amira : “Hello!” Amira shows Dave that she needs the toilet. Dave at first is very confused but then understands and tells Amira where to go. Dave: “You need the toilet?” Amira nods her head hoping that Dave understands what she means. Dave points at a door saying “Girls` toilet” and Amira thanked him. Amira : “Thanks!”

5|Page

Script by Shania Paul Scene 1 Aleka: walks around nervously with her bag pulled tight up against her back Phoenix: accidentally walks into Aleka Phoenix:” Sorry I didn’t mean to ….” “Oh, are you new I haven’t seen you around” Aleka: “Y-yes I am and my name is Aleka” (she said shyly) Phoenix: “That’s cool, nice to meet you I am Phoenix.”(he asked with her hands stretched for a hand shake) Jackson: “I finally found you I been looking for you. We have to go.” he grabbed Phoenix’s hand and dragged him “Mark wants us at the dance studio.” Phoenix: “Oh…ok…. Bye Aleka see you later.” he said while being dragged by Jackson. Scene 2 Aleka: walks around trying to find her music class Phoenix: walks towards Aleka “Hi, again…sorry about what happened this morning.” Aleka: “I-its ok….” Phoenix: “Where are you next?” Aleka: “I have music, in this room.” she said showing him, her timetable. Phoenix: “Really?!?!..I’m in the same room…”looks at his watch “Sh** we have to go now.” grabs Aleka’s hand and runs to class Aleka: *Blushes* Scene 3 They arrive to class late. Everyone looked at them walk in still holding hands. Jackson mouths “Why are you holding hands?” they give each other an embarrassed smile. Phoenix &Aleka: “Sorry, we’re late…” Teacher: * deep sighs*“Please take a seat somewhere in the room” Phoenix took a seat beside Jackson, while Aleka took a sit at the back. Jackson: *nudges him and mouths* “Oooooooo…..you like her…..” Phoenix: *mouths* “Stop it” Scene 4

Aleka walks into her house. Mom: “How was school?” Aleka: “It was great mom…I made friends with a boy his name is Phoenix Mom: “That’s sweet……wait did you say a boy” her mom says running from the kitchen. Aleka: “Yes why….?” Mom: “My baby’s growing up..” she said squeezing her cheeks Aleka: “Mom please stop, an the just a boy….ok?” Mom: “Fine go get changed and then come have your tea.” With that Aleka ran up stairs. Scene 5 Aleka and her friends are sitting under a tree on the field. They were all talking and suddenly Aleka speaks in Greek to her friend Maddie. Then everyone stops talking. Maddie: “What?” Aleka: “Sorry that was an accident.” Maddie: “What language is that?” Aleka: “I was speaking in Greek…” Justin: “Wait….you didn’t know Aleka is from Greece?” Maddie: “sorry I didn’t know” she said sarcastically “Any way…… that is so cool.” Aleka: “Thanks” Maddie turns to her friends quietly and said “that wasn’t cool; I find it quite rude when people start speaking in a different language all of a sudden” *Bell rings* They say bye to each other and head to their classes Scene 6 After school She meets up with her Greek friends. Alexina: “Hey, do you guys want to go to the park?”(in Greek” Χαίρετε, εσείς δεν θέλετε να πάτε στο

πάρκο?”)

Everyone nods. They all walk to the park. They spend a while there. Scene 7 It was around six o’clock. So they decided to leave. But once they left the park they were lost, they had accidentally walked the wrong way, their phones were dead and also of their language barrier it was hard for them to talk fluently in English to anyone. Aleka: (asked some random person on the way home) “S-sorry h-ow d-o y-ou g-et to Eastwood high school?” But the person didn’t understand and just walked off. It had been around one hour and they still couldn’t find their back way home. When they were to busy trying to ask people they went separate ways and lost each other. Aleka went and sat at a near by bench. She leaned her back against it. Suddenly….. ?:“Aleka what are you doing here?…….shouldn’t you be home” Aleka: She looked up “Phoenix….” she questioned. “I got lost on the way back from the park with my friends and now……I don't know how to get home.” Phoenix: “It’s ok…I’ll get you home you home.” Phoenix walked her all the way to her house. They rang the bell. Phoenix: “Sleep tight.” Aleka’s mom: “Thank god your home I was worried.”(In Greek: Δόξα τω Θεώ το σπίτι σας ήμουν ανήσυχος) and Aleka walked in but before she was about to go up the stairs she heard he mom say something, so she went back down the stairs slowly. Phoenix was about to leave when Aleka’s mom put her hand on his shoulder. He turned around to face her. Aleka’s mom: “Thanks for bringing her home.” Phoenix: “Your welcome…She’s a great friend…I’ll never leave her side.” Aleka had heard the conversation; she blushed and quietly ran up stairs. Alexa’s mom: “Thank you…get home safe darling! and with that she closed the door.

Workshop, 26.4.2017

Electric charge 1. Discovering the entity â&#x20AC;&#x153;electric chargeâ&#x20AC;? Try to rub a plastic balloon against a piece of wool and hold it close to some small pieces of paper. Will they be attracted? Or Will they be repelled? Try to rub a plastic balloon against a piece of wool and place it on top of an electroscope. What do you observe?

Will they be attracted? Or Will they be repelled? 2. How many types of electric charge exist? I)

Try to rub the plastic rod, which is fastened from above to a labstand , against a piece of wool. Try to rub the plastic rod.

Get them close. What do you note ?

attraction ? repulsion ? II)

Try to rub the plastic rod Try to rub the glass rod.

Get them close. What do you observe ?

attraction ? repulsion ? III)

Conclusion

Plastic with plastic : repulsion Plastic with glass : attraction Substances with similar charges: repel to each other - Yes or No? Substances with opposite charges: attract each other - Yes or No? If plastic has negative charge, then glass has positive or negative charge? (Notes) ď&#x201A;ˇ ď&#x201A;ˇ

Electrons have a negative charge and protons have a positive charge. What happens if two objects have the same charge? What happens if two objects have oppositecharges? Can you think of an example of this? (Objects with the same charge will repel each other. Objects with different charges will attract each other.)

Workshop, 26.4.2017

Faraday`s Law of Electromagnetic Induction In 1831, Michael Faraday, an English physicist, established one of the most basic laws of electromagnetism so called Faraday's law for electromagnetic induction. This law applies for most of the electrical motors, generators, electrical transformers and inductors. This law shows up the interaction between electric circuits and the nearby magnetic fields.

Materials:  Magnet  Coil or wire loop  Galvanometer or multimeter as Voltmeter with Volt DC scale (2 Volt as maximum). The steps to follow in order to check what follows :  By moving the magnet towards the coil …  By moving the magnet away from the coil … By moving coil towards or outwards to the magnet. … …

Conclusion â&#x20AC;&#x201C;Results to be seen Initial events:

Results

Magnet at rest

No deflection in galvanometer

Magnet moves towards the coil

Deflection in galvanometer in one direction

Magnet is held steady (near the coil)

No deflection in galvanometer

Magnet moves away from the coil Deflection in galvanometer in opposite direction

Magnet is held steady (away from the coil) No deflection in galvanometer

Workshop, 26.4.2017

Πείραμα του Oersted (1820) – Oersteds’ experiment Hans Christian Oersted was a Danish scientist who explored the relationship between electric current and magnetism. Electric currents create their own magnetic fields in closed loops – like a coil, and such magnets are known to induce, or create, and conduct electric current in wires. Materials    

battery Insulated wire - electric coil Compass Electric switch

Procedures to follow Connect the wire and the coil to the power supply – or to the battery 

Switch on. What happens to the indication of the compass when the wire is connected to the battery?



Change the poles at the battery. Turn on the switch again. What happens to the compass when you change direction of the electric current?

…

...

The wire will conduct electric current that creates a magnetic field around it. Bringing the compass close to the wire that is close to the loop, it will force the compass needle to rotate.

Robotics Hands-on activities for investigating Math concepts Primary Domain    

Engineering Mathematics Technology Programming

Summary Students solidify their understanding of the terms "circumference" and "rotation" through the use of educational robotics with Lego Mindstorms EV3 . They measure the circumference of robot wheels to determine how far the robot can travel during one rotation of a motor. They sharpen their metric system measurement skills by precisely recording the length of a wheel's circumference in centimeters. Through this activity, students practice brainstorming ways to solve a problem when presented with a given scenario, improve their ability to measure and record lengths .

Pre-Req Knowledge Students should have had some exposure to terms such as circumference and rotation

Learning Objectives After   

this activity, students should be able to: Determine the circumference of round and circular objects. Use a ruler to measure objects to the nearest fraction of a centimeter. Describe the concept of rotation.

Introduction/Motivation  What do we mean when we say " rotation"? Who can give me a definition of "rotation"?  Now watch and confirm that I have rotated once.  Watch again and tell me how far I rotate. (Rotate around halfway.)  Watch again and tell me how far I rotate. (Rotate around a quarter turn. Repeat, as necessary, until students understand the concept of body rotation.)  Now let's look at the concept of rotation as it applies to the wheels of this robot.  What do we mean when we say "perimeter"? Where would we find the perimeter of the classroom? Of a football field? Of a drawn shape?

 What do we mean when we say "circumference"? Who can give me a definition of "circumference"? A circumference is the perimeter of a circle or a circular shape. It is a measure of length.  What is the circumference of the robot wheel? How could we figure it out?  Why is the circumference of the robot wheel of major importance?

Vocabulary/Definitions  circumference: The length around a circle or a closed curve.  perimeter: The length of the border or outer boundary of a drawn shape or area.  rotation: The movement of an object about itself.

Investigating Questions  How can one determine the circumference of round and circular objects?  How can one measure objects to the nearest fraction of a centimeter using a ruler?  What does the word "rotation" mean, and why is this term important to wheel movement?

Kinds of Interaction during the activity    

Actions: exchange ideas, dialogue, negotiation, debate Relationships: collaborative, competitive Roles in the group: emergent roles Support by the tutor: support, intervene

Sequence and description of activities 1. Pre-phase: Introduction/Motivation (as mentioned above) 2. Phase 1 Group formulation /Building the robot: The students are in groups and they have to build the robot, according to the given design 3. Phase 2 Programming the robot to move 4. Phase 3 Finding the circumference of the robot wheel, they can cal culate the distance of the wheel rotation

Assessment

Logo Competition Entries â&#x20AC;&#x201C; UK

 Is an act or instance of dropping out of school. A

student who withdraws before completing their school year (GCSE or A 'Levels – England) or a course of instruction (College).  It is also defined as; a student who withdraws from

high school after having reached the legal age to do so.

ď&#x201A;&#x2014; Teens drop out of school for many reasons, and the

decision to drop out is rarely spur of the moment. Students usually drop out of school following a long process of disengagement and academic struggle. ď&#x201A;&#x2014; People who dropout of school are usually people who get opportunities like joining a family members business for a good amount of money. ď&#x201A;&#x2014; Many teens say they were bored and frustrated with classes that didn't seem relevant to their life. Or they felt they had fallen so far behind they eventually gave up hope.

 There has been a slight dip in the proportion of

teenagers not in education, employment or training in England.  Statistics for the second quarter of this year, April to June, show the proportion of 16- to 18-year-olds who were Neet (not in education, employment or training ) was 9.1% - 168,000 in total.  This is a drop of 1.4 percentage points - 28,000 - on the same period in 2012.  The government hailed the rate for the second quarter of the year as the lowest for more than 10 years. Source - BBC website. http://www.bbc.co.uk/news/education-23792414

 Generally, high school dropouts are negatively



  

affected in a number of ways, including employment options and chances of incarceration. Unemployment. One way in which people are affected by their decision to drop out of high school is a greater chance of being unemployed. ... Lower Income. ... Incarceration. ... Missed Opportunities.

 Peer pressure : Problems at home: Illness: Family Business:-

ď&#x201A;&#x2014; Talking to the parents can help the situation because if

the parents and students can speak to their teacher outside of lesson time then they are more likely to be persuaded to stay in school. ď&#x201A;&#x2014; Taking up clubs can also help as some people don't want to abandon their teams.

European Union By Shania Paul

What is the European Union?

It is European = it is situated in Europe

It is a union = it unites countries and people.

Member States of the European Union Europe is one of the world's continents There are 28 Member States in the EU

1952

Belgium, France, Germany, Italy, Luxembourg, The Netherlands

1973

Denmark, Ireland, The United Kingdom

1981

Greece

1986

Portugal, Spain

1995

Austria, Finland, Sweden

2004

Cyprus, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia, Slovenia

2007

Bulgaria, Romania

2013

Croatia

Of the 700 million people in Europe, 500 million reside in the EU 24 official languages, 5 semi-official languages

Languages Official languages: Bulgarian Croatian Czech Danish Dutch English Estonian Finnish French German Greek Hungarian Irish Italian Latvian Lithuanian Maltese Polish Portuguese Romanian Slovak Slovenian Spanish Swedish

Semi-official languages: Basque Catalan Galician Scottish Gaelic Welsh Fries

How the European union started â&#x20AC;˘ 6 countries joined together and started the European union

Italy

Luxembourg

France

â&#x20AC;˘ The EU can trace its origin from the European Coal and Steel Community (ECSC) and the European Economic Community (EEC), formed in 1951 and 1958 respectively by the Inner Six countries of Belgium, France, West Germany, Italy, Luxembourg and the Netherlands

Germany

Belgium

Netherlands

European wars 

Sadly, the story of Europe is not all about great achievements of which we can be proud



Throughout history, European nations have fought terrible wars against each other



In the 20th century, two wars that started on this continent spread and involved countries all over the world



At the end of the Second World War, people in Europe asked themselves:

 "Can anything be done to stop these terrible things from happening again?"

 "Will Europeans ever learn to work together instead of fighting each other?”

This cemetery contains the remains of more than 140,000 soldiers who died during the Battle of Verdun (France) in the First World War.

What the European Union does today

Money In the past, each country in Europe had its own currency. Now, many EU countries use one single currency, the Euro.

Helping neighbouring countries The EU helps other countries improve schools, hospitals and social protection

Freedom for young people The EU supports young people who want to spend some time studying or training in another European country. (Erasmus+)

Freedom for employees EU citizens may live and work in any EU country of their choice

How is the EU funded? The EU budget is funded from three main sources: Member State contributions, based on a percentage of their Gross National Income. Import duties on goods entering from outside the EU. A percentage of each Member State's national VAT rate.

City Guide Kings Lynn

King’s Lynn • King’s Lynn is a town located in the east of England in the county of Norfolk. • It has a population of approximately 40,000. • The nearest city to King’s Lynn is Norwich, which is 44 miles east. • King’s Lynn is close to Sandringham house which is where the royal family go to stay for Christmas.

A Brief History of King’s Lynn •

•

King’s Lynn is home to one of the most famous and well preserved 12th century castles in England, Castle Rising. King’s Lynn used to be called Bishop’s Lynn because it was once owned by the Bishop of Norwich. It then became King’s Lynn when King Henry VIII took control of the town in 1538. King’s Lynn used to be one of the biggest ports in the whole country, the main exports were wool grain and salt and the main imports were pitch, fish and iron. During WW2 there were several air raids which meant that everyone had to evacuate.

Famous People Captain George Vancouver- probably the most famous historical figure from King’s Lynn, Captain Vancouver declared the land in Northwest America as “British Columbia” after beating a convoy of American ships in a race to claim the land. Today, the city of Vancouver, named after him, is Canada’s largest ports. Horatio Nelson- Born a few miles northeast of King’s Lynn, Lord Nelson is another local hero. Nelson fought at the battle of Trafalgar during the French Revolution. Because of his great leadership, the Royal Navy Proved their supremacy over the French. Rodger Taylor- despite being the drummer in Queen, who are one of the most well known British rock bands, Rodger Taylor came from King’s Lynn. A few years ago, a sculpture was made in the Walks commemorating him.

Sports •

•

The local football team is called King’s Lynn Town F.C. but is nicknamed the Linnets. The stadium is next to the Walks park. In addition, King’s Lynn has a speedway team called the King’s Lynn Stars. They race at the Adrian Flux Arena which has been operated since 1965. King’s Lynn also has a basketball team called the Lynn Nets and a Hockey team called the Pelicans who train at Lynnsport.

Education In King’s Lynn there are three secondary schools: • Springwood High School • King’s Lynn Academy (KLA) • King Edward VII (KES) There is also a college called the College of West Anglia which also offers degree courses.

The Tuesday Market Place Other than having a market every Tuesday, the Tuesday Market place holds many events throughout the year, such as:

Festival Too Every summer Kingâ&#x20AC;&#x2122;s Lynn holds a free music festival in the Tuesday Market Place. Festival Too occurs in June and July and has been running since 1985.

The Mart The Mart is a fun fair that comes on Valentines Day (14th February) every year and lasts for 2 weeks. 500 years ago the mart was once an important trading fair that attracted people from all over Europe. But over the years, these trading fairs became less important and it eventually turned into the fun fair that we know it as today. It also is a memorial for the engineer Frederick Savage who built some of the very first steam powered fairground rides.

Places to visit around Kings Lynn • • • • • •

Trues Yard Museum Castle Rising Castle Sandringham Hunstanton Sea Life Sanctuary Castle Acre Priory Snettisham Park

Trues Yard Museum •

Trues Yard Museum, also known as True's Yard Fisherfolk Museum, is an independently run social history museum that is run almost entirely by volunteers, and tells the story of the old North End fishing quarter in King's Lynn.

•

The North End of King's Lynn was once home to hundreds of fishermen and their families. They lived and worked in tiny cottages, crammed into small yards. Only 2 cottages survived the slum clearances in the 1930s and 1960s, and you can find them both at True's Yard Museum.

•

Suitable for ages: Young Children (4-8), Older Children (9-12) and Teenagers (13-18)

Castle Rising Castle • Castle Rising Castle is one of the most famous 12th Century castles in England. • The stone keep, built in around 1140ad, is amongst the finest surviving examples of its kind anywhere in the country and, together with the massive surrounding earthworks, ensures that Rising is a castle of national importance. • Suitable for ages: Young Children (4-8), Older Children (9-12) and Teenagers (13-18)

Sandringham • Sandringham House, the Royal Family's country retreat, is perhaps the most famous stately home in Norfolk - and certainly one of the most beautiful. • Set in 60 acres of stunning gardens, with a fascinating museum of Royal vehicles and mementoes, the principal ground floor apartments with their charming collections of porcelain, jade, furniture and family portraits are open to the public. • Suitable for ages: Babies and Toddlers (0-3), Young Children (48) and Older Children (9-12)

Hunstanton Sea Life Sanctuary •

This is Norfolk’s only seal sanctuary that’s open to the public. It’s a dedicated rescue centre where they rehabilitate and release more than 40 orphaned or ill pups every year! You can say hello through an underwater viewing area to ‘new arrivals’ and juveniles in the spacious nursery ward.

•

You’ll also have close encounters with a vast variety of other sea life, like a colony of Humboldt Penguins, teeny tiny shrimp, Amazonian Piranhas, turtles and sharks! A family favourite unsurprisingly are the adorable Asian Short Clawed Otters whose tumble and play have hearts melting!

•

Suitable for ages: Babies and Toddlers (03), Young Children (4-8) and Older Children (9-12)

Castle Acre Priory •

Castle Acre Priory can be a great trip out with kids, with an evocative fortress to explore alongside gores grounds populated with barn owls, little owls, rabbits and grey squirrels! Climb the spiral staircase up to the old lodgings (carefully!) and get some smashing views which make a great backdrop for a family photo.

•

This important Norfolk visitor attraction is one of the largest and best preserved monastic sites in England dating back to 1090. It was the home of the first Cluniac order of monks to England and the Cluniac love of decoration is everywhere reflected in the extensive ruins.

•

Suitable for ages: Young Children (4-8), Older Children (9-12) and Teenagers (1318)

Snettisham Park • •

•

Snettisham Park is 329 acres and offers plenty of family activities fit for royalty! A highlight here is the Deer Safari Land Rover ride, where either this or a covered tractor trailer will take you out amongst their tame herd of free-roaming red deer, who will usually happily approach to be fed! May, June and July are the best months to spot the babies. The trip takes around 45 minutes and you're guaranteed to see some, and while you can't you'll get a short talk from friendly rangers to help keep you all busy. Suitable for all ages

Places to stay Looking for a Hotel in King’s Lynn? Choose from our wide selection of local hotels. Andel Lodge Hotel, Tottenhall, Best Western Knights Hill King’s Lynn Hotel. King’s Lynn The Andel Lodge is a Georgian house set in 3 acres of grounds, just 4 miles from King’s Lynn. It offers free Wi-Fi, free parking, a bar, a restaurant and grounds.

Knights Hill Hotel, set in 11 acres, is on one of the highest points in West Norfolk, close to historic King’s Lynn. The Queen’s private residence of Sandringham.

There are a lot more local hotels, such as; • • • • •

The Feathers, Folkes Arms Hotel Congham Hall Globe Hotel Premier Inn

Dukes Head Hotel Overlooking the marketplace in the heart of King’s Lynn’s old town, the Dukes Head is a traditional hotel with modern facilities including free Wi-Fi and free on-site parking are available.

Cities Near King’s Lynn Norwich • 44 miles from King’s Lynn. • Population: 200,000. • There are lots of things to do in Norwich including shopping and going to museums. Cambridge • 45 miles from King’s Lynn. • Population: 124,000. • It is home to one of the best universities in the world. • Cambridge attracts lots of tourists. It is very popular to go punting. Peterborough • 35 miles from King’s Lynn. • Population: 120,000. • Peterborough has a big cathedral that is nearly 900 years old. It is the burial place of several royal figures including Catherine of Aragon and Mary Queen of Scots

Thank you

City guide Lens â&#x20AC;&#x201C; Lille - Arras

Lens

Lens Lens ist eine Unterpräfektur des Verwaltungsgebietes des Pas-deCalais in Hauts-de France, dessen Bewohner man auch „Lensois“ nennt. Es ist die 5. größte Stadt dieses „Departments“ und die 20. größte der Region mit 31.398 Einwohnern. Mit 2684 Einwohnern /km² ist es eines der am dichtesten besiedelsten Regionen Frankreichs. Die Hauptstadt dieses Gebietes ist Lille, die nur 30km von Lens entfernt ist.

Geschichte Lens wurde im 13. Jahrhundert von den zwei Schlossherren Gautier und Eustache gegründet, ebenfalls bauten sie das, von den Trinitarians geleitete, Krankenhaus. Im Jahre 1526 fiel Lens in die Hände des spanischen Königs und gehörte zu den spanischen Niederlanden. Durch die westpfählischen Verträge wurde der achtzig-jährige Krieg beendet und die Vorherrschaft Spaniens vervollständigt. 1659 ging die gesamte Region von Atoissera wieder nach Frankreich über.

1648 wurde Lens von einem spanischem König regiert. (hier ein Bild von Phillipe IV. Gemalt von Diego Veázquez)

Eine veraltete Industrieregion Durch die Entdeckung von Kohle, nahm das Schicksal der Stadt ihren Lauf. Dank den Minen wuchs die Einwohnerzahl rapide und dadurch wurde Lens zur Hauptstadt. Im Jahre 1990 wurde der Abbau von Kohle eingestellt, weil es zu teuer wurde.

Veralterte Industrieregion Seit 2012 gehören die Minen zum Unesco Weltkulturerbe, dies macht es möglich die Überbleibsel der damaligen Arbeiterregion zu bewahren. Die Landschaft wird überwiegend von alten Häusern der Bergbauer geprägt.

Monumente Die Stadt litt unter den 2 Weltkriegen da sie in der NĂ¤he der Front lag, dies ist auch der Grund warum so wenig DenkmĂ¤ler Ăźbrig sind.

Monumente Einige GebĂ¤ude aus dem 20 Jh. gewannen an AttraktivitĂ¤t. Die Zugstation wurde in den 1920ern gebaut, die WĂ¤nde wurden mit Mosaikfliesen dekoriert, welche die Arbeiter aus den Minen zeigt.

Monumente Die heutige Universität der Wissenschaft ,,Jean Perrin“ war damals das Büro der Société des Mines de Lens. Dieses Gebäude wurde zwischen 1928 und 1930 gebaut. Es war bis 1990 für die Überwachung des Kohleabbau, den Transport und den Verkauf zuständig. Das Gebäude mit seiner riesigen Größe, flemischen Architektur, seinem Art Deco Inneren und mit seiner Außenanlagen spiegelt die Macht dieser Firma wieder. Heute studieren dort 1300 Studenten und ist nur ein paar Minuten von der Auguste Béhal Schule entfernt.

Monumente Saint-Léger Kirche wurde in der ersten Hälfte des 10 Jh. erbaut. Im Mai 1776 wurde der Grundstein für die „neue“ Saint-Léger Kirche gelegt, welche während eines Bombenangriffs, am 19 Januar 1916, zerstört wurde. 1926 fingen sie mit dem Wiederaufbau an. Die Orgel wurde im April 1930 fertiggestellt. 1981 war das Grundgerüst der Kirche gebaut. Komplett fertiggestellt war sie aber erst 1996.

Monumente Das Louvre-Lens Museum wurde im Jahr 2009 angefangen zu bauen. 2012 wurde es eingeweiht. Das Museum wurde auf den Ă&#x153;berresten einer alten Mine gebaut. Es beherbergt permanente und zeitlich begrenzte Ausstellungen. Die meisten Werke stammen aus Louvre in Paris, dadurch bekam die Stadt mehr Aufmerksamkeit und das Museum bekam mehr Besucher.

Monuments Das Bollaerten-Delelis Stadion ist das Hauptstadion in Lens. Es wurde in den Jahren 1932-1933 erbaut und ist das Heimatstadion vom „Racing club of Lens“. Mit den Einnahmen der Saison 2014/2015 wurde das Stadion ,für die Europameisterschaft 2016, renoviert.

Während der Europameisterschaft 16, fanden vier Spiele in Lens statt. Albanien- Schweiz. 0:1 Wals-England. 1:2 Tschechische Republik- Türkei. 0:2 Kroatien-Portugal. 0:1

Spezialitäten Die Gastronomie variiert stark. Wir nennen ein paar Beispiele: „les moules-frites“ (1), „le Potjevleesch“ (2), „les endives au jambon à la sauce béchamel“ (3), „le fromage de Maroilles“ (4), „les gaufres“ (5) et „de très nombreuse sortes de bières“ (6).

Arras Arras ist die Hauptstadt von Pas-de-Calais. Es hat 41 000 Einwohner. Neben Calais und Boulogne-surMer ist es die dritt-beliebteste Stadt in der Region. Mitsamt der 46 Bezirken kommt das Gebiet auf 108 000 Bewohner. Arras steht ebenfalls unter dem Einfluss von Lille, welches 45 km entfernt ist. Unter der alten Regierung war es die Hauptstadt von Artois. Während dieser Epoche, war es ein religiöses Zentrum und war bekannt für seine Klamottenherstellung. Als Universitätsstadt ist es hauptsächlich von jungen Leuten bewohnt. Fun Fact: 33% sind unter 25 Jahren. Sie waren in der Lage ihr architektonisches Erbe, trotz der beiden Weltkriege, zu erhalten.

Arras

1 2 Unter den meistbesuchtesten Plätzen sind: „la Grand Place avec le Beffroi“ (1), Die Abtei und die Kathedrale „Saint Waast“ (2), „la place forte de la Citadelle“ (3) oder auch „la carrière Wellington“ (4).

Lille Lille liegt im Norden Frankreichs und ist eine Präfektur des Bezirks „Nord“ und ist die Hauptstadt von Hautesde-France. Die Bewohnerzahl im Stadtzentrum beträgt 233.897.An der Küste findet man die Städte Tourcoing, Roubaix, Villeneuve-d‘Ascq und die Metropole européene Lille, eine Kernstadt des Gemeindeverbandes Métropole Européenne de Lille, der sich aus 85 Gemeinden zusammensetzt und 1,1 Millionen Einwohner zählt. Als größte Stadt bildet Lille zusammen mit den benachbarten Städten in Belgien (Mouscron, Kortrijk, Tournai und Menen) ein Ballungsgebiet mit insgesamt zwei Millionen Einwohnern. Im altfranzösischen heißt es L‘Isle. Ps. Den Rest kennt Wikepedia ja.;) https://fr.wikipedia.org/wiki/Lille https://de.wikipedia.org/wiki/Lille

1 3

Eine touristische Stadt mit vielen alten Bezirken, wie VieuxLille(1). La grand place beherbergt Geschäfte und Cafés (2). Das Museum der schönen Kunst (3)ist eines der größten in Frankreich. Die Kirche Saint Maurice(4) aus dem 18. Jahrhundert. Die Oper ist auch sehr bekannt (5). 4

ERASMUS + KA2 2016 PHOENIX Visit to Villa Fazio (CT) Educational Centre for the Drop out Students Catania, 13th December, 2016

V I L L A FA Z I O

Educational Centre to help the Drop out Students

Students and teachers at work to realise our project logo in the murales of the centre

EUROPEAN TEAMS AT WORK

OUR LOGO FOREVER IN CATANIA

Thanks for this great experience

C/. Baltasar Pardal VIdal, 1 15001 A CORUÃ&#x2018;A Telfs.: 981 201 785 / 981 222 542 Fax: 981 212 731 www.lagrandeobradeatocha.com

Spanish Winners

C/. Baltasar Pardal VIdal, 1 15001 A CORUÑA Telfs.: 981 201 785 / 981 222 542 Fax: 981 212 731 www.lagrandeobradeatocha.com

Flipped Classroom CPR Plurilingüe La Grande Obra de Atocha A Coruña - SPAIN

What is it? â&#x2014;?

â&#x2014;?

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.

What is it?

Pros / Cons ●

Pros: –

Students have more control over their own learning. Individualized learning. ●

–

Students are given the freedom to learn at their own pace. Students may pause or rewind the lectures, write down questions they may have, and discuss them with their teachers and peers in class.

Lessons and content are more accesible. ●

Students who are forced to miss class due to illness, sports, vacations or emergencies, can catch up quickly.

Pros / Cons ●

Pros: –

It promotes student-centered learning and collaboration. ●

–

Flipped classrooms allows class time be used to master skills through collaborative projects. This encourages students to teach and learn concepts from each other with the guidance of their teachers. By allowing students to partake in their own learning, they are able to own the knowledge they achieve, which in turn builds confidence.

Easier for parents to see what's going on. ●

Flipped classrooms give parents 24/7 access to their student’s video lectures.

Pros / Cons ●

Cons: –

It can create or increase digital divide. ●

–

Students need to have access to a computer and Internet in order to view the lectures.

It relies on preparation and trust. ●

Since flipped classrooms are dependent on student participation, one must trust students to watch the lectures at home. Unfortunately, there is no way to guarantee students will oblige or cooperate with the flipped model.

Pros / Cons ●

Cons: –

There is significant work on the front-end. ●

–

Not naturally a test-prep form of learning. ●

–

Implementing a flipped classroom require additional time and effort from teachers. Flipped classrooms do not “teach to the test.” Flipped classrooms do not follow the model of teaching to improve standardized test scores.

Time in front of screens instead of people and places is increased.

Examples

European Union 3ยบ ESO - History

Conclusion Despite these issues, the flipped classroom can still a very effective approach to improving student achievement and involving them in their own education.

References ●

https://net.educause.edu/ir/library/pdf/eli7081.pdf

●

https://www.youtube.com/watch?v=ojiebVw8O0g

●

http://teachthought.com/learning/blended-flipped-learning/10-pros-cons-flippedclassroom/

C/. Baltasar Pardal VIdal, 1 15001 A CORUÑA Telfs.: 981 201 785 / 981 222 542 Fax: 981 212 731 www.lagrandeobradeatocha.com

Thanks! CPR Plurilingüe La Grande Obra de Atocha A Coruña - SPAIN

Try to answer all the questions below and win the treasure hidden in A Coruña. You can use the map to help you. You will receive clues during the guided tour, but sometimes you will have to ask people or look for the answer in the area where you are. Good luck and have fun!!

1. Find the meridian that goes through María Pita Square and write its coordinates.

2. Find out the year of the battle in which María Pita fought against the English Army.

3. What typical Galician dish can you try in one of the restaurants located in the square?

4. How many doors are there in the María Pita Square?

5. What European capital gives name to an ancient cinema, now converted into a clothes store?

6. What famous Spanish artist, known all around the world, made his first art exhibition in the 20th of Calle Real?

7. What maritime element can you see on top of the Obelisk?

8. What building in this street has an external glass elevator?

9. Banco Pastor building was the first skyscraper in Spain. How many floors can you count?

10. What animal has a statue in Lugo Square? What is its name? (Bonus if you find out the story behind it)

11. What is the architectural style of the oldest buildings in the square?

12. Enter the market and write the name of five fish or seafood (you can also take pictures with your phone, but the name must be included).

13. Take a picture of your group with the floral calendar.

14. What is the colour of the floral clock’s needles?

15. One of the members of one of the most famous rock bands ever, has a statue in Mendez Núñez gardens. Write the name of the group.

16. What is the colour of the ships that are closer to the pedestrian area?

17. What is the Spanish name of the glazed balconies on the waterfront?

18. What famous business owner has a house in this area? What is the name of his company?

19. What iconography is on top of the door in Santiago’s Church?

20. What is the name of the fountain in the centre of Azcarraga Square?

21. What is the name of the Patron Saint of A Coruña?

22. Whose tomb is in the centre of this beautiful garden?

23. What is the name of the Castle you can see from the balconies of San Carlos Garden?

END

22 23 20 19

START

1 2 3! 4

18 17

5 6

7 15

8 9

10 11 12

Ice Breaker Activities Spanish Mobility

Pass the candy 



It involves giving participants a small amount of coloured candy. Questions or challenges are assigned to each candy colour. The questions can be silly, funny or more serious, depending on the type of group event: 

RED CANDY: Sing the chorus of your favourite song.



GREEN CANDY: Tell the group a story or joke.



PINK CANDY: What is your favourite TV show and why?



ORANGE CANDY: What is your ideal career path?



VIOLET CANDY: Favourite hobbies.



YELLOW CANDY: Something related to your family.

Participants can eat all of the candy they like except for one piece. They get to choose the question or challenge that they perform. It’s a simple icebreaker and sharing food brings people together.

Making appointments ď Ź

ď Ź

Appointment cards are handed out within the group. Each card has space for 3 or 4 names on one side and some introductory questions on the other. The group mingles and people set up appointments with each other. Once everyone has filled in their cards, announce that it is time for the first appointment. Give them 5 minutes to ask each other their questions and have a chat, then, move onto the next appointment.

Pictionary people 



Participants are divided into two groups. Everyone gets a card upon which they write their name and the names of three things they like to do. For example, activities like “eating ice cream”, “playing computer games” or “swimming”.

The two groups (3-2) swap cards. A drawer takes a card from the pile, memorizes the objects listed on the card, puts the card back into the deck and shuffles it. He or she begins to draw one of the objects while the rest of the team looks at the cards to see if they can link the activity with a person. The first team to successfully match activities to names wins!

Two truths and a lie 



Summary: Which sentence is a lie? A fun guessing game, great way for people to get to know one another. Goal: Correctly guess other people’s truths and fool other people into guessing your lie. Preparation: You will need to pass out a pen/pencil and paper to each person participating. How to Play the Two Truths and a Lie Game: 

Have everyone write two true sentences and one false sentence on their papers. The sentences can be in any order that they want. Make sure that all the sentences are believable and aren’t obvious. (Example Statements: I have three cats at home; I am related to a celebrity; I had lost two teeth in a biking accident).



Each person will need to read their sentences aloud to the group. After reading each sentence, everyone will need to think about which statements are truths are which sentence is a lie.



Take a vote on which statement is a lie (“Who thinks the first sentence is a lie? Who thinks the second sentence is a lie?”).



The players who chose the lie correctly will win one point. The person who wrote the sentences will win two points for every person that they fool (for every person who voted the truth statement was a lie).



Go around and follow steps 2-4 for the remaining players. Whoever gets the most points wins the game.

Boticcelli 



Botticelli is a strategic question game with 20 Questions. One player takes on the role of a famous person whom all players know reasonably well (when this game was conceived Sandro Botticelli, the Italian renaissance painter of The Birth of Venus, must have satisfied these requirements, hence the name of the game). Questions are asked to work out who this celebrity is. Set Up 

One player, the chooser, privately chooses a famous figure/celebrity to take the role of.



Following the turn, every student asks a question to this person, and the answer of the chooser should be “yes” or “not”. If she/he failed, the turn is for next student.

Play 

The other players take turns to guess other characteristics of the chosen person. They should first think of a celebrity for whom the answer to their question is “yes" or “no”.



When the player has answered a question directly, the next player in order can ask a question that can be answered indirectly by the player, as in step 1, and the game continues.



As more information about the celebrity is confirmed, the list of potential correct answers is narrowed down, but it might also become easier for the chooser to make a counter-guess.



On their turn, a player can directly guess the name of the celebrity, but only once. If it is correct, the guesser win, if they are incorrect, he/she lost, and stop playing.

Assassin 



5 or 6 cards are dealt. One of them will be the Ace of spades and another the King.

The student who has the ace of spades will be the murderer and the one who has the king is the police. The objective will be to kill your opponents without being seen by the police. You can kill them by winking at them. The murderer may have an accomplice, who will become his assistant if the killer sticks out his tongue. Who can win? 

The killer who manages to kill his opponents without being located by the police or the policeman who guesses who the killer is.

Pictures of the activities

LINKS TO THE SPANISH VERSIONS OF ALL CITY GUIDES: - Italy: https://youtu.be/84S_7g3QkVY - Greece: https://youtu.be/VpYc2TUxZUI - Germany: https://youtu.be/aUf-I4e-MMA - France: https://youtu.be/PnIkjMwJwpM - UK: https://youtu.be/8f-wfJ1ZlQ8 - Spain: https://youtu.be/EKTGEQOiUzM

Chapter 2 Career support for students with learning difficulties and advanced learners

School-leaving qualifications  Germany = republic consisting of 16 federal states  ruled by a common government + parliament

(Bundestag)  Each state is allowed to decide certain issues on its own, e.g. education. → different school systems (mostly subdivided into two to three kinds of school) → different curriculars for all subjects → different qualifications

Qualifications in Mecklenburg – Western Pommerania  Berufsreife – lowest qualification after 9 years at school precondition to start an apprenticeship for lots of jobs relating to trade (like plumber, builder, farmer …) → concentrating on basic skills in German (mother tongue), mathematics, sciences → problem: even simple jobs require some IT knowledge today

 Mittlere Reife – qualification to be obtained after 10 years at school precondition to start an apprenticeship for advanced jobs in trade, business and service → medium skills in German, mathematics, sciences, ICT and English

ď&#x201A;&#x2014; Hochschulreife â&#x20AC;&#x201C; to be obtained after 12 / 13 years at school entrance requirement for higher education e.g. at a university â&#x2020;&#x2019; including advanced skills in German, a second foreign language (mostly English), mathematics, sciences and social sciences

Steps of preparation for job life  (relevant for our school / there are only very general

suggestions by our regional government)  classes 5+6: talking about different jobs and what you need for them in general  class 7 : all students take part in a special event where they get to know their own strength and abilities  class 8: first work placement (during school time) for two weeks

ď&#x201A;&#x2014; class 9: get into contact with the local job center which

advises and guides students to find a job ď&#x201A;&#x2014; class 9: second work placement (during school time) ď&#x201A;&#x2014; special lesson: Berufsorientierung (lots of information about the economy in general, possible jobs and how to apply for them)

Special guidance for possible dropouts  (for a limited number of schools in our federal state)  special programme for students who

- have great difficulties due to learning problems - come from deprived families - have problems at school because their mother tongue is not German  get extra help with school exercises (so that they can obtain the lowest qualification)

 look for a work placement (which is suited to their 

  

special needs) together with their guide write applications with the guide visit the job center to get extra assistance see their guide regularly guide also talks to parents to help them as well

Dropouts at our school  2012 / 2013 : none (out of 72 students finishing school)  2013 / 2014 : 4  2014 / 2015 : 2

 2015 / 2016 : 3

(out of 74 / = 5%) (out of 84 / = 2.3%) (out of 103 / = 2.9%)

 reasons: - severe learning problems

- laziness - illness

School-leaving qualifications  Germany = republic consisting of 16 federal states  ruled by a common government + parliament

Steps of preparation for job life  (relevant for our school / there are only very general

ď&#x201A;&#x2014; class 9: get into contact with the local job center which

Special guidance for possible dropouts  (for a limited number of schools in our federal state)  special programme for students who

 look for a work placement (which is suited to their 

  

special needs) together with their guide write applications with the guide visit the job center to get extra assistance see their guide regularly guide also talks to parents to help them as well

Dropouts at our school  2012 / 2013 : none (out of 72 students finishing school)  2013 / 2014 : 4  2014 / 2015 : 2  2015 / 2016 : 3

(out of 74 / = 5%) (out of 84 / = 2.3%) (out of 103 / = 2.9%)

 reasons: - severe learning problems

- laziness - illness

INTERVIEWING GUIDE

a formal discussion between a hirer and an applicant or candidate, in which information is exchanged, with the intention of establishing the applicantâ&#x20AC;&#x2122;s suitability for a position.

Getting to an interview is a success, even if you donâ&#x20AC;&#x2122;t get the job. The employer may hire you for another position at another time, or he may refer you to another employer. Going through an interview is also good practice for gaining experiences that can be applied to following interviews.

The employer needs to find out if you are the best candidate for the job Can you do the job? • Do you have the appropriate background, including education, skills, and experience? • Do you have the expertise needed to make you "stand out?" • Are you able to learn and adapt?

Will you do the job? • Do you want to work for this company, or do you simply see it as a stepping-stone? • Are you aware of and honest about your future goals and plans? • Are you motivated and eager to learn?

Will you fit in? • Do you work well with others? • How do you respond to supervision and criticism? • Do you have the skills to balance where their team is currently weak?

You need to find out if this is a good opportunity for you.  What do I want my typical workday to look like?  What are my career goals for the next five years?  What kind of work schedule do I want?  What kind of work setting do I want?  Am I willing to relocate?

Successful interviewing requires preparation and practice.

Learn about the position so you can tell the employer what you can contribute and why you are the best person for it.

 Company name,

Company web address  company’s main products  Company`s values  company’s main competitors

 Job description

highlights for this position: Describe how working for this firm matches your career growth goals

ď&#x201A;&#x17E; What the

ď&#x201A;&#x17E; What I

job/company needs have to contribute

 Step 1:

Advance preparation  Step 2: Getting there…  Step 3: The warm-up…  Step 4: The body of the interview…  Step 5: The wrap-up…  Step 6: After the interview…

ď&#x201A;&#x17E; Learn as

much as possible about the company before you go. Learn about the position so you can tell the employer why you are the best person for it.

ď&#x201A;&#x17E;

Dress as well or better than the people in the office; be clean and very neat. First impressions are very important; research shows that a fairly firm decision about your suitability for the job is made in less than 3 minutes!

Never arrive late! An employer will think that if you cannot make it to the interview on time, you will not make it to work on time. If you must be late, phone and explain why.

A smile is very importantâ&#x20AC;&#x201C; smile at everyone you see.

 Shake

hands warmly; greet the interviewer by name (that means you must learn his name!).

 Be aware of

your body language. Sit straight, don’t cross your arms or legs, and don’t fidget.

 If

you are nervous, don’t show it.

• Try to see yourself from the employer’s point-of-view; show the interviewer that you are the solution to his company’s problems. • The employer wants to know how you can benefit the company. Remember that you are there to help him, not for him to help you.

• There is basically only one interview question: “Why should I hire you and not somebody else?” Each and every answer you give should answer this question.

• After the interviewer has asked all his questions

and asks if you have any questions, say “Yes” and ask! It shows the interviewer that you have an active mind and are interested in the company. • Do not ask about salary and benefits until the employer offers you the job; ask about the job duties, the chances for advancement, etc. • Say good-bye with a warm smile, a friendly handshake and repeat the interviewer’s name clearly and confidently. That will impress him.

â&#x20AC;˘ When you get back home, sit down, and evaluate your interview. What went right? What went wrong? What would you like to have added? What information about yourself did you not convey clearly?

â&#x20AC;˘ Remember that the interviewer has likely interviewed many people. Help him remember! After few days contact him to ask for anything new regarding the position. This will show him that you are serious about the job.

• What are your goals

and objectives and how have you prepared yourself to achieve them? What do you see yourself doing five years from now?

• Why should I hire you?

• Why are you interested in this industry? Our company?

 How would you describe the

 How would you



ideal job for you?

describe yourself?

What do you consider your greatest strengths? Weaknesses?

• What do you think you will be doing in this job

you are applying for? • What kind of person do you think this job requires and how do you match those requirements? • What are you looking for in an organization? • What do you know about our company?

 Are you willing

to spend at least six months as

a trainee?  Are you

free to relocate?

 How do you

feel about traveling?

 In what ways do you

think you can make a contribution to our company?

How do you work under pressure?  What are your major accomplishments? Your failures? Your disappointments? What did you learn from each of these?  What do you do in a typical work day - work week?  If I am hired, where do you see me best suited, which area or division?  What is the natural career progression or path for employees with my skills?  Does your organization have a coaching or mentoring program?  What kind of internal and external training do you provide?  Does your organization use strategic planning? How often? Who participates? Does the firm have a strategic plan in place? 

My dream job By India knights

â&#x20AC;˘ To be a photographer and a designer I would have to be open minded and created, and to be a model you need to be respectful it would be a dream job and I would love to do it

. I wanted to be in the modelling industry like a model photographer or designer. I have took photography drama and design technology and I have skills and experience in these subjects.

Springwood High School. Kings Lynn

School rap (Erasmus) I’m always in school , I’m never truant I’m crap at speaking French but they say I’m fluent Every night I study hard in my room Well at least that’s what my parents assume The truth is that I went to a party Having fun, downing tequila, Oh yh here we go, But in the back of my head I know I should be doing my portfolio It doesn’t matter… I’m having fun Checking my insta, gaining those follows Sitting in science while learning about polymers I sit in the back of class while I listen to music Look outa the window, seeing starts!! And when I wake up, Monday to Friday I know that today, It won’t be my day This is really complex I can’t take this any more Listen learn and respect These are the words we reject Good ATL’s and band 12s to impress ourselves

Springwood High School. Kings Lynn

BOOM

« Learning by Doing »

✓ ➢ ➢

✓ ➢ ➢ ➢ ➢ ➢ ➢ ➢

✓ ✓ ✓ ✓

✓ ✓ ✓

✓ ✓ ➢

✓ ✓ ✓ ✓ ➢

✓ …

â&#x153;&#x201C;

✓ ✓ ✓

✓

â&#x20AC;¢

…

â&#x153;&#x201C;

Marc Saint Olive, Ex-Director General Entreprendre Network

Pierre Delannoy, Engineer (Iteem) Association Director

TE.SO.RI METHOD for PHOENIX Team Socio-Riabilitativo

Te.So.Ri. Method and School In a time like the present one, the major innovations of the education and training system, aimed at an expansion of training and a simultaneous increase in the rate of schooling and education, and aiming to school success, there is a need to put a renewed focus to the real needs of teens. The main goal of the promotion of educational and training success is to prevent exclusion and promote social inclusion, not only in the school system, but in the whole social system. Our main objectives are addressed to: Early school leavers (SEN) BES (SLD) DSA

Workshops  The overall objective of the project is to offer pupils adequate opportunities for exploration and development of their emotional and relational worlds through the development of life skills. Specific objectives:

 workshops to facilitate the learning of those skills necessary to undertake and significantly support social interactions with peers and adults;  To increase personal autonomy;  To acquire the ability to work in a small group;  To enhance the ability of listening, respecting the exchanging of roles;  To be able to “stay with others" through participation in joint activities.

PROJECT AIMS

The Te.So.Ri Method aims at developing the following skills:

decision making problem solving creative thinking critical thinking effective communication Interpersonal skills self-awareness Empathy managing of emotions Conflict management (stress)

METHODOLOGY

CIRCLE TIME



BRAIN-STORMING 



TUTORING

COPERATIVE LEARNING ATTIVITA' LABORATORIALI

Expected Results The main expected results of the project are: ď&#x192;&#x2DC; To deepen and strengthen interpersonal relationships in pupils. ď&#x192;&#x2DC; To improve participation, the interest and the involvement of pupils taking part in the workshop activities, their gradual acquisition of certain technical and basic skills, commitment and the ability to work in groups, in order to acquire the skills to design and execute the processing steps and the technical specifications, the development of self-control and interpersonal communication. ď&#x192;&#x2DC; To develop the autonomy of pupils: the ability to make choices, express their opinion, relate and interact with others, stimulate learning skills that enhance desires and fantasies.

Evaluation Tools

Monitoring, evaluation process and outcomes are the tools used to assess the achievement of the objectives set by the project Assessment tools during the project implementation

 questionnaires  grids  collection of minutes

Workshop Educational Methods to reduce School Drop Out in Disadvantaged Neighborhoods The Case of

Librino and Villa Fazio

The neighborhood of Librino, with more than 30,000 inhabitants, constitutes a significant reality for the city of Catania, urbanistically defined, characterized however by serious phenomena of marginalization and social discomfort, also due to the lack of social services: that situation paves the way for physical and social problems for those living in that area.

The problem of early school leaving is of particular interest because of the social scope of this proposal . In the area of Catania, the average of early school leavers is around 35%, too high if compared to the 17% of the national average. In the Librino neighborhood, it has been stated that there is an average of 2% early school leavers in primary school and of 15% in secondary school. The beneficiaries of our intervention are students of primary and high schools of Librino and / or youngs reported by the social services of the municipality.

The Villa Fazio Educational Center has become a meeting place where minors, young adults and their families found welcome and support for their life projects, as active citizens of their local community, through educational and socialization methods aiming to contrast the risk of marginalization and social deviance .

Objectives of the TE.SO.RI method • Welcoming and aggregating minors in a "setting" able to promote an healthy environment of growth, change, relationship, participation and integration implementing socializing strategies capable of developing a positive sense of belonging to the whole community; • Promote processes of prevention of school, family and social discomfort, avoiding the profile of being anmeeting point container for youth and adolescent discomfort; • Creation of an open space where it is possible for the youngs and their familes to experience relationships, with people and environments different from that of origin, which offer the possibility to deal with different values and lifestyles from one's own in order to be positively stimulated in the construction of one's own identity and life project; • Children are trained to rediscover the pleasure of the contact with nature, often forgotten nowadays, by taking care of "living organisms", possibly in group activities, to stimulates the sense of responsibility and socialization; • Learning new skills, both practical and theoretical, is a way to develop the autonomy and self-esteem of the young people in need.

Help to study for the achievement of lower school degree

Group activities on the issues of legality and civil involvement and environmental safeguard

These are my beloved students of the 1A class ( Dorotea)

Social garden

Training Orienteering Activities

Sport activities

Recreational activities

Street art Laboratory

Events for social pourpose

Câ&#x20AC;&#x2122;era domani Librino Association

School- Job Internship

THANK YOU FOR YOUR ATTENTION!

C/. Baltasar Pardal VIdal, 1 15001 A CORUÑA Telfs.: 981 201 785 / 981 222 542 Fax: 981 212 731 www.lagrandeobradeatocha.com

WHAT DO I WANT TO BECOME? CPR Plurilingüe La Grande Obra de Atocha A Coruña - SPAIN

Introduction ●

●

Education in Spain is compulsory, and free from 6 to 16 years of age, supported by the Government in each Region. Schools in Spain can be divided into three categories: –

State schools.

–

Privately run schools funded by the State.

–

Purely private schools.

Introduction ●

Below Higher Education, the system can be seen as consisting of four levels: –

Pre-school (Educación infantil, segundo ciclo) – 3 to 6 years of age.

–

Primary school (Educación Primaria) – 6 to 12 years of age.

–

Compulsory Secondary Education (Educación Secundaria Obligatoria) – 12 to 16 years of age.

–

Post-Compulsory Schooling (Bachillerato) – 16 to 18 years of age.

Certificates ●

●

After secondary education, successful students are awarded a Secondary Education Certificate, which is necessary to enter the post-compulsory stage of schooling (Bachillerato) for their University or Vocational (Formación Profesional) studies. Vocational Training programs: –

Middle Grade Training Cycles (Ciclos Formativos de Grado Medio).

–

Superior-Level Training Cycles (Ciclos Formativos de Grado Superior). ●

After completion of the Superior-Level Training Cycle, students are entitled to direct entrance to several related University Degrees.

Certificates ●

Higher Education - University –

Passing every subject, and getting all the credits, gives the right to obtain an academic degree (Grado), architecture or engineering qualification.

–

Postgraduate courses are Master's degrees and Doctoral degrees.

WHAT TO DO AFTER SCHOOL (HOW TO FIND A JOB?) ●

Public Employment Services. –

●

There you can find information on vacancies, training courses and advice on job seeking.

Job Websites: InfoJobs, Eurograduate, Primer Empleo... Professional Social Network: LinkedIn, Galejobs, TV, Radio, Newspaper... Recruitment Agencies. –

Usually temporary jobs

–

Empresas de Trabajo Temporal (ETT) hire workers directly and then assign them to other companies who will oversee the work itself.

Traineeships, interships and volunteering.

Personal skills to find a job â&#x2014;?

RR.HH Managers could identify the following as the most important when hiring: â&#x20AC;&#x201C;

Flexibility. Managers seek in their future employees who are able to perform different tasks and functions. The strongest skills are be able to perform different functions or be willing to face changes.

â&#x20AC;&#x201C;

Ability to improve. Companies no longer value only a good training or professional experience, and they focus on the emotional and social side too. A 34% considered very important that the employee has done or do some kind of volunteering in their spare time. They are looking for professionals with a yearning to learn, to improve themselves and who dare to innovate.

Personal skills to find a job â&#x20AC;&#x201C;

Optimism. Personal attitudes and social skills resolving conflicts or relate to his staff, should be positive in order to create a good climate and a good external image of the project.

â&#x20AC;&#x201C;

Initiative. Is the ability of the candidate to propose improvements or develop new projects.

â&#x20AC;&#x201C;

Motivation. It is a very important. Companies are aware that employees motivated at work, give their best of themselves.

The Spanish Job Market ●

●

Spain's unemployment rate is one of the highest in Europe – with around one in five people without work. Youth unemployment, continues to be an issue and graduates report difficulties finding quality and permanent work. With a youth (<25) unemployment rate at almost 45%, many of the country's educated workforce has looked abroad for better opportunities. The highest levels of unemployment, however, have been among unskilled workers, so those with education and experience will fare better when looking for jobs in Spain.

UNEMPLOYMENT RATES

Source: http://smartfinancemag.com/unemployment-rate-eu/

UNEMPLOYMENT RATES

Source: http://www.datosmacro.com/paro/espana

Professions with lower unemployment ●

●

The Instituto Nacional de Empleo (INE) in a study published in 2014 determines that the professions related to mathematics and statistics are those with lower unemployment, 5.7% of this group are unemployed followed by security services personnel, whose unemployment rate stands at 7.45%. Less professional groups are suffering a higher level of unemployment (El País, 08/05/2014).

Professions with lower unemployment â&#x2014;?

Emerging jobs continue to grow especially those linked to the technology sector (Technology, Information Technology and Telecommunications): â&#x20AC;&#x201C;

Computer programmer of mobile applications, Commercial optical fiber, Fiber optic installer, Specialist Front-End and Back-End, Big Data solution developers, HTML programmer...

Source:http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/spain-skills-forecasts-2025

Dream job â&#x2014;?

â&#x2014;?

Several media outlets have published the list of preferred professions among boys aged 16 to 24 years, the famous Millennial generation, according to a study by Cambridge University Press: Boys: Engineer (22 %), video game tester (18%), graphic designer (10%), police (10%), chef (6%), youtuber (6%), health (6%), video artist (4%), surgeon (3%), community manager (3%). Girls: doctor (13%), personal shopper (11%), chef (10%), engineering (8%), video game tester (7%), graphic designer (7%), blogger (7%), community manager (6%).

STEM CAREERS ●

An educational priority. –

●

The development of the STEM (Science, Technology, Engineering and Mathematics) skills is one of the fundamental objectives of the educational agenda, not only for the European Union but for several international agencies and countries such as the USA.

These skills are key to fostering a competitive economy that responds to the real challenges of society: –

Knowledge-based.

–

Environmentally friendly.

–

Socially inclusive.

STEM CAREERS â&#x2014;?

â&#x2014;?

Each year the number of young people opting for these training paths is falling. In Spain, according to Eurostat, only 13 in every 1,000 people have completed studies in these fields. The European Round Table (ERT) warns that the low birth rate and the low number of students choosing STEM careers pose a challenge to the recruitment of human resources in most European countries. Expected changes in the economy and the labour market over the next 10 years will affect the demand for STEM professionals, which will grow to a greater extent than that of professionals in other sectors.

STEM CAREERS ●

●

The number of trained scientific and technological professionals in Information and Communications Technology (ICT) available is often insufficient to meet today’s needs – and demand is expected to continue rising in the coming years. In this context, Spain is a unique case study due to the high youth unemployment and migration rates, which remain despite the steadying of the Spanish economy. According to the latest report form the OECD, 25.79% of young Spaniards are NEET (young people who are Not in Education, Employment or Training) and investment in education and, in particular, STEM have been identified as areas that can retain young talent and secure a more prosperous future for the country.

References ●

http://www.expatica.com/es/employment/Work-in-Spain-Finding-a-job-in-Spain_101462.html (04/12/2016)

●

http://www.datosmacro.com/paro/espana (06/12/2016)

●

http://smartfinancemag.com/unemployment-rate-eu/ (04/12/2016)

●

https://top100desafio.fundaciontelefonica.com/en/how-can-we-increase-stem-careers-among-young-people/ (04/12/2016)

●

http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/spain-skills-forecasts-2025 (06/12/2016)

●

http://www.fundaciontelefonica.com/arte_cultura/publicaciones-listado/pagina-item-publicaciones/?itempubli=263&_ ga=1.177526050.627715260.1480893834 (06/12/2016)

●

http://europa.eu/youth/ES/employment-and-entrepreneurship/jobs_en (06/12/2016)

●

http://europa.eu/youth/es/article/57/27320_en (06/12/2016)

●

http://europa.eu/youth/es/article/57/30715_en (06/12/2016)

●

http://europa.eu/youth/es/article/57/31009_en (06/12/2016)

●

http://www.tradingeconomics.com/spain/unemployment-rate (06/12/2016)

C/. Baltasar Pardal VIdal, 1 15001 A CORUÑA Telfs.: 981 201 785 / 981 222 542 Fax: 981 212 731 www.lagrandeobradeatocha.com

Thanks! CPR Plurilingüe La Grande Obra de Atocha A Coruña - SPAIN

Chapter 3 Effective sustainable business: study cases and successful examples

Mecklenburg-Western Pomerania -Stralsund (HST)-

Inhabitants:

●

- MWP: 1.6 Mio

●

- HST: 60,000

●

Area:

●

- MWP: 23,211.05 km² HST: 54.07 km² ●

Stereotypes Northern Germans: → modest, honest and reserved

●

→ not many believers (3 of 4)

→ nude bathing on beaches → people say everything happens 50 years later than in the rest of Germany

Typical Food Bismarckhering

●

→

●

pickled in vinegar marinade, cooking oil, onions, mustard seeds and laurel leaves ●

Smoked Fish is hung in a metal bucket and gassed by the smoke of burnt wood

Religion Most people are not religious

●

Some are Christians

●

New refugees mostly from Syria stick to their religion → Islam

●

Three big churches in Stralsund

●

Marienkirche

Nikolaikiche

●

Jakobikirche

English Language Since class 3 in school → important element of German school education ●

–In

Straslund rarely in use rather in big cities

Festivals Christmas Market

●

→ takes place all over Germany as well as in HST ●

→

●

more information later

Wallensteintage

●

→

●

→ takes three days

●

→ celebrated to remember Wallenstein

●

→

protected Stralsund hostile siege

→

biggest festival in MWP

●

Harbour Festival

●

→

takes five days in summer

→

at all harbours in

●

held only in HST

●

Traditions Pipe Roofing

●

→

●

special kind roofing reed tube

→

expensive

→

looks very nice

→

lasts 20-30 years before break down slowly

●

Knocking off of tons (Tonnenabschlagen) ●

→ celebrated the end of Swedish rule in Pomerania (1815) ●

IGS „Grünthal“ – a member of the network of UNESCO project schools



1 of 5 such schools in Mecklenburg – Western Pommerania cooperation with other schools and educational institutions and the Hanse town of Stralsund „School for all“ → „Make young people strong“



special projects that are included in different lessons „Week of legends“ (class 5) - legends and stories from and about our hometown and region (German)



„Egypt“ (class 6) – history, English, geography, mathematics, art, German „A day for Africa“ – talking about problems of and collecting money for a partner school in Tanzania „Leprosy“ – students sell special pencils and donate the money to support Leprahilfe (a registered society to fight this disease)



„Looking for traces of German history in Berlin“ (class 11) trip to the capital to visit different museums class trips / day trips to other World Heritage sites in Germany (e.g. Wismar) study trips to - Great Britain (class 8) - Sweden (class 10) - Paris, Rome, Barcelona (class 11) painting historic houses (art)



working group „World Heritage“ (extracurricular activity open to all students)

ď ˝

- looking at old houses in the city centre - finding out about their history - taking photos (together with a group of old-age pensioners) concerning special topics e.g. Houses needing renovation / Streets and ways â&#x20AC;Ś..

ď ˝

They have already made - several exhibitions of photos - a film about interesting places in Stralsund - a film about the history of a special building - a brochure about different buildings - riddles for children (to be used in lessons or special projects)

sustainable enterprises in our region

contents

1. Awi-vr the waste management 1.1. Stralsunder Entsorgung 1.2. services 1.3. the organic waste bin 2. Karlâ&#x20AC;&#x2DC;s Erdbeerhof 2.1. history 2.2. company 2.3. sustainability & projects 3. sources

Awi-vr the waste management

Stralsunder Entsorgung

founded in 1949 subsidary company of Nehlsen GmbH & Co.KG take care for a clean environment target: - content customers stand for: - reliabillity - partnerships - services with high quality

services

street cleaning: →mechanical street cleaning → 2 street sweepers manual workers in charge of cleaning

fixed tasks: → cleaning of bus stops → clearance of 700 rubbish bins → care of plants

the organic waste bin

since 01.01.2016 organic waste from kitchen and garden

120 or 140 liter (free) every second week emptying â&#x2020;&#x2019; OVVD further utilisation

comparison of biomass at home 2016 to 2017 (state 30.09.17) 8,000

7,071 7,000 6,445 6,000 5,371 5,000

4,760

2016 2017

4,000

3,000

2,034 2,000

1,831

1,000

0 Stralsund

Increase

203 t

Nordvorpommern

611 t

RĂźgen

626 t

„Karl‘s Erdbeerhof“

History founded in 1921 owner: family Dahl 5 places

1993: opening in Rövershagen by Robert Dahl one of the biggest farmer‘markets in Germany since 2001: „Karl‘s Erlebnis-Dorf“ employees: ≈700 permanent & ≈2800 seasonal most visited tourist attraction in MV (2014)

The company

cultivation specialized in strawberries ≈300 hectare fields harvest MaySeptember →≈5000t strawberries

production concept: mix of farmer‘s store, manufacture, restaurants, buisness & rides

sustainability

beneficial insects against pests environmentally friendly & near-natural mounting short transport route → fewer fuel & traffic support the economy & local farmer‘s

projects

project: „Karl‘s helps“ donation box for societies & kindergardens without money once a month box will donate

sources

http://www.karls.de/files/files/Roevershagen/Attraktionen%20draussen/Karlo ssos/Karlossos-%2815%29.jpg http://www.karls.de/roevershagen/erlebnis/tages-hoehepunkte.html http://forums.mtbr.com/attachments/passion/1104154d1478532925sanitization-gone-too-far-green-bin-calendar.jpg https://78.media.tumblr.com/e29c445974c416978402661abe4a096c/tumblr_ onjdd5kJzi1rm6l18o1_500.gif http://www.awi-vr.de/images/stories/PDFDateien/3w_Abfallkalender_HST_2017.pdf http://www.karls.de/assets/images/f/maislabyrinth-plansch-2-fd0a6d5f.jpg http://www.v3wall.com/wallpaper/1440_900/1004/1440_900_201004241221 06628698.jpg http://www.rhombergbau.de/uploads/pics/Rhomberg_Nachhaltigkeit_01.jpg

18-24 March 2018 A Coruna, Spain



The socialization and social inclusion of refugees



To learn the Greek language , so that next year refugees could attend a normal/ typical class



To learn the English language

Greek language 10 hours per week  English  Maths  ICT  Art class  Physical education 

ď&#x201A;&#x17E;

Mainly teachers tried to use the Greek language , despite the problems that refugees had, as they were not familiar with the Greek language

ď&#x201A;&#x17E;

But they were not familiar with the English language too

ď&#x201A;&#x17E;

Communication problems, because of linguistic obstacles



There were not special criteria



Teachers who didn`t have full programme in their schools , were exploited in this effort.



Another criteria which played a significant role was teachers` communication skills



All the refugees wanted to have contact with the Greek students



Teachers had to be very careful, because of the different moral code (e.g. we shouldn`t touch them)



Parents had asked from the teachers to be very strict with their children

The majority of the refugees were Syrians and Kurds  After one year in containers , they live now in normal houses.  They take a subsidy from the government  Their aim is to leave from Greece and go to German , where most of them have other members of their family 



Most of the families are single- parents or they lost members of their families.



All of them have traumatic experiences



Children behave as all the other children



They didn`t attend school for the last 3-4 years. And now they have to attend a class with students at the same age , but not at the same cognitive level



This effort helped a lot to the social integration of refugees



Teachers didn`t notice any racist behaviors



Greek students embraced refugees

Sustainable UK UK Economy & Sustainability

The UK Economy • Currently the UK economy is growing, going up by 2 billion in the last quarter. • The increased production means that we have a greater responsibility to be sustainable. • The UK’s largest employer the National health service has a sustainable development unit which makes decisions about how to keep the service sustainable. • An example of this is the building of wind turbines at hospitals around the UK

How does this help the economy UK GDP Real GDP (Million £)

600000 500000 400000 300000 200000 100000

1955 Q1 1958 Q3 1962 Q1 1965 Q3 1969 Q1 1972 Q3 1976 Q1 1979 Q3 1983 Q1 1986 Q3 1990 Q1 1993 Q3 1997 Q1 2000 Q3 2004 Q1 2007 Q3 2011 Q1 2014 Q3

Date

Domestic Extraction of coal in the UK Million Tonnes

• Sustainability helps the UK economy because it allows companies to keep producing for many years and this causes economic growth. • Sustainability increases GDP as is shown in the graphs to the right

35 30 25 20 15 10 5 0

Year

Development of the economy UK GDP 600000

400000

300000

200000

100000

1955 Q1 1958 Q1 1961 Q1 1964 Q1 1967 Q1 1970 Q1 1973 Q1 1976 Q1 1979 Q1 1982 Q1 1985 Q1 1988 Q1 1991 Q1 1994 Q1 1997 Q1 2000 Q1 2003 Q1 2006 Q1 2009 Q1 2012 Q1 2015 Q1

Real GDP (Million £)

500000

Date

• The graph on the left shows the real GDP of the UK economy. • GDP is a measure of all the production of a country or its output • The graph shows that the UK’s GDP has increased from £286,957 million to £488,907 million since the agreement. • The graph also shows steady economic growth, which is sustainable, in the UK.

Preservation of the environment UK CO2 emissions 700000

600000

Kilotonnes emitted

500000

400000

300000

200000

100000

0 1 2 3 4 5 6 7 8 9 1011121314151617181920212223242526

Year

• The graph to the left shows the CO2 emissions in the UK. • The graph demonstrates a decrease in the emissions since 1990 with periods where the levels increase. • However the trend is a decrease in CO2 levels. • The lower CO2 emissions, which are contributing to the greenhouse effect, don’t cause as much global warming which is destroying many species in the UK.

Preservation of Natural resources Domestic Extraction of coal in the UK 35

Million Tonnes

Year

• The chart on the left shows the domestic extraction of coal in the UK • The trend of the graph demonstrates that the UK are preserving the resource of coal and not wasting it. • This preservation will be more sustainable because the demand for electricity is increasing meaning alternative renewable resources must be used.

What exactly is economic sustainable development? • There are many definitions of economic sustainable development, each one varying from another. • The World Bank defines sustainable development as “about the people – better lives now and a healthy planet for future generations.” • Economic sustainability is maintaining the bond between the economy and the ecosystem. An approach that has the ability to support economic production and growth, while preserving the quality of the environment for future generations. • The economy is unable to survive without the ecosystem, because it provides the natural resources that fuel economic growth.

UK Economy and Sustainability The Initiatives â&#x20AC;˘ The UK government, as part of United Nations, has designed global goals to create a more sustainable world. There are 17 goals to be completed by 2030, which will require dedication and determination to achieve. â&#x20AC;˘ They aim to eradicate several massive issues in society, and provide the necessary resources for future generations.

The Courses of Action • To achieve these goals, for example eradicating poverty, requires international cooperation and unity. • During the period of 2010-2015, the UN provided 69.5 million people with financial services as well as helping 8.9 million people meet their basic needs with cash transfers. • The UK government is currently supporting social protection systems to “help reduce poverty” and “enhance human development and productivity”. The aim is to increase the coverage and quality of social protection systems.

• The UK government is also working to make an impact in our own homes by ensuring we get to keep more of our hard-earned money, by reducing taxation and passing laws to ensure no one working less than 30 hours on minimum wage are taxed.

UK’s commitment to Paris Climate Agreement. • The Paris Climate Accord is an agreement led by the UN urging countries to tackle climate change. 196 nations have signed this accord and are in an unanimous agreement that greenhouse gas emissions need to be cut. The UK is the 111th nation to sign the landmark accord which aims to prevent the disastrous effects of climate change. • The UK’s pledge to this agreement means the government will strive to not let global temperatures rise above 1.5oC and reduce greenhouse gas emissions.

What does this mean? â&#x20AC;˘ The UK has started working towards that renewable, secure environment but still has a long way to go. â&#x20AC;˘ It also means that most of the world is united by the prospect of developing a sustainable environment for future generations.

Examples of sustainable businesses in Kings Lynn – Palm Paper • Palm paper is a state of the art recycled paper manufacturing area that is well known in Kings Lynn. They own one of the largest and most powerful newsprint paper machines in the world. • They are parented by a German company Papierfabrik Palm. • They also produces more than 400,000 tonnes of recycled newsprint per year, which is then delivered all over the country

More about Palm Paper â&#x20AC;˘ Palm paper are soon set to create its own energy source with new Combined Heat and Power (CHP) plant. â&#x20AC;˘ It is extremely supportive to our areas (Kings Lynn) recycling.

King’s Lynn Caravan & Camping Park • In King’s Lynn, there are a variety of businesses that promote sustainability. • For example, King’s Lynn caravan and camping park have committed to running a sustainable park that is environment friendly. • They have invested in solar technology, which provides 2/3 of the hot water used by residents, and an air source heat pump generates additional hot water requirements. • They have an energy efficiency and their new facilities do not rely on oil or gas, making all the energy used clean and renewable.

Case Study- M&S â&#x20AC;˘ Marks and Spencerâ&#x20AC;&#x2122;s have launched Plan A 2025. It is an eco and ethical plan that is ambitious and customer focused. â&#x20AC;˘ It will build on the last decade of work and progress achieved with Plan A, and will support 1000 communities and help 10 million people live healthier, happier lives and convert M&S into a zero-waste business.

Plan a and plan a 2025 • Plan A launched in 2007, since then it has saved £750 million in costs, won 240 awards and delivered 296 commitments, stretching eco and ethical targets. • Plan A 2025 is to further these achievements and work towards a more sustainable world through turning Marks and Spencer’s into a more sustainable business and improving communities. The goal is to improve communities by focusing on health, happiness and caring for the planet.

Plan A 2025 main goals • To be the world’s leading retailer on engaging and supporting customers in sustainable living • To help 10 million people live happier and healthier lives • To help transform 1000 Communities • To champion human rights by taking a lead on addressing inwork poverty, modern day slavery and an inclusive society. • To ensure 100% of our products address 100% of their material, social and environmental impacts.

• To ensure 100% of our factories are on a sustainability ladder, with 40% of our products coming from the very highest gold standard. • To ensure out 50 key raw materials (80% by volume of what we use) come from a sustainable source. • To set a science-based target to accelerate our shift to a lowcarbon business. • To be a circular business, generating zero waste. • To be a leader on transparency.

3 pillars of 2025: â&#x20AC;˘ Wellbeing- The world faces a growing wellbeing challenge, including an ageing population, obesity and mental illness. Pressure is growing on governments and healthcare systems to deal with the scale, cost and complexity involved with meeting these challenges.

â&#x20AC;˘ Transforming lives and communities- The world has seen massive social progress in the past 70 years, hundreds of millions of people have been lifted out of poverty. Significant inequalities remain in terms of income, gender, sexuality and social mobility world wide. Human rights abuses such as modern day slavery still lurk in the shadows.

3 pillars of 2025: â&#x20AC;˘ Caring for the planet we share- the natural environment is under increasing amounts of pressure a the world population grows and demand increases. We must raise awareness about and prevent climate change as science indicates that we need to create a low carbon future.

French team Béhal High School – Lens Thursday 22 March 2018 / A Coruña

1/ Concerning our high School 2/ Also in regional terms

Some solutions

Food, Waste Light Energy Biodiversity

Green spaces

 Reduction of the fleet from 6 to 4 vehicles,

 Acquisition of the remaining 2 out of the 4

electric vehicles  plus a

gas vehicle

 Outdoor lighting installation with

LEDs,

 installation of LED classroom lighting equipment (for

more than 25 classes),  = substantial savings on electricity consumption

 Installation of

solar water heaters in the main

service building  allowed 60% overall savings,  for the production of hot water,  for both the cleaning of the building,  and the educational training in this sector.

 installation of a canadian well that allows to inject

air at 12° in the sector,

rainwater collection tank for the toilets,  as well as reinforced insulation and energy-saving  there was an energy-saving

lighting.

 abandoned since 2008 of any phyto-sanitary product,  implementation of a differentiated management of

green spaces,  the creation of a pond,  and installation of an apiary.  Plantations to increase bio diversity, are carried out

each year with schools in the city.

 Participation in the "Greencook" project to fight against

food waste,

 Participation in several  Important use of

projects concerning food.

organic products, fresh, and local.

the waste out at the exit of the cafeteria, and sending fermentable waste through a biogas platform.

 Sorting

 Implementation of the school's waste sorting,  extended to most of the waste generated by the

school,  in connection with an integration company. 

Implementation for social, and environmental criteria purchases.

ď&#x201A;&#x2014; The regional council subsidizes organic and local

products.

Erasmus+ KA2 Phoenix 2016/2018 A Coruna, 19th - 23rd March 2018

Elements of sustainability Humanist View

Social

Environment

Economy

Economy Environment

Environment

Economy

Society

THREE COMPONENTS OF SUSTAINABILITY 1.Environment – maintaining the earth’s Environment

life support system (e.g., ecosystem services such as pollution filtering). 2.Society – maintaining community (civic) capacity that fosters effective participation and ‘equitable’ treatment of all stakeholders. 3.Economy– maintaining an economic system that provides a non-declining standard of living for this and future generations.

Economy

Sustainable Society GENERATIONS SUSTAINANABLE

Elements of sustainable Society •human diversity (cultural, linguistic, ethnic) •equity (dependence / independence) •quality of life •institutional structures and organization •political structures

Society

SOCIAL SYSTEMS ARE DIFFERENTâ&#x20AC;¦.

MAINTAINING DIVERSITY IS THE KEY TO PRESERVE EVERY CULTURE

• A Sustainable society is based on: • respect for and care for living beings and the environment;

• participation in decisions concerning one’s own community;

• equal access to resources and culture; • attention to food that should favour local and seasonal food, but also the inclusion of weak and economic equity.

• An example of sustainable society that makes use of commuity action is the SOCIAL HOUSING or COHOUSING, which arises from the need to guarantee housing and services to individual in need such as:

• Old people, single, separated, young couples, unemployed and low-income families.

• Main principle: Community members take care of common structures in order to create a relationship of trust, mutual support and union, and decisions are made on the basis of collective agreement.

•

In Turin there is the A CASA DI ZIA JESSY ,a sustainable house, resulting from the collaboration between the City of Turin and the Compagnia di San Paolo.

•

In particular, it provides the latter with a point of support for finding stability and growth.

•

Other example in Italy are the BARONA village in Milan and a ROOF FOR ALL in Umbria.

The importance of collective social action lies in the fact that, by joining forces and putting together the commitment of every single person with that of others, it is possible to achieve a model of sustainable development that respects all living and non-living beings for future well-being.

SMART CITIES •

The city of Syracuse has been inserted among one of the “smartest” cities for a project promoted by the Italian National Research Council (CNR), which consists of an archeological virtual tour of the city through ICT 2.0 technologies.

• Thanks to this project, the Sicilian city has been selected under a national call, promoted by the CNR and the National Association of Italian Municipalities (ANCI) that aims at equipping cities of high historical and monumental importance with multimedia tools, alongside a set of coordinated services and innovative solutions for the tourism and the development of archeological heritage.

Cnr Smart Cities Living Lab Siracusa” is a project that guides tourists in a digital, virtual, three-dimensional trip into the archaeological heritage of the ancient Syracuse thanks to free applications and Welcome to Siracusa web portal, through which the most important historical and archaeological city sites can be explored by means of virtual tours and interactive maps. “



The ecological footprint is the biologically productive area needed to provide for everything people use: fruits and vegetables, fish, wood, fibers….



Biocapacity is the productive area that can regenerate what people demand from nature. Footprint and biocapacity can be compared at the individual, regional, national or global scale.



Both footprint and biocapacity change every year with number of people, per person consumption, efficiency of production, and productivity of ecosystems.

ď ľ

The ecological footprint measures how much nature it takes to support people. It is an ecological accounting system.

ď ľ

It contrasts how much biologically productive area people use for their consumption to how much biologically productive area is available.

 The Italian Ministry for the Environment, in 2011, has lead off an intensive program on the environmental footprint of goods/services/organizations, which represents today, in coherence with the European study of PEF (Product Environmental Footprint), a good practice of public-private cooperation.

 The initiative aims at the promotion of the companies’ voluntary commitment for the evaluation of the environmental performances and for the reduction of the GHG emissions.

SICILIAN STUDY CASES ON ECOLOGICAL FOOTPRINT THE CASE OF AVOLA

(SIRACUSA)

Our town felt the necessity to reduce the environmental impact. In fact, citizens have been educated and properly informed about the importance of recycling and the positive impact this good habit could have on the environment.

Nothing is created, Nothing is destroyedâ&#x20AC;Ś BUT WE CAN RECYCLE A LOT!!! (our recycling campaign)

Citizens from Avola are involved very positively into the recycling campaign and the separate door-to-door waste collection is having a great success.

To optimize even more the service, our town has been provided with a green island with special containers, where each citizen can independently put the separated waste.

The message is: ď śsorting waste reduces the environmental impact of our waste; ď śit is a real opportunity for the sustainable, economic development of society in general, and for scientific research in particular.

THANK YOU FOR THE ATTENTION THE ITALIAN STUDENTS  Sebyana Scardaci  Clara Piccione  Antonino Calvo  Giada Lucia

PRINCIPLE OF SUSTAINABLE DEVELOPMENT - UNESCO SPAIN SITUATION

ENVIRONMENT

FIRST CASE: Prestige oil spill â&#x20AC;˘ The Prestige oil spill was an oil spill in Galicia caused by the sinking of the 26 year old structurally deficient oil tanker MV Prestige in November 2002, carrying 77,000 metric tons of heavy fuel oil. During a storm, one of its tanks burst on November 13, and sank on November 19, 2002. The spill polluted thousands of kilometers of coastline and more than one thousand beaches on the Spanish, French and Portuguese coast, as well as causing great harm to the local fishing industry. The spill is the largest environmental disaster in the history of both Spain and Portugal.

Consequences

Solutions… • In the subsequent months, thousands of volunteers joined the public company TRAGSA (the firm chosen by the regional government to deal with the cleanup) to help clean the affected coastline. The massive cleaning campaign was a success, recovering most portions of coastline from not only the effects of the oil spill but also the accumulated "regular " contamination. • Galician activists founded the environmental movement Nunca Máis (Galician for Never Again), to denounce the passiveness of the conservative government regarding the disaster. A year after the spill, Galicia had more Blue Flags for its beaches (an award for those beaches with the highest standards in the European Union) than in the previous years

Todayâ&#x20AC;¦

Fire in Riba de Saelices • The fire of Guadalajara in 2005 was a natural disaster that ravaged part of the province of Guadalajara (Castilla-La Mancha) from Saturday 16 to Wednesday 20 July 2005. This fire killed 11 members of the extinction teams. • Its origin was a barbecue made by some negligent hikers in a picnic area near the Cueva de los Casares in Riba de Saelices. • They burned 10,352.57 hectares of forest, mostly masses of “pino resinero”, “sabina mora” and oak, 2,380.16 hectares of scrub and pasture and 154.64 hectares of non-forest area. • 2,400 hectares were devastated by the fire, an space with high ecological value, that belongs to the Alto Tajo Natural Park. There were half a thousand people evicted, including entire populations such as Ciruelos del Pinar, Luzón or Tobillos, among others.

Some consequences

Solutionsâ&#x20AC;Ś

Reforestation projects

CULTURAL DIVERSITY

One Culture, One Language. Instituto Cervantes â&#x20AC;˘ Language is one of the signs that form a country's identity. Language is not only a means of communicating, but also a means of expressing a way of life, culture and tradition. Spanish is the official language, but not only in Spain; it is also the official language of Latin American countries, and one of the most widely-spoken languages in the world. The international projection of Spain is also based on the language. Taking care of a common language means taking care of our citizenship, a citizenship open to the concept of universality.

â&#x20AC;˘ The Instituto Cervantes is a public institution founded in 1991 to promote and teach the Spanish language and disseminate Spanish and Spanish American cultures. The institution has centers all over the world. Its mission is to organize general and specific Spanish courses as well as courses on Spain's co-official languages. It also takes part in programs and projects for the dissemination of the Spanish language, and organizes cultural dissemination activities in collaboration with other institutions. Another important aspect is that this institution puts Spanish material and resources at people's disposal, especially on the Internet and even more so through the Centro Virtual Cervantes.

â&#x20AC;˘ Spanish in the World is the title of the reports that the Instituto Cervantes has published each year since 1998. These reports are descriptive articles regarding the scope and importance of the use of the Spanish language.

SOCIETY

â&#x20AC;˘ The social side of sustainable development not only responds to human justice, it is justified given the evident relationship between environmental deterioration and production and consumption styles of developed countries on the one hand, and the lack of resources and opportunities of developing countries, on the other hand. â&#x20AC;˘ In terms of social sustainability, Spain defends the principles of the inclusive society, to take into account solidarity between generations, and to ensure and improve the citizens' well-being by creating more and better employment, reducing the risk of social exclusion or poverty and guaranteeing public health and protection against dependency situations.

International Women's Day in Spain • More than 5 million workers have taken part in Spain’s first nationwide “feminist strike”, according to trade unions.

• The action, held to mark International Women’s Day, is intended to highlight sexual discrimination, domestic violence and the wage gap. • On Thursday afternoon, the Workers’ Commissions and the Workers’ General Union said that 5.3 million people had participated in two-hour walkouts, describing the action as “an unprecedented strike in our country’s trade union movement”. • Coordinated by an umbrella group, the 8 March Commission, the strike called for an end to Spain’s enduring machista culture.

• Under the slogan “If we stop, the world stops”, protesters congregated in cities including Madrid, Barcelona, Bilbao, Seville and Pamplona. • The messages scrawled on placards read: “They took so much away from us that they ended up taking away our fear” or “Women’s rights = human rights”.

ECONOMY

â&#x20AC;˘ The economic sustainability in Spain tries to increase the competitiveness of our productive system as a whole, both, companies and public administrations, and definitely promote the Spanish economy along the path of innovation and internationalization.

Sustainable Economy Strategy

<<Empreamar>> â&#x20AC;˘ Program of marine entrepreneurship in which professionals and experts guide students to train them as entrepreneurs and develop a business idea related to the world of the sea, always with an eye on the sustainable use of marine resources.

Chapter 4 Evaluation solutions: evaluating the level of sustainability practiced in every participating school

Stralsund (since 1234)

PHOENIX

â&#x20AC;¦How sustainable is our school?

PHOENIX

Sustainable Education

â&#x20AC;&#x153;Education for Sustainable Development allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. â&#x20AC;&#x153; (http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/educationfor-sustainable-development, 29th January, 2017

1. acquire knowledge and values necessary to shape a sustainable future (UNESCO)  a wide range of topics is taught in AWT (work-economy-technology), geography, chemistry, philosophy, English, French :  environmental protection, climate change, renewable energies, dangers of nuclear power stations and fossile fuels …

Foto Fukushima Plakate AWT 9a

PHOENIX

2. acquire skills and attitudes to shape a sustainable future (UNESCO)  sustainable farming at our school’s garden  “climate detectives”  use of modern technologies in the classroom  “UNESCO school”: projects

 learning for tomorrow: enable students to use their own resources

 career counseling supported by exterior partners; career planners support students  work experience in year 8 and year 9  the school subject BO in year 9 = vocational preparation (how to succeed in a job interview; how to write an application; evaluation of work experience placement)  the school subject study orientation in year 10 (how to write a term paper, visit of educational fairs, information about study possibilities) 7

PHOENIX

3. sustainable use of (energy) resources  the caterer of the school canteen  use of local products  the school’s garden vegetables and fruit are used in the cooking club and in the household arts 8

PHOENIX

 solar cell panels on the roof

 use of renewable energy  the new building (inaugurated in autumn 2016)  low energy house (heating costs are reduced to 20%)  due to the use of solar energy (windows) and the energy produced by hard working students 9

PHOENIX

Conclusion: we try to live up to the ideal of a more sustainable world by : ď&#x192;&#x201E; using renewable energies, ď&#x192;&#x201E; teaching knowledge, skills, attitudes and values needed to shape a sustainable future

PHOENIX

source directory (in chronological order)  http://www.unesco.org/new/en/education/themes/leadingthe-international-agenda/education-for-sustainable-development  http://www.igs-gruenthal.de/  http://www.stralsund.de/stadtportrait.html  http://www.sunballooning.de/cms/website.php?id=/de/index/mecklenburgvor pom/ballonfahrten-stralsund.htm  http://www.hafenfeststralsund.de/  https://www.stadtwerke-stralsund.de/  http://www.unternehmerlexikon.de/nachhaltigkeit/ 11

PHOENIX

 Is an act or instance of dropping out of school. A

student who withdraws before completing their school year (GCSE or A 'Levels – England) or a course of instruction (College).  It is also defined as; a student who withdraws from

high school after having reached the legal age to do so.

ď&#x201A;&#x2014; Teens drop out of school for many reasons, and the

 There has been a slight dip in the proportion of

 Generally, high school dropouts are negatively



  

 Peer pressure : Problems at home: Illness: Family Business:-

ď&#x201A;&#x2014; Talking to the parents can help the situation because if

Presentation of the policies and measures concerning the question of school drop-outs in the Lille Regional Educational Authority area Dominique Lévêque CSAIO (Head of the Regional Educational Authority’s Information and Guidance Counselling Service) Regional delegate DRONISEP Hauts-de-France Counsellor to the Rector

Derek Gallagher

IA-IPR (English inspector)

Lille Regional Educational Authority’s policy of the prevention of, and fight against early school leavers Service Académique d’Information et d’orientation (SAIO) Pôle de Prévention et de Lutte contre le Décrochage (PPLD)

Education Nationale Local schools (EPLE)

14 Training, Qualification, Employment networks (FOQUALE)

14 Platforms : support and follow-up of early school leavers (PSAD) Co-management State – Region  Within the CIO

managed by school principals

 Prevention groups in schools (GPDS)  In-school referent  in local schools Schools hosting actions organized by MLDS (local antenna )

‘’Perseverance week’’ 42 co-ordinators

Oversight of the networks : IEN-IO (inspectors) in association with the SAIO

Local antenna (Mission de Lutte contre le Décrochage Scolaire) Oversight : Head of the SAIO, in association with IEN IO (inspectors) Territorial management : 14 CIO directors

 Pinpointing cases  First contact  Identifiy personal needs and defining a tailor-made plan to accompany the pupil  Towards partners both within Education Nationale and/or outsideEducation Nationale

A right to return to education / training

 Towards local schools  Towards other partners

Other partners :

Regional office for guidance counselling (SPRO) (Local antenna, Job centres,…), Apprentice Training Centres (CFA), Chambers of commerce …

Two measures to put the Authority’s policies into operation (co-financed by European funds) Perseval  Prevention

IEJ programme (Initiative for Youth Employment)  Remediation

Two measures to support the Authority’s policy • Two globalised measures supported by European Social Funds following a call for projects in the framework of the ‘’Initiative for Youth Employment’’ programme have been set up along two axes: prevention and remediation. •

PERSEVAL (School perseverance in the Lille Regional Educational Authority area) : This measure allows for the accompaniment and deployment along both axes of the Authority’s policy concerning early school leavers as well as the coordination of a set of actions in primary and secondary schools. This Authority measure is co-financed by European Social Funds (total budget for the project : over 2.3 million euro).

•

Youth Employment Initiative (Authority measure) A state / regional level measure which includes identifying and accompanying young people who have left the school system without any qualifications, and setting up personalized modular pathways, which the participants can join or leave when they are ready, thus allowing for a successful social and professional integration, thanks to in-depth training, whatever training course is envisioned. This measure calls on European Social Funds for the IEJ initiative. (total budget for the project: over 600 000 euro)

PERSEVAL : School PERSEverance in the Lille Regional Educational Authority area 1st series of actions

2nd series of actions

3rd series of actions

Reinforce the prevention pupils leaving school early in primary, junior high and high schools.

Develop pathways allowing young people with specific needs to (re)integrate school.

Promote experimental processes enhancing school perseverance (in association with SEPIA service)

 Relay classes  Relay pathways  Actions carried out by the FoQualE networks and the local antenna (MLDS) in the fight against school dropouts.

 Young non-French speakers (with no or little formal education in their country of origin)  Young handicapped people.  Young people reintegrating following initial training.

 Actions fostering the integration and success of all pupils  Actions whose goal is to reinforce pupil autonomy, selfesteem, and the taste for school and learning  Actions in direction of families

4th series of actions Place these actions within a qualitative process and a coherent oversight framework  Share teaching resources and methods which have a positive impact  Improve our knowledge of the school drop-out phenomenon in the academy in order to identify preventative means.  Train and professionalize teaching teams.  Inform and communicate with young people, their families, the entire educative community as well as school partners, notably during the ‘’School perseverance week’’  Evaluate these measures  Governance and management of these actions

The ‘’Youth Employment Initiative (IEJ)’’ in the Lille Regional Educational Authority area 3 stages: Identifying needs

Mobilisation of follow-up and support networks in favour of early school leavers : follow-up of the SIEI (Interministerial Information Exchange System) lists, youths identified by different players of the Regional Guidance Counselling Service (SPRO) or reported in PSAD follow-up committees, youths eligible for the ‘’right to return…’’ measure Mobilisation of the FoQuale networks to identify and highlight young people who have left the school system early without any solutions and drop-outs from the current academic year in association with GPDS in local schools as well as local referents for early school leavers.

Situation appraisal, formulation of the pathway, and young person’s commitment

Interviews with identified young people who are neither in employment nor training (NEET) Appraisal of the situation

Defining a personalised accompaniment pathway and formalization of the young person’s commitment

Re-motivation for a return to initial training within a short period following immersive periods in school (ex. the MLDS PREMIS action for young people who have recently dropped out or have not been assigned to a school

Activating processes allowing for an immediate return to school (available free places), an Apprentice Training Centre (CFA), or another course choice proposed by a Regional Guidance Counselling Service (SPRO) stake-holder.

Tutoring

A personalized pathway towards a successful social and professional integration

The pathway includes 1 to 4 of the modules listed below….

Getting to know oneself and improving selfesteem

Getting to know the labour market Defining a professional project

Developing (new) skills

Preparing for an apprenticeship

ERASMUS+ KA2 PROJECT “PHOENIX” A Coruna, 19th- 23rd March, 2018

Migration is one of the worldâ&#x20AC;&#x2122;s most problematic and controversial phenomenon. Migration is the permanent or temporary transfer of individuals and groups of people from one country to another. Migration, from the late Nineteenth Century and during the Twentieth Century, has its origin from the widespread poverty of vast areas of the world and the desire of redemption of entire sections of the population living in conditions of great poverty, which deprives them also the moral and social dignity that to a man should never be denied.

Today in the Mediterranean Sea Many migrants die attempting to reach Europe: they escape from war, persecution and poverty, as well as the unscrupulous practices of human smuggling networks.

The shocking figures have led the international humanitarian charity Human Rights Observer to call on the EU to reform its immigration policies and focus more on saving lives than barring entry.

A DESPERATE JOURNEY Todays lots of migrants arrive in Sicily. This number has increased by 90 per cent in the first three months of this year. The migrants travel to sea in dinghies with a single air chamber, meaning that one hole would cause the boat to sink, and without life jackets or basic safety equipment. The vast majority of the migrants arriving in Sicily are Africans, from Nigeria, Eritrea and Congo.

Pull Factors of Migration in Sicily  The main pull factors of migration revealed by our interviews

are : The promise of a better life with economic opportunities, more jobs and improved personal conditions Country sustainability, which is the living conditions of the place that attracts them  To find a country without war, political intolerance and persecution  The idea of journey linked to the leaving of their own country, and not to the Western idea of travelling for culture and pleasure.

THE FORCED MIGRATIONS BETWEEN WELCOMING AND DENIED RIGHTS