Chalkboard PowerPoint Presentation

1
Lifelong Learning Programme Comenius Tales for
Peace
Gymnazium Jablonec nad Nisou (Jablonec nad Nisou
- Czech Republic)
Liceo Classico Statale "Gian Domenico Romagnosi"
(Parma Italy)  
Hijas de Cristo Rey School (A Coruña Spain)
Gimnazjum nr 1 im. Janusza Korczaka (Ledziny -
Poland)  
2
The motivation for this project
Over the last few years there has been a
growing demand for both students and school
staff to widen their cultural and professional
horizons and confront themselves with people
belonging to different cultures and
backgrounds. - Students want more concrete
motivation to study and use foreign
languages - Teachers want to compare
methodologies and practices - Students and
teachers want to improve their intercultural
competences and feel themselves European
citizens, able to work, study and cooperate with
other European citizens.
TALES FOR PEACE will offer all participants the
opportunity to fulfil those needs.
3

• Relevant topics
• the fight against racism
• education towards tolerance
• multicultural societies
• These topics will be analized by means of drama,
  music and creative writing laboratories with a
  strong cultural and pedagogical impact.
• These topics will be achieved through cooperative
  work.
• We want our students to become aware of diversity
  and see it as a stimulus and a source of
  enrichment.

4

• The work in these topics aims at
• giving voice to young peoples hopes, emotions
  and thoughts
• developing the expression of their creativity in
  an intercultural environment, through the sharing
  of teaching practices and methodologies
• promoting communication through the use of
  technology and European languages, in order to
  increase the cooperation between schools and
  local cultural and administrative bodies.

5
Students will have the opportunity to
- practise and improve their knowledge of
English while communicating with the students and
teachers of the partner schools - express
themselves creatively they will have to produce
plays, songs, tales, etc. As well as to exercise
their handicraft when manufacturing different
objects/props necessary for the plays or other
pieces of writing
6
Students will have the opportunity to
- exercise and improve their use of modern
technologies by creating websites, writing
articles, exchanging e-mails, etc. - learn to
understand and be open to other cultures as well
as accept and integrate students with social
problems or with disabilities.
7
Teachers will have the opportunity to

• practise their knowledge of foreign languages
• practise their team-work abilities and
  coordinating skills which require something more
  than teaching their subject

• they will also have the occasion to share
  classroom activities and team-work with other
  European teachers
• - the teachers will be able to discover their
  students' preferences and the way they look at
  the surrounding world.

8
PLANNING YEAR 2011-12
Date Description
Sep.-Oct.2011 Each school forms a Comenius managing group and chooses students to be involved in the project. Teachers and students keep in touch with their partners.
Nov.2011 A project meeting takes place in Parma (Italy) two teachers from each school. Participants make an agreement about themes, intermediary deadlines, ways of communicating and exchanging materials, how to organize the spring meeting.
Dec.2011 Students from each country prepare a powerpoint presentation about their school and the town/region where it is located. These presentations are published on the blog. Students involved in the project communicate with each other on the facebook project profile. (Comenius Parma).
Winter 2011-12 Each school starts to work on the chosen theme and prepares the materials and performances to present at the spring Comenius Festival. (March 2012)
Jan. 2012 A new powerpoint presentation is published on the project blog which is regularly implemented with contributions (articles, reviews, etc) from each school.
March 2012 A project meeting takes place in Parma with teachers and students from each school. A Comenius Festival is held at Liceo Romagnosi to present the final products (performances, sketches, poem or tale readings, choir singing, etc).
9
PLANNING YEAR 2012-13
Date Description
Sep.-Oct.2012 Contacts are re-established and the Comenius management groups are re-formed.
Nov.2012 A project meeting takes place in Poland two teachers from each school. Participants make an agreement about themes, intermediary deadlines, ways of communicating and exchanging materials, how to organise the spring meeting.
Dec.2012 Students from each country prepare a short video presenting a typical day at their school.
Winter 2012-13 Each school starts to work on the chosen theme and prepares the performance or other materials to be presented at the spring Comenius Festival.
Winter/Spring 2013 More contributions (articles, reviews, poems, tales, etc) are sent to the project's blog.
Spring 2013 A project meeting takes place in Jablonec nad Nisou with teachers and students from each school. A Comenius Festival is held in to present the final products (performances, sketches, poem or tale readings, choir singing, etc).
Late Spring 2013 Projects results are disseminated.
10
PRODUCTS

• Performances
• Plays
• Sketches
• Musicals
• Expressive readings
• Choir singing
• Musical pieces,
• Blog and facebook profile
• Powerpoint presentations
• CdRoms

11
EVALUATION
The partners will jointly draw up questionnaires
to evaluate the level of achievement of the
objectives set for each phase of the project.
Some of the evaluation criteria will be -
skills and abilities developed by the students
- degree of participation of the different
subject areas and of the different components
- level of acquisition of new methodologies
- level of cooperation with external bodies.
12

• THE PARTNERS
• Parma (Italy)
• Ledziny (Poland)
• Jablonec nad Nisou (Czech Republic)
• A Coruña (Spain)

13
Parma (Italy)
14
Liceo Classico Statale "Gian Domenico Romagnosi"
(Parma - Italy)
Liceo classico G.D Romagnosi wants to
characterise itself as an institution providing a
varied and wide educational offer ranking from
ancient languages and literatures to modern
foreign languages and cultures including the
comprehension of scientific and artistic
languages. The rigorous study of the past forms
the basis for the analysis and understanding of
the present and the acquisition of the ability to
plan ahead into the future in a creative
way. Liceo Romagnosi wants to respond to
studentsrequests to confront themselves with the
wider world and promotes participation in
European projects to satisfy young peoples
requirements and to improve teachers
professional development.
15
Liceo Classico Statale "Gian Domenico Romagnosi"
(Parma - Italy)
The school is located in a socially and
economically developed region.It receives
students coming from a wide catchment area
belonging to all social classes.It accepts
students with disabilities and belonging to
migrant families. There are some cases of
families in social and economic difficulties who
have entrusted the school with the task of
developing studentspotentialities and abilities.
What families generally demand is a qualified
education able to help students to develop
personal autonomy and awareness and endow them
with all the necessary competences in order to
successfully integrate themselves in further
education or in the working world.
16
Ledziny - Polska
17
Gimnazjum nr 1 im. Janusza Korczaka (Ledziny -
Polska)  
Janusz Korczak Gimnazjum provides general
education with a sports class. Our school works
in an environment which consists mainly of the
miners families. There is also a quite numerous
group of children who come from the farms. Part
of the families suffer from financial problems.
This partly leads to a phenomenon of so called
euro-orphans, whose parents went to
work abroad. There is a group of students in our
school who are liable to social exclusion, due to
their parents unemployment as well as
pathologies appearing in their families. There is
also rather big percentage of families in which
there are no clear patterns prefering the
importance of knowledge and learning. All the
students can find help at both teachers (who
organize some after-school classes and learning
help) as well as the school pedagogue. Students
take part in various contests, scoring highly. In
ratings of final exams results we place above the
average.
18
Gimnazjum nr 1 im. Janusza Korczaka (Ledziny -
Polska)  
The community of Ledziny is rather closed in
their local problems and opens itself
reluctantly. All contacts with people from
outside our town (including the foreign contacts)
are achieved with great effort.
19
Jablonec nad Nisou - Czech Republic
20
Gymnázium Jablonec nad Nisou (Jablonec nad Nisou
- Czech Republic)
Gymnázium Jablonec n./N. existing since 1897 is
for its quality and tradition a very important
institution not only in the local aspect. The
institution provides a varied and rich
educational offer accentuating the teaching of
modern foreign languages, communication
technologies, cultures and civics. The reason why
Gymnazium Jablonec n./N wants to take part in
European projects is to offer the students a
possibility not only to know other people,
countries or cultures but also to cooperate with
them, respect and understand their culture and
situation. Gymnázium Jablonec n./N. is situated
in an economically and socially developed area.
Its students come from a wide catchment area and
belong to all social classes.
21
Gymnázium Jablonec nad Nisou (Jablonec nad Nisou
- Czech Republic)
The school admits students from ethnical
minorities, students with physical disabilities.
In all the area it is possible to see problems
with the integration of some ethnical minorities,
especially with Roms. While taking part in the
project the pupils will learn more about respect
and tolerance and will understand better that
racism and discrimination are not the right way
to sort out this socio-cultural problem.
22
A Coruña- Spain
23
Hijas de Cristo Rey School (A Coruña Spain)
The school Hijas de Cristo Rey is a private
school placed in the town council of Oleiros,
adjoining to A Coruña. A Coruña is a town located
in the northwest of Spain. The educative levels
go from Preschool Education (3 years old) to
Baccalaureate (18 years old). The majority of
students come from the town council. As for the
socioeconomic status of our students families
its necessary to point out that most part of
them belong to the middle class.
During the academic year 2010-2011 the school
counts on 72 teachers and approximately on 1.100
students. Students learn English during their
stay at school. They also study French
compulsory from 12 to 14 years old. They can
continue studying this language optionally to
18 years old.
24
Hijas de Cristo Rey School (A Coruña Spain)
Participation in the TSCI project aims to bring
students and teachers to European citizenship,
taking special awareness of the need to form
active part of EU development. It also seeks to
foster among participants the positive assessment
of the difference between cultures, races .....
and use it as a starting point to express their
thoughts and emotions through different artistic
manifestations .This allows them to practice
foreign languages, get to know and understand
other cultures, and cooperate with other European
citizens. In addition to this the project will
improve the digital skills of all participants.
25
We are all citizens of one world, we are all of
one blood.  To hate a man because he was born in
another country, because he speaks a different
language, or because he takes a different view on
this subject or that, is a great folly.  Desist,
I implore you, for we are all equally human.... 
Let us have but one end in view, the welfare of
humanity and let us put aside all selfishness in
considerations of language, nationality, or
religion.
from John Amos Comenius, The Great Didactic, 1649
(translated by M.W. Keatinge 1896)