Horsens Gymnasium
Horsens Gymnasium
3 Projects, page 1 of 1
assignment_turned_in ProjectPartners:Fjell ungdomsskule, Horsens Gymnasium, I.E.S. Fernando Aguilar Quignon, Sint-JanscollegeFjell ungdomsskule,Horsens Gymnasium,I.E.S. Fernando Aguilar Quignon,Sint-JanscollegeFunder: European Commission Project Code: 2020-1-DK01-KA229-075056Funder Contribution: 110,100 EURThis project will focus on good practices for environmental and climate challenges now & in the future. The partner schools cope with different challenges: Norway (sea pollution, droughts), Denmark (heavy rain, pesticides drinking water), Belgium (pollution cities, drought), Spain (forest fires, tourist pollution, drought). We use the 17 SDG goals of the UN.Our goal is twofold: identify the individual role in coping with these challenges & enhance a positive attitude towards the EU by showing the importance of countries working together.We include four European schools in Norway, Denmark, Belgium and Spain, three of which have participated in EU projects before and know the benefits of learning from each other. About 20 students per school (various backgrounds, ages, etc.) and 10 teachers (different subjects) will be included. All schools have their own expertise and good practices to bring. Kick-off will be the Joint Staff Training Meeting in Norway in October ‘20 to agree on rules, distribute tasks and learn about eTwinning (TwinSpace), Europass, etc. Four student exchanges are planned to do research, learn, discuss and come to new good practises: • Denmark, NOV ’20 - ’A Journey of Food in the Future’ • Spain, MAY ’21 - ‘Preserving Natural parks and facing drought, forest fires and tourist pollution’ • Norway, SEP ’21 - ‘The human factor and how can we contribute?’ • Belgium, MAR ’22 - ’From Sustainable food to the year 2050’. A final project evaluation will occur at the Joint Staff Training Meeting in Spain. ‘Responsibility for their own learning’ will be the primary methodology used, encouraging and engaging the students to take responsibility. Other methodologies include: making presentations, peer to peer learning in transnational groups, research, debate, intercultural learning, progress evaluation, workshops, educational visits, home assignments, collaborating on TwinSpace, etc. Students and teachers will know their role in coping with environmental challenges and contribute to a sustainable future through:· Understanding the importance of an EU-wide approach in tackling global challenges· Learning hands-on methods and abilities for use in their daily and professional lives· Newly taught expertise, knowledge, professional and managerial skills· Building relationships and exchanging good practices· Becoming ambassadors of the European and democratic valuesdisseminated through eTwinning, Google Drive, TwinSpace, E+PRP during and after the project. The exchange contributes to long-lasting benefits for skills and attitudes (e.g. language dexterity, critical thinking, …). Being hosted in families and working in internationally mixed cohorts helps discern other cultures and foster social competences. Project Communication Plan which is a concrete result of our project is a guideline for all future projects. The purposes of the board game, calendar, video and website are to keep on disseminating the results of this project in the future.
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For further information contact us at helpdesk@openaire.euassignment_turned_in ProjectPartners:I.E.S. Fernando Aguilar Quignon, Horsens Gymnasium, Berufsbildende Schulen für den Landkreis Wittmund, PLO Nr VI im. Gen. Leopolda Okulickiego NiedzwiadkaI.E.S. Fernando Aguilar Quignon,Horsens Gymnasium,Berufsbildende Schulen für den Landkreis Wittmund,PLO Nr VI im. Gen. Leopolda Okulickiego NiedzwiadkaFunder: European Commission Project Code: 2017-1-DK01-KA201-034246Funder Contribution: 67,340 EURThe goals of the project were to create an awareness among the German, Spanish, Polish and Danish students in terms of the specific environmental challenges the different partner countries have to cope with. Furthermore, the students learned from each other by working on the best practices, observation and analyses. Not only the environmental but also the economic and social consequences of these challenges were discussed. In our European context the number of natural catastrophes likefloodings, heavy storms as well as very dry periods have dramatically increased in the last decades and all these phenomena have also led to an economic damage which has caused a serious imbalance in the economic and social systems on our continent. The challenges we are confronting were used as the starting point of a basic understanding showing the way to an awareness that something has to be done not only by governments and businesses but also by the individual. The students were encouraged to take responsibility. The wish to live in a Union which guarantees a safe future, the common goal was to involve our students in learning about the different approaches towards environmental problems which are embedded in a tense and complicated political situation - a challenge for every European citizen. A fundamental approach of the project was the comparison of strengths, weaknesses, opportunities and threats of predominantly environmental issues in the participating countries. Another important aim was the contact with other cultures as a basic key in the learning of a foreign language as a means of communication to bring us closer to one another. At the same time we encouraged the students to enhance their digital performance by using different tools like social networks. We profited from this so-created open-mindedness which allowed a critical reflection not only on our own culture but also on the European one. Let alone each partner’s school enriches its own community. A joint website was be created for the students to put their findings and conclusions, both during cross-national meetings and during the work carried out on a regular weekly basis in all participating schools (https://erasmusxplus.wixsite.com/website). The large network of European schools gives opportunities to less experienced and experienced schools to share and transfer knowledge and to join together a considerable number of students and staff in order to widen their horizon.
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For further information contact us at helpdesk@openaire.euassignment_turned_in ProjectPartners:Industrimuseet, Istituto Comprensivio Acerbi, AU, Horsens Gymnasium, LICEO CLASSICO UGO FOSCOLO sezione associata a ISTITUTO SUPERIORE TARAMELLI - FOSCOLO +4 partnersIndustrimuseet,Istituto Comprensivio Acerbi,AU,Horsens Gymnasium,LICEO CLASSICO UGO FOSCOLO sezione associata a ISTITUTO SUPERIORE TARAMELLI - FOSCOLO,St Oliver's Community College,UNIVERSITA DEGLI STUDI DI PAVIA,Chester Beatty Library,Aarhus KatedralskoleFunder: European Commission Project Code: 2015-1-DK01-KA201-004350Funder Contribution: 194,121 EURThe background of the intrface europe project is intrface denmark, an association of 75 upper secondary schools and local museums in Denmark, who collaborate in partnerships to produce and carry out museum-based, school-related coursework for students. The leaders of intrface denmark initiated the present project with the ambition of combining the Danish experiences with similar experiences originating from the collaboration of two Pavia University museums with secondary schools in Pavia, Italy, and the Chester Beatty Library's work with St. Oliver's Community College in Drogheda and with other schools in the Republic of Ireland in order to develop and produce - for the first time ever - a European school-museum collaboration and coursework Methodology and Best-Practice Handbook. 18 teachers and museum professionals from these 3 countries have come together to realize the aims and ambitions of the intrface europe project, which will be followed by researchers from Pavia U. and Aarhus U. in Denmark. The Danish Industrial Museum is Lead Partner. The 1st main aim of the project is the development and formulation of a European methodology for securing structured, permanent, pedagogically and didactically sound, innovative and productive partnerships between museum professionals and secondary school teachers, who collaborate equally to develop and carry out museum-based coursework for the students, innovating and strengthening their collaborative, pedagogical and didactic practice, skills and competences in the process. Bringing schools and museums into productive contact with each other and meshing the formal learning environment of the school with the informal learning environment of the museum challenges both groups of professionals to re-think their usual practices, thereby giving them a fresh perspective on their daily work routines. Partnerships where the partners work together on concrete projects that are relevant to their professional lives and practice ensure an effective form of life-long learning.The 2nd main aim of the present project is the development and formulation of a European methodology for the development and implementation of such coursework. Coursework that involves using the museum as a knowledge and learning resource creates a new and innovative learning environment for students that calls for and enhances creative thinking, a variety of learning styles, an awareness and understanding of the multidisciplinarity of knowledge. Museums become accessible and relevant to students when their coursework takes place there, with museum staff and teachers working together to provide an immersive learning experience for them. Coursework like this also promotes learning within the 8 EU key competences. In order to develop sustainable and a useful European methodology and best-practice examples, it is necessary for the partners to use terminology and concepts that are universally recognizable. Therefore, Generic Learning Outcomes are used as a framework for the learning outcomes of the coursework and for the students’ evaluation of it. Theory about communities of practice and strategic communication are used to evaluate and qualify partnership collaboration. The first step for the partners is to gather information about school-museum collaboration and coursework in their own country according to agreed-upon search criteria. This information, combined with their own experience, is pooled and is the basis for the formulation of a draft methodology for coursework and collaboration. The national partnerships then test the viability of the draft methodology by collaborating according to its guidelines to plan and implement museum-based coursework for students from the partner schools. The partners then pool their test experiences to formulate the final intrface europe methodology and a best-practice handbook, also incorporating the follow-up research results regarding strategic communication. The next step is for each partner to find and establish at least two new partnerships and mentor their implementation of the European intrface methodology. This is one concrete form of dissemination of project results; dissemination will also happen via the project websites, through professional networks, reports and articles in relevant journals, by word-of-mouth via the mentorees and students and at the international conference which marks the end of the project. An impact of intrface europe partnerships' collaboration and coursework is learning experiences for young people that strengthen them within the 8 EU key competences.An impact of the project is the creation of a viable European secondary school and museum network with a common core interest (intrface europe) to develop and extend. A longer-term benefit would be increased European collaboration at university level working to establish museum-school research and curricula at universities and teacher training colleges.
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