This document summarizes a multi-year international education project called B.E.L.L involving schools from several European countries. The project focused on using business, economics, language learning, and other topics to teach about fair trade. Students created virtual or real training companies and conducted research on fair trade. They had meetings in different countries and used an online platform for collaboration. The project helped integrate entrepreneurship concepts into the school curriculum and benefited students by improving their language skills, cultural awareness, and confidence.

1. B.E.L.L.
Business Economics
Language Learning
Comenius/eTwinning
2010-12

2. ECOLE PRIVÉE FIELDGEN LUX, BHAK LINZ AUT,
OA a VOSE TÁBOR CZE, GYMNASIUM OHMOOR GER,
GRUNNSKÓLI BOLUNGARVÍKUR ISL, IES LEONARDO DO VINCI ESP

3. Presentation Topics
 Project Idea (Fair Trade)
 Project in eTwinning (online work)
 Training Firms
 Preparatory Meeting
 Integration into Curriculum
 Project Benefits

4. Project idea. Objectives
 Learning foreign languages by offering
fields like economics, marketing,
business, ethics
 Creating training or junior firms (real or
virtual)
 Recognizing the importance of ethical
aspects concerning economic
processes. Fair trade and sustainability

5. Project Meetings
 Alicante
 Tábor
 Bolungarvík
 Hamburg
 Luxembourg

6. Explanation about Fair Trade
 What's Fair Trade ?
 What are the products you can buy
in your country?

7. Questionnaire
Composition of a questionnaire by
the students (during the first meeting
in Alicante)
Survey organized with students,
teachers, friends and family
Results presented during the second
meeting in Tabor

8. Project in eTwinning
 TwinSpace as
portfolio
according to
topics
 Project diary
as project steps

9.  Online communication on TwinSpace
forum application
international groups
Fair Trade research in hometowns
output: FT video on YouTube

10.  Project online promotion
trailers on FlixTime
FairTrade songs
videos on YouTube
 Training firms business
Webnode created
firms, products,
transactions

11. Our training firms
 FairHokat (Austria)
They created an enterprise which was selling
goods for eating as chocolates, bananas,
clothes coming from Fair Trade business
 OA Trade (Czechia)
They deal with online selling Fair Trade
goods and services from Austria, Germany
and Luxembourg. They are an e-shop

12.  Café Horse (Iceland)
They created Café Horse selling Fair Trade
coffee and cakes in horsemanship areas of
Iceland
 Slang (Germany)
They created a school firm offering
language lessons via skype, cooperation
with real FT firm Glovico

13.  Impex (Luxembourg)
Impex was a firm dedicated to import-export fair
trade products and ethnic jewellery from
undeveloped countries
 Ethnica Vinci (Spain)
This firm produced their own designs of ethnic
jewellery and they bought as well in other
countries

14. Preparatory Meeting

15. Integration into Curriculum
Entrepreneurship - a lifelong learning model.
 Basic Idea of our school’s curriculum:
 Entrepreneurship is seen as a lifelong learning
model.
 Entrepreneurship and Sustainability – two
equally important learning goals
 Students learn to see problems from the small
business owner’s point of view.
 Students learn on the basis of projects. They
need/develop skills for project-based learning.
 Students are assessed on their performance.

16. Integration in School Curriculum
Year 10:
 Problem-based learning,
 compulsory focus: The Future of Europe
 students find/choose their own problem
 time allotted: two months (16-18 hours)
Year 11:
 Project-based learning
 compulsory focus: The Future of our Business World I
 time allotted: two months (16-24 hours)
Year 12:
 Project-based learning
 compulsory focus: The Future of our Business World II
 time allotted: two months (16-24 hours)

17. SCHOOL CURRICULUM and COMENIUS-PROJECT I
What did the Comenius-Project add to our
curriculum?
Young Entrepreneurs learn
 to use business English
 about intercultural differences
 the needs of continuous interaction and
communication
 to deal with frustration in interculturally tense
moments
 to solve problems in an international group
 to involve adults in their project

18. SCHOOL CURRICULUM and COMENIUS-PROJECT II
How did our students profit from the Comenius
Project?
Young Entrepreneurs
 are self-confident
 are aware of the importance of sustainability in
business
 take initiative
 developed a positive attitude towards Europe
 are critical consumers

19. LOVE FROM
BOLUNGARVÍK – ICELAND!

21. THANK YOU!
„The project has taught me so much; about Fair trade business, I
have learned to know a lot of new people, my English has got
much better, and I myself have developed personally by going
abroad. I am more seccure in speaking in front of others and have
more self confidence“.
Sigríður Magnea
„ I have learned to know new countries, I have got new friends and
can be in contact with them through the Internet, and I have also
developed a lot personally“.
Konrad
„It was a great experience to stay in another home and learn
about new habbits. Also practising English, learning to know a lot of
great people and experience the country I visited“.
Thelma

22. Teacher‘s view!
Being a teacher living in a rural area means it can be quite difficult to get retrained. It
can then be the cause of job dissatisfaction , which can then affect your teaching
ability. I personally was at this stage in my work. The comenius project has changes all
that. Since joining the project I have found my job satisfaction again and this reflexes
on my teaching. After each visit abroad I come back home full of new Ideas, which
have helped me becoming a better teacher and this benefits my students.
Thank you to the Comenius for the opportunity to travel , to get to know other
countries, people, their culture and customes. I have been able to see different sides
of my students, have seen them blooming, speak English like their own language og
just finding other ways to communicate. Finally I would like to say that since joining
the Comenius the self confidence of my students and I has increased more then I
could ever imagine which is one of the greatest benefits of this. My students will
benefit from this experience in the future. (Halldóra Dagný).

23. THANK YOU FOR LISTENING!
We´re now together in E5: