"Creating Competent Citizens using 4Cs": an Erasmus+ project, type KA229, school partnerships for the area of general education.
Programa Erasmus+ del IES Fuentesaúco (Zamora) de España con centros de Polonia, Italia, Rumanía, Portugal y Suecia.
The Greek team had a positive experience during their second student mobility project in Spain. They participated in collaborative activities organized by the Spanish host school, including riddle solving, dancing, an escape room, and discussions about collaboration. The students also met with the Mayor of Torre Pacheco and visited the town of Cartagena. At the end of the week, the students said farewell at a dinner on the beach. In their reports, the Greek students described building bonds with Spanish and other European students despite language barriers. They appreciated the hospitality of their host families and communities and forming new friendships.
The students from Portugal shared their positive experiences from hosting students from other European countries as part of the Comenius Project meeting in Portugal. Key experiences mentioned included making new friends from other cultures, learning about new languages and places, enjoying organized activities and tours together, and viewing it as an unforgettable opportunity to experience different cultures and learn about their own culture.
1) Jeanette is from Germany and studied in Spain at the University of Cantabria for 5 months through the Erasmus program to improve her language skills and learn about Spanish culture.
2) As an auxiliary partner at UIMP, she enjoyed chatting with Spanish students over meals about their traditions, culture, history and shared experiences of young people.
3) She gained valuable insider perspectives on Spain and linguistic differences through her work.
The document summarizes a Comenius multilateral partnership project from 2010-2012 called "Let's CreEducate" that involved partners from Romania, Turkey, Slovenia, Spain, Bulgaria, Poland, Lithuania, and other countries. The project aimed to promote cultural diversity and appreciation of different national identities in Europe through creative teaching and learning methods. Students would develop skills like cooperation, communication, and understanding of other cultures. The first project meeting took place in La Coruna, Spain, and students commented positively about interacting with partners from other countries and visiting different places.
The document provides reflections from several students and teachers involved in the Comenius Project, an international educational exchange program. The summaries highlight the most positive aspects of the project, including:
1) Students enjoyed visiting partner countries, meeting new people, experiencing different cultures and customs, and practicing foreign language skills.
2) Preparing presentations and filming projects together fostered collaboration and learning.
3) Hosting foreign exchange students provided an immersive experience in other cultures in their home environments.
4) Most participants felt the project was a very positive experience that expanded their horizons and allowed them to develop lasting international friendships.
Portuguese students impressions from the meeting in Portugal 26-20 April 2017
Erasmus+ project "Creative Teaching and Learning"
Host school of the meeting- Eskola Secundaria Maria Amalia Vaz de Carvalho, Lisbon,Portugal
Collective evaluation report france studentsmira hamrit
The document provides an evaluation report from the second student exchange hosted in Varennes sur Seine, France from May 6-10, 2019. It includes summaries from representatives in France, Turkey, Italy, Spain, Finland, and the UK discussing the success of the exchange program. Activities included school visits, drama workshops, presentations on home countries and schools, workshops on EU institutions and history, language lessons, cultural excursions, and a farewell party. Students greatly benefited from experiencing a new culture and school system while making international friends. The exchange was well-organized and all partners felt very welcomed.
Disemination The activity of learning and exchange of good practicesThe strategic partnership project in Erasmus+, ACTION KA2LANGUAGE OF THE PHOTOS,Cotract Number: 2015-1-TR01-KA219-022153_5
Agrupamento de Escolas Augusto Cabrita, Barreiro, Portugalia06 – 10. 06. 2016
The Greek team had a positive experience during their second student mobility project in Spain. They participated in collaborative activities organized by the Spanish host school, including riddle solving, dancing, an escape room, and discussions about collaboration. The students also met with the Mayor of Torre Pacheco and visited the town of Cartagena. At the end of the week, the students said farewell at a dinner on the beach. In their reports, the Greek students described building bonds with Spanish and other European students despite language barriers. They appreciated the hospitality of their host families and communities and forming new friendships.
The students from Portugal shared their positive experiences from hosting students from other European countries as part of the Comenius Project meeting in Portugal. Key experiences mentioned included making new friends from other cultures, learning about new languages and places, enjoying organized activities and tours together, and viewing it as an unforgettable opportunity to experience different cultures and learn about their own culture.
1) Jeanette is from Germany and studied in Spain at the University of Cantabria for 5 months through the Erasmus program to improve her language skills and learn about Spanish culture.
2) As an auxiliary partner at UIMP, she enjoyed chatting with Spanish students over meals about their traditions, culture, history and shared experiences of young people.
3) She gained valuable insider perspectives on Spain and linguistic differences through her work.
The document summarizes a Comenius multilateral partnership project from 2010-2012 called "Let's CreEducate" that involved partners from Romania, Turkey, Slovenia, Spain, Bulgaria, Poland, Lithuania, and other countries. The project aimed to promote cultural diversity and appreciation of different national identities in Europe through creative teaching and learning methods. Students would develop skills like cooperation, communication, and understanding of other cultures. The first project meeting took place in La Coruna, Spain, and students commented positively about interacting with partners from other countries and visiting different places.
The document provides reflections from several students and teachers involved in the Comenius Project, an international educational exchange program. The summaries highlight the most positive aspects of the project, including:
1) Students enjoyed visiting partner countries, meeting new people, experiencing different cultures and customs, and practicing foreign language skills.
2) Preparing presentations and filming projects together fostered collaboration and learning.
3) Hosting foreign exchange students provided an immersive experience in other cultures in their home environments.
4) Most participants felt the project was a very positive experience that expanded their horizons and allowed them to develop lasting international friendships.
Portuguese students impressions from the meeting in Portugal 26-20 April 2017
Erasmus+ project "Creative Teaching and Learning"
Host school of the meeting- Eskola Secundaria Maria Amalia Vaz de Carvalho, Lisbon,Portugal
Collective evaluation report france studentsmira hamrit
The document provides an evaluation report from the second student exchange hosted in Varennes sur Seine, France from May 6-10, 2019. It includes summaries from representatives in France, Turkey, Italy, Spain, Finland, and the UK discussing the success of the exchange program. Activities included school visits, drama workshops, presentations on home countries and schools, workshops on EU institutions and history, language lessons, cultural excursions, and a farewell party. Students greatly benefited from experiencing a new culture and school system while making international friends. The exchange was well-organized and all partners felt very welcomed.
Disemination The activity of learning and exchange of good practicesThe strategic partnership project in Erasmus+, ACTION KA2LANGUAGE OF THE PHOTOS,Cotract Number: 2015-1-TR01-KA219-022153_5
Agrupamento de Escolas Augusto Cabrita, Barreiro, Portugalia06 – 10. 06. 2016
This document contains opinions from several Portuguese students about their experiences in the Comenius project. The students describe gaining new cultural understandings and forming strong friendships with other students. They highlight meaningful experiences like staying with host families in other countries and traveling abroad. The document also briefly outlines a Comenius meeting hosted in Sardoal, Portugal, and notes that participants were very satisfied. It concludes with a short section connecting the project's theme of religious tolerance to the legacy of Pope John Paul II and his relationship to the city of Fátima in Portugal.
The Greek mobility program hosted 19 students from Denmark, Finland, Sweden, and Spain at the 4th Gymnasium of Chania in Crete from September 29th to October 5th 2018. Over the course of four days, the students participated in a variety of cultural activities focused on sport, nature, culture, and gastronomy. The Greek students described their experience as hosting the international students as "life-changing" and "extraordinary" as it allowed them to form new friendships and open their perspectives to other cultures despite initial fears or discomfort with the language barrier. Many noted they had a far better time than expected and would like to participate in such a program again.
Lithuania the presentation about monthly activitiesEdita edita
The document summarizes the activities of the Velzys gymnasium students over the course of their first year participating in a flipped learning project using ICT. Key events included:
- Introducing the project to teachers and students and forming working groups
- Creating social media groups and an e-Twinning platform for collaboration
- Developing a project logo and board
- Attending meetings in Portugal, Italy, Spain, and Latvia where students presented on their culture and school
- Learning how to make digital materials like e-guides, movies, and postcards
- Gaining experience with intercultural exchange and improving English skills
The document outlines the goals and activities of the COMENIUS 2010-2012 project. The project aims to improve communication skills, foster European cooperation, and help students become engaged European citizens. Students will work in teams to create and solve mysteries about their own and partner countries' cultures. They will use ICT tools to share information and learn about different technologies. The goal is to give students a desire to learn about other cultures and visit other countries. Topics will include schools, cities, history, traditions, food, and more. Success requires interesting mysteries, good communication, teamwork, motivated students and teachers, cooperation, and some English. Participants are already motivated and it has been a great experience despite the rain.
The document summarizes a Comenius project involving schools from several European countries collaborating to learn about each other's cultures. Over the past school year:
1) The students initially introduced themselves by exchanging messages and photos. This helped them get to know one another before starting the project work.
2) They learned about the partner countries' locations, capital cities, currencies, and histories.
3) At various holidays, they exchanged cultural items like texts, presentations, gifts and pastries to learn how the holidays are celebrated in each place.
4) They had in-person meetings in Spain and Poland where they shared school work and experiences, made new friends, and learned directly about the host
The collective evaluation report summarizes the fourth virtual short term pupil exchange between schools in Italy, the UK, Turkey, France, Spain, and Finland from January 25th-29th, 2021. During the exchange, students from the participating schools presented on their schools and regions, participated in a talent show, performed drama scenes they had written, and played online games about artistic culture. Students evaluated the exchange activities and discussed uploading materials to the project's online magazine. Overall, the evaluations found that the virtual format allowed for more students to participate and enjoyed seeing each other's talents despite not meeting in person due to the COVID-19 pandemic.
Spanish students comments to the TIPS Spanish mobilityRafael Montero
Students who participated in a mobility program shared their experiences. Many said they enjoyed learning about other cultures, practicing foreign languages, and making new friends from different countries in Europe. Several said it was a great experience and they hoped to participate again in the future.
This document provides information about the activities of a Spanish team for the first term of the 2010-11 school year. It includes: creating a cap with the project and school logos; student introductory PowerPoints; student writings in the school's blog about topics like multiculturalism, video games, endangered animals, and a terrifying story; writing for an audio book; and creating posters about a famous Spanish writer. It also provides more details about some of the blog post topics and writings.
The document is a guidebook about teenagers and their future lives created as part of a Comenius school partnership project between schools in Germany, Italy, Latvia, Spain, and Turkey. It contains short texts written by students from each country about their expectations for the future before, during, and after participating in the international exchange project. The guidebook includes reflections on the importance of learning languages, traveling abroad, making new friends internationally, and gaining a broader perspective on different cultures and possible career paths. It serves to document how the students' views of their own futures may have changed as a result of taking part in the multinational educational experience.
Erasmus interview to the familys and students by gabriellaSanta Cruz
The student enjoyed participating in the Erasmus+ exchange program and found the experience life-changing. They formed strong bonds with their host family and other students. In particular, they appreciated learning about other cultures and improving their English skills. The host families, accompanying teachers, and activities were all rated highly. The student would recommend the experience to others and hopes to stay connected to the friends they made.
The document provides a summary of the author's experience with a cultural exchange program in Portugal. Some key points:
- The author was excited to be selected for the program and learned a lot from their teacher about the exchange.
- Their partner Catarina and her family made the author feel welcome and they enjoyed spending time together, taking photos.
- The author also had fun with their Italian friends and favorite teachers, feeling at home with their company during the trip.
- The cultural exchange was a beautiful and growth-enhancing experience that encouraged the author's appreciation for other cultures.
The document summarizes a multi-country partnership project called "Around Europe in 80 Days: A Bet for a G.E.T." where students from 9 European countries worked together over multiple years to raise environmental awareness and build models of green towns. The project involved students learning about environmental issues, creating a comic and illustrated lexicon, and investigating sustainable practices in their countries. Students testified that the project helped them make new friends, learn about other cultures, and develop their communication skills while also becoming more environmentally conscious.
The document summarizes a Comenius bilateral project between schools in Lithuania and Portugal that involved student and teacher exchanges to learn about traditional sports and healthy lifestyles. During their visit to Portugal, the Lithuanian students and teachers participated in activities like playing traditional games, visiting cultural sites in Lisbon, Beja and Evora, and taking a trip to Algarve where they swam in the ocean and visited a zoo. The Portuguese hosts and their warm hospitality left a strong impression on the visitors. Students from both countries strengthened their friendship and felt the exchange was a unique opportunity to learn about other European cultures.
This document describes a Comenius Learning Partnership project called "Tales for Peace" between 2011-2013. The project involved Hijas de Cristo Rey School in Spain and schools in Italy, Poland, and the Czech Republic. It aimed to promote intercultural education, European citizenship, and fighting racism through classroom activities such as presentations on each country, contests, workshops, and international meetings between students and teachers. Some of the activities described include creating PowerPoints about each school, sharing Christmas traditions through pictures, and discussions between students and senior citizens about Europe.
The document summarizes the activities and evaluation of a learning/teaching program involving students and teachers from multiple countries hosted in Greece. Over the course of five days, there were transnational meetings between coordinators to discuss the program, activities for students and teachers to work on a newspaper together, cultural excursions, and a farewell event. Participants completed evaluation questionnaires about their favorite parts of the program, communication, living with host families, and free time activities. The majority of visiting students responded positively about working together on the newspaper, interacting with all students regardless of origin, and getting to know the Greek students.
This document summarizes a two-year student exchange project between schools in Turkey, Poland, Slovakia, and Portugal focused on comparing teenage lifestyles, communities, social problems, and future job prospects between the past and present. The project involved student exchanges between the countries, where students collaborated on video, writing, and research projects. They also participated in recreational activities to learn about each other's cultures. The culminating event was burying a time capsule with their work for future generations.
- The project involved students from Turkey, Poland, Slovakia, and Portugal investigating lifestyles, interests, goals, and problems faced by teenagers and parents in Europe, both currently and historically.
- Over four semesters and multiple country visits, students completed assignments comparing past and present on topics like lifestyles, communities, social issues, and career opportunities.
- To conclude the project, each participating school buried a time capsule containing their work for future generations to discover.
The document summarizes a student's experience participating in a week-long work exchange program in Lugo, Galicia, Spain from November 6-13, 2016. Over the course of the week, the student visited local businesses, participated in Spanish language classes with other students, met with entrepreneurs, toured Santiago de Compostela, and completed a group work activity. The student expresses gratitude for hosting families and states they learned communication skills and teamwork through attending activities, calling the project a success.
Este documento describe un proyecto de educación para el desarrollo en el IES Fuentesaúco en Zamora. El proyecto busca promover la reflexión sobre la diversidad cultural local y la igualdad de género entre los estudiantes. Los estudiantes analizarán artículos, películas y escucharán testimonios sobre otras culturas para ampliar sus conocimientos. El proyecto incluye jornadas sobre derechos humanos, mujeres de diferentes culturas, y una conclusión sobre diversidad cultural e inmigración. El objetivo es luchar contra el
Este documento presenta proyectos de cómics y diseños creados por estudiantes de arte plástica en el IES Fuentesaúco durante el curso 2019-2020. Los estudiantes participaron en un proyecto llamado "Conectados en la distancia" para compartir sus historias a través de sus creaciones artísticas.
This document contains opinions from several Portuguese students about their experiences in the Comenius project. The students describe gaining new cultural understandings and forming strong friendships with other students. They highlight meaningful experiences like staying with host families in other countries and traveling abroad. The document also briefly outlines a Comenius meeting hosted in Sardoal, Portugal, and notes that participants were very satisfied. It concludes with a short section connecting the project's theme of religious tolerance to the legacy of Pope John Paul II and his relationship to the city of Fátima in Portugal.
The Greek mobility program hosted 19 students from Denmark, Finland, Sweden, and Spain at the 4th Gymnasium of Chania in Crete from September 29th to October 5th 2018. Over the course of four days, the students participated in a variety of cultural activities focused on sport, nature, culture, and gastronomy. The Greek students described their experience as hosting the international students as "life-changing" and "extraordinary" as it allowed them to form new friendships and open their perspectives to other cultures despite initial fears or discomfort with the language barrier. Many noted they had a far better time than expected and would like to participate in such a program again.
Lithuania the presentation about monthly activitiesEdita edita
The document summarizes the activities of the Velzys gymnasium students over the course of their first year participating in a flipped learning project using ICT. Key events included:
- Introducing the project to teachers and students and forming working groups
- Creating social media groups and an e-Twinning platform for collaboration
- Developing a project logo and board
- Attending meetings in Portugal, Italy, Spain, and Latvia where students presented on their culture and school
- Learning how to make digital materials like e-guides, movies, and postcards
- Gaining experience with intercultural exchange and improving English skills
The document outlines the goals and activities of the COMENIUS 2010-2012 project. The project aims to improve communication skills, foster European cooperation, and help students become engaged European citizens. Students will work in teams to create and solve mysteries about their own and partner countries' cultures. They will use ICT tools to share information and learn about different technologies. The goal is to give students a desire to learn about other cultures and visit other countries. Topics will include schools, cities, history, traditions, food, and more. Success requires interesting mysteries, good communication, teamwork, motivated students and teachers, cooperation, and some English. Participants are already motivated and it has been a great experience despite the rain.
The document summarizes a Comenius project involving schools from several European countries collaborating to learn about each other's cultures. Over the past school year:
1) The students initially introduced themselves by exchanging messages and photos. This helped them get to know one another before starting the project work.
2) They learned about the partner countries' locations, capital cities, currencies, and histories.
3) At various holidays, they exchanged cultural items like texts, presentations, gifts and pastries to learn how the holidays are celebrated in each place.
4) They had in-person meetings in Spain and Poland where they shared school work and experiences, made new friends, and learned directly about the host
The collective evaluation report summarizes the fourth virtual short term pupil exchange between schools in Italy, the UK, Turkey, France, Spain, and Finland from January 25th-29th, 2021. During the exchange, students from the participating schools presented on their schools and regions, participated in a talent show, performed drama scenes they had written, and played online games about artistic culture. Students evaluated the exchange activities and discussed uploading materials to the project's online magazine. Overall, the evaluations found that the virtual format allowed for more students to participate and enjoyed seeing each other's talents despite not meeting in person due to the COVID-19 pandemic.
Spanish students comments to the TIPS Spanish mobilityRafael Montero
Students who participated in a mobility program shared their experiences. Many said they enjoyed learning about other cultures, practicing foreign languages, and making new friends from different countries in Europe. Several said it was a great experience and they hoped to participate again in the future.
This document provides information about the activities of a Spanish team for the first term of the 2010-11 school year. It includes: creating a cap with the project and school logos; student introductory PowerPoints; student writings in the school's blog about topics like multiculturalism, video games, endangered animals, and a terrifying story; writing for an audio book; and creating posters about a famous Spanish writer. It also provides more details about some of the blog post topics and writings.
The document is a guidebook about teenagers and their future lives created as part of a Comenius school partnership project between schools in Germany, Italy, Latvia, Spain, and Turkey. It contains short texts written by students from each country about their expectations for the future before, during, and after participating in the international exchange project. The guidebook includes reflections on the importance of learning languages, traveling abroad, making new friends internationally, and gaining a broader perspective on different cultures and possible career paths. It serves to document how the students' views of their own futures may have changed as a result of taking part in the multinational educational experience.
Erasmus interview to the familys and students by gabriellaSanta Cruz
The student enjoyed participating in the Erasmus+ exchange program and found the experience life-changing. They formed strong bonds with their host family and other students. In particular, they appreciated learning about other cultures and improving their English skills. The host families, accompanying teachers, and activities were all rated highly. The student would recommend the experience to others and hopes to stay connected to the friends they made.
The document provides a summary of the author's experience with a cultural exchange program in Portugal. Some key points:
- The author was excited to be selected for the program and learned a lot from their teacher about the exchange.
- Their partner Catarina and her family made the author feel welcome and they enjoyed spending time together, taking photos.
- The author also had fun with their Italian friends and favorite teachers, feeling at home with their company during the trip.
- The cultural exchange was a beautiful and growth-enhancing experience that encouraged the author's appreciation for other cultures.
The document summarizes a multi-country partnership project called "Around Europe in 80 Days: A Bet for a G.E.T." where students from 9 European countries worked together over multiple years to raise environmental awareness and build models of green towns. The project involved students learning about environmental issues, creating a comic and illustrated lexicon, and investigating sustainable practices in their countries. Students testified that the project helped them make new friends, learn about other cultures, and develop their communication skills while also becoming more environmentally conscious.
The document summarizes a Comenius bilateral project between schools in Lithuania and Portugal that involved student and teacher exchanges to learn about traditional sports and healthy lifestyles. During their visit to Portugal, the Lithuanian students and teachers participated in activities like playing traditional games, visiting cultural sites in Lisbon, Beja and Evora, and taking a trip to Algarve where they swam in the ocean and visited a zoo. The Portuguese hosts and their warm hospitality left a strong impression on the visitors. Students from both countries strengthened their friendship and felt the exchange was a unique opportunity to learn about other European cultures.
This document describes a Comenius Learning Partnership project called "Tales for Peace" between 2011-2013. The project involved Hijas de Cristo Rey School in Spain and schools in Italy, Poland, and the Czech Republic. It aimed to promote intercultural education, European citizenship, and fighting racism through classroom activities such as presentations on each country, contests, workshops, and international meetings between students and teachers. Some of the activities described include creating PowerPoints about each school, sharing Christmas traditions through pictures, and discussions between students and senior citizens about Europe.
The document summarizes the activities and evaluation of a learning/teaching program involving students and teachers from multiple countries hosted in Greece. Over the course of five days, there were transnational meetings between coordinators to discuss the program, activities for students and teachers to work on a newspaper together, cultural excursions, and a farewell event. Participants completed evaluation questionnaires about their favorite parts of the program, communication, living with host families, and free time activities. The majority of visiting students responded positively about working together on the newspaper, interacting with all students regardless of origin, and getting to know the Greek students.
This document summarizes a two-year student exchange project between schools in Turkey, Poland, Slovakia, and Portugal focused on comparing teenage lifestyles, communities, social problems, and future job prospects between the past and present. The project involved student exchanges between the countries, where students collaborated on video, writing, and research projects. They also participated in recreational activities to learn about each other's cultures. The culminating event was burying a time capsule with their work for future generations.
- The project involved students from Turkey, Poland, Slovakia, and Portugal investigating lifestyles, interests, goals, and problems faced by teenagers and parents in Europe, both currently and historically.
- Over four semesters and multiple country visits, students completed assignments comparing past and present on topics like lifestyles, communities, social issues, and career opportunities.
- To conclude the project, each participating school buried a time capsule containing their work for future generations to discover.
The document summarizes a student's experience participating in a week-long work exchange program in Lugo, Galicia, Spain from November 6-13, 2016. Over the course of the week, the student visited local businesses, participated in Spanish language classes with other students, met with entrepreneurs, toured Santiago de Compostela, and completed a group work activity. The student expresses gratitude for hosting families and states they learned communication skills and teamwork through attending activities, calling the project a success.
Este documento describe un proyecto de educación para el desarrollo en el IES Fuentesaúco en Zamora. El proyecto busca promover la reflexión sobre la diversidad cultural local y la igualdad de género entre los estudiantes. Los estudiantes analizarán artículos, películas y escucharán testimonios sobre otras culturas para ampliar sus conocimientos. El proyecto incluye jornadas sobre derechos humanos, mujeres de diferentes culturas, y una conclusión sobre diversidad cultural e inmigración. El objetivo es luchar contra el
Este documento presenta proyectos de cómics y diseños creados por estudiantes de arte plástica en el IES Fuentesaúco durante el curso 2019-2020. Los estudiantes participaron en un proyecto llamado "Conectados en la distancia" para compartir sus historias a través de sus creaciones artísticas.
The document summarizes activities from the 2018-2019 school year at IES Fuentesaúco in Spain. It describes trips taken by students to Poland, Portugal, and Italy where they learned about communication, cooperation, critical thinking and creativity. While in Poland, the students participated in a logo competition where an Italian student's design was selected as the winner. During their trip to Portugal, the focus was on communication and in Italy students analyzed how their country has changed before and after joining the European Union through critical thinking.
La graduación del 2o Bachillerato del curso 2018-2019. El documento trata sobre la ceremonia de graduación de los estudiantes que completaron el segundo año de bachillerato durante el curso escolar 2018-2019.
Proyecto de Plástica IES Fuentesaúco. Humanae-Angélica Dass. Susana Arroyo
El documento trata sobre un proyecto educativo llamado "Humanae" que busca promover la igualdad, inclusión e identidad a través del arte visual y audiovisual. El proyecto es parte de la asignatura de Educación Plástica en el IES Fuentesaúco durante el curso 2018-2019.
Taller cambio climatico en IES Fuentesaúco. Nov18Susana Arroyo
El documento describe un taller educativo sobre el cambio climático impartido por Ana Payo Payo en el IES Fuentesaúco. Los estudiantes se dividieron en grupos para compartir ideas sobre el cambio climático y proponer soluciones, luego discutieron si sus propuestas eran factibles. Al final, los estudiantes aprendieron que pueden hacer algo para luchar contra el cambio climático.
This document outlines a proposed Erasmus+ project by IES Fuentesaúco school in Spain to develop students' skills in collaboration, communication, critical thinking, and creativity (4C's) through exploring the cultural heritage of partner schools from 2018-2020. The rural school has 180 students aged 12-18 and has participated successfully in previous European exchange programs. For this project, 12 teachers and 30-35 students will examine how cultural heritage from the past, present and future relates to selected UN global goals, with the aim of creating competent citizens through international cooperation.
Los alumnos de ESO del IES Fuentesaúco crearon objetos decorativos e instrumentos musicales a partir de materiales reciclados en asignaturas como Tutoría, Plástica, Tecnología y Música, tanto en proyectos individuales como de grupo, como parte del proyecto "CREEmos reUTIL.es" con el objetivo de exponerlos en el centro y promover los ODS.
Las ilustraciones muestran trabajos de alumnos de primer año de la educación secundaria obligatoria en la asignatura de plástica, donde a través del arte y la ilustración fomentan la lectura y la cultura entre los estudiantes.
Fotos graduación IES Fuentesaúco24 mayo 2018Susana Arroyo
El documento habla sobre la reunión del consejo de administración del 24 de mayo de 2018. Se discutieron los resultados financieros del primer trimestre y se aprobaron dos nuevas contrataciones para el departamento de marketing.
El documento habla sobre un viaje escolar a los lugares históricos de Sto Domingo de Silos y Clunia el 10 de mayo de 2018 con estudiantes del IES Fuentesaúco.
Este documento presenta los nombres de 18 estudiantes de 1o ESO que participaron en un reto de dibujar sobre los derechos humanos. Los estudiantes son de las clases 1o A y 1o B.
Este documento presenta un proyecto educativo llamado "Mi mundo, mi hogar" que incluye varias pruebas numeradas de 2 a 13 para evaluar diferentes aspectos del proyecto.
Presentación gala" implicaODS por la Paz". Enero 18Susana Arroyo
El documento resume las actividades de varios grupos de alumnos de diferentes cursos de ESO, incluyendo presentaciones musicales, videos, charlas y performances sobre temas de cultura, migración e historias inspiradoras. Concluye agradeciendo a todos los estudiantes por su participación en las diversas actividades.
El documento habla sobre el consumo energético en el hogar. Explica que la energía proviene principalmente de centrales eléctricas y llega a las casas a través de líneas eléctricas. También describe los principales usos de la electricidad en el hogar y hace hincapié en la importancia del ahorro energético.
Este documento resume los principales tipos de energía y sus fuentes. Explica que la energía se transforma pero no se crea ni destruye, e identifica las fuentes de energía renovables como la solar, eólica, hidráulica y geotérmica, y no renovables como el petróleo, carbón y gas natural. También describe los tipos de energía utilizados comúnmente en el hogar, incluyendo la eléctrica, térmica, química y solar.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Newsletter 1 4 cs
1. Creating Competent
Citizens using 4Cs
After our project had been approved, all partner schools announced the project on
school project boards and informed and motivated students to apply. Coordinators
created the project in the Google Classroom and in Twinspace.
Newsletter #1
Creating Competent Citizens using 4Cs is an Erasmus+ project, type KA229, school
partnerships for the area of general education. The project focuses on developing
the most needed skills in contemporary education - collaboration, communication,
critical thinking, creativity - finding new ways of introducing them in school and out
-of-school work of students and teachers.
Partners in the project are the following schools:
Istituto Istruzione Secondario Superiore "Ruggero II", Italy
I Liceum Ogolnoksztalcace im. Wladyslawa Broniewskiego w Boleslawcu, Po-
land
Agrupamento de Escolas de Muralhas do Minho, Portugal
Colegiul National Nicu Gane, Romania
IES Fuentesaúco, Spain
Djäkneparksskolan, Sweden
The first activity of the project was the introduction of the students on a Padlet. They
wrote about themselves and posted some photos.
Visit our Twinspace
2. LOGO COMPETITION
The criteria for the competition had been determined and each school chose a logo.
Logo proposals
Before Christmas, an eTwinning group, a Twinspace and an Instagram were creat-
ed. Each team made a video that showed the country’s stereotypes about their own
nation and their vision of other nations that take part in the project.
You can find the vídeos
on the Padlet.
3. The official logo has been chosen!
Congratulations to the Italian
team!
From 23rd to 25nd January 2019, the Por-
tuguese partner hosted the first mobility
and welcomed 26 foreign students and 13
teachers. Students were accommodated
in the host students' homes and teachers
stayed at a hotel.
As the aim of the project is to develop the
four skills, the topic of the meeting was to
find out who we are. The Portuguese host
prepared a three-day meeting plenty of
activities to enhance cooperation.
The host school’s principal welcomed all
the guests and participants. Then, the
students and teachers from partner
schools presented their schools and their
towns, mostly in short and entertaining
videos. Later, Portuguese students in-
volved in the project gave a visiting tour
of their school to all the guests showing
them school facilities and some lessons.
After lunch, all the teams took part in
outdoor activities boosting cooperation: a
scavenger hunt in the fortress of Valença.
The next day the host teachers organised
a trip to Porto where outdoor activities
were performed to discover the city.
The third day was spent at the host
school. All the teams worked together to
enhance cooperation and learnt to carry
out various online tasks. We worked with
Kahoot, Quizzlet, Mentimeter Padlet and
Tridicer.
Later, the main coordinator of the project
presented the results and conclusions of
the questionnaire answered by the major-
ity of the students taking part in the pro-
ject. It was done online as a task on the
Google Classroom and checked students'
knowledge about the 4 Cs.
4. In the afternoon, we had lots of fun and
happy moments at the farewell get-together
for students, teachers and host families
where we celebrated this new partnership
and new friendships with music and food.
Enriched with new experiences, enthusiasm
and appreciation, we look forward to the
next mobility that will be held in Italy in
April 2019.
The meeting through student’s eyes
Aleksandra , Poland
All the trip was amazing, I don't know what
was the best. I think the most things we
learnt were from the Portuguese because of
their welcoming. Now I can say that the
people in this country are really friendly and
drink a lot of coffee. Students have a great
sense of humour and are enthusiastic. You
have great sweets (pasteis de nata!!!!) and
you speak English very well. Anyway there
was a great atmosphere and I had great fun
and learnt a lot. My English went so fluently
that I even started to speak to my friend
from school in English! Thank you for every-
thing!
Angela, Spain
The best part of the trip was meeting other European students like us. I really en-
joyed the trip to Tui when we could meet each other.
Noelia, Spain
During the trip, I felt like ho-
me! I was really happy with
my host family and friends. I
am looking forward to seeing
them all again.
5. Martina, Italy
The trip was amazing, it was a nice experi-
ence and I didn't expect to face it in this
positive way. They welcomed us in a fantas-
tic way, very warm, helpful and nice to all
of us. I met people similar to me with
whom I immediately made friends and dis-
covered common interests.
I learned that Portuguese people drink a lot
of coffee and like to stay out with friends all
day, they like parties and they have a great
sense of humour.
I enjoyed the city even if it is a small one
and I fell in love with Porto and the bridge
that leads to Spain, amazing!
I would have liked to know better the stu-
dents from other countries but those I met
were very nice and I'll miss them all.
It was a wonderful experience and I recom-
mend it to everyone. Thanks to all of you
for everything and hope to meet you again!
Bianca, Romania
It was honestly one of the best
weeks in my life. I had the chance
to meet some awesome people and
make friends in a really short time.
Everybody was very nice and we all
got along so well despite all the
cultural differences. Also, all the
activities were very interesting and
we got the chance to learn some
new things that might be useful
someday.
The country is absolutely beautiful
and I can say that Porto is officially
one of my favourite cities.
Maks, Poland
I'm glad we spent this time with al-
most no disputes, in a friendly at-
mosphere. I appreciate the chit-
chats, the balmy weather, the food,
and I could go on and on ;). I really
need to revisit Portugal some day.
Elena, Spain
It was better than I expected. I prac-
tised a lot of English and met a lot
of European students who are like
us!
6. Oliver, Sweden
The trip to Portugal was amazing! I had a lot fun and I learned a bunch of new
things. It was great to spend some time with all of you guys and get to know you. It
was also interesting to discover new cultures and norms from the other countries.
The program we had was good and you had time to socialize with the other students
but also to spend time with your host family. I really appreciate the hospitality and
kindness of my host family and we had a lot of fun together. It was a great time to
develop my collaborating skills and to improve my English in real life situations not
just in school.
Mary, Italy
The meeting in Portugal is one of the most interesting experiences I’ve ever had.
Being able to discover and get to know new cultures and customs, especially the
Portuguese ones, is one of the many things I’ve enjoyed while being there.
I had a lot of fun doing the treasure hunts, despite of the rainy weather on the first
day. The trip to Porto was what I liked the most: I took lots of photos there because
it is really a charming city!
It was a pleasant experience that taught me many things and, above all, left me with
many memories. I surely won’t forget it!
Esperanza, Spain
We learned a lot in a funny way: in Porto we saw real-
ly interesting things during the scavenger hunting,
taking pictures with silly poses. And in class playing
the collaborative games and watching the videos!
Read the rest of the
texts on the Padlet