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B.E.L.L. Business Economics Language Learning


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Comenius/eTwinning school project 2010-12

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B.E.L.L. Business Economics Language Learning

  1. 1. B.E.L.L.Business EconomicsLanguage LearningComenius/eTwinning2010-12
  3. 3. Presentation Topics Project Idea (Fair Trade) Project in eTwinning (online work) Training Firms Preparatory Meeting Integration into Curriculum Project Benefits
  4. 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. 5. Project Meetings Alicante Tábor Bolungarvík Hamburg Luxembourg
  6. 6. Explanation about Fair Trade Whats Fair Trade ? What are the products you can buy in your country?
  7. 7. QuestionnaireComposition of a questionnaire bythe students (during the first meetingin Alicante)Survey organized with students,teachers, friends and familyResults presented during the secondmeeting in Tabor
  8. 8. Project in eTwinning TwinSpace as portfolio according to topics Project diary as project steps
  9. 9.  Online communication on TwinSpace forum application international groups Fair Trade research in hometowns output: FT video on YouTube
  10. 10.  Project online promotion trailers on FlixTime FairTrade songs videos on YouTube Training firms business Webnode created firms, products, transactions
  11. 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. 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. 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. 14. Preparatory Meeting
  15. 15. Integration into CurriculumEntrepreneurship - 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. 16. Integration in School CurriculumYear 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. 17. SCHOOL CURRICULUM and COMENIUS-PROJECT IWhat did the Comenius-Project add to ourcurriculum?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. 18. SCHOOL CURRICULUM and COMENIUS-PROJECT IIHow did our students profit from the ComeniusProject?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
  20. 20. 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 goingabroad. 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 andcan 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 learnabout new habbits. Also practising English, learning to know a lot of great people and experience the country I visited“. Thelma
  21. 21. Teacher‘s view!Being a teacher living in a rural area means it can be quite difficult to get retrained. Itcan then be the cause of job dissatisfaction , which can then affect your teachingability. I personally was at this stage in my work. The comenius project has changes allthat. Since joining the project I have found my job satisfaction again and this reflexeson my teaching. After each visit abroad I come back home full of new Ideas, whichhave 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 othercountries, people, their culture and customes. I have been able to see different sidesof my students, have seen them blooming, speak English like their own language ogjust finding other ways to communicate. Finally I would like to say that since joiningthe Comenius the self confidence of my students and I has increased more then Icould ever imagine which is one of the greatest benefits of this. My students willbenefit from this experience in the future. (Halldóra Dagný).
  22. 22. THANK YOU FOR LISTENING!We´re now together in E5: