kontakt z koordynatorami
email@example.com - Rumunia;
firstname.lastname@example.org - Hiszpania;
email@example.com- Bułgaria; firstname.lastname@example.org - Bułgaria;
email@example.com - Finlandia;
firstname.lastname@example.org - Polska;
email@example.com - Szwecja;
firstname.lastname@example.org - Turcja
Our school is located in Lubelski region which is generally the rural area- one of the poorest in Poland. Puławy is a town which used to be industrial area but has suffered an industrial collapse with the closing down or bankrupt of many important companies in the town. A lot of parents of our students have been made redundant and have difficulty in finding new jobs. Many pupils have only one parent or relative who take care about him/her as the others have to migrate abroad. For a lot of students the participation in Comenius projects is the only way how to get in touch with students from other countries and thus experience Europe. Students from Puławy usually do not find jobs in the region so they stay in the capital and thus Lubelski region is constantly faced with unemployment and migration. Puławy is a town which is facing a process of economic restructuring. This has had a negative impact on part of the population and has led to unemployment and migration from rural areas, or to western countries in search of employment.
In our school there is a percentage of pupils confronted with hardship because their parents are unemployed/have low income or are left to work abroad. They are raised by their grandparents or relatives who substitute the parents working abroad.
Many of the pupils have learning difficulties and problems in their intellectual development (ADHD, dyslexia). To involve them in the project we are going to prepare different end products so pupils with special educational needs could take equal part in the project.
We also have in our school special integrated class with pupils with special needs as they are physically disabled.
We need to open our school to the social environment, to enrich our curriculum with interesting and innovative activities and to expose our students to European ways of thinking.
Primary School number 11 is a government school, located in Puławy in south-east part of Poland.
It is co-educational primary school which offers education from Primary 1 to Primary 6 level.
It is situated on Legionu Puławskiego street no 8, 24-100 Puławy.
Telephone: +48 81 887 12 02
There are in our school: 530 learners from 7-12 and 60 teachers.
Our school's patron is very famous Polish novelist Henryk Sienkiewicz.
The school motto is “We look Ahead”. Main aims:
S t u d y - nauka
M o b i l i t y - mobilność
A c t i v i t i e s - działania
S p o r t - sport
H e a l t h - zdrowie
Principal - Mr Mirosław Kamola
Vice Principal - Mrs Grażyna Lewtak
Vice Principal - Mrs Anna Daniszewska
Information about the school:
School fulfils didactic and tutorial activities during 6 years of learning, divided into 2 stages: first stage I-III grades, second stage IV-VI grades. The school is cooperating with different institutions and organisations in order to form optimal learning and tutorial conditions, help parents, pupils. The basis for school teaching plan is a document for public schools established by education minister. It states particular number of hours per week for each stage of education. For the economic and administration service is responsible education department in town hall.
Aims and activities of school.
School has tutorial programe which:
- prefers moral standards and helps families in bringing up children and pupils
- promotes their spiritual, moral, cultural, mental and physical development
- prepares them for the opportunities, responsibilities and experiences of adult life
It also prevents social patology, addictions relying on school prevention programes adjusted to environment and pupils requirements.
The school year is divided in two terms. Pupils take part in obligatory didactic-tutorial classes during which particular educational subjects are taught. At school is evaluation, grading and classifying system based on laws of Education Minister. The behaviour evaluation is done according to school evaluation system.
Lessons start at 8 a.m. The break between last 10 minutes, after 5th lesson the break is 15 minutes long. School finishes at 4 p.m.
The elements in school’s tradition:
- national flag
- national anthem
- school anthem
- the celebration of pledge of 1st class pupils
In the school there are:
- computer classrooms,
- Polish ,
- English ,
- Maths ,
- Religion Education classrooms,
- sport's fields,
- dining room serving good two-dish meals
- school shop
- swimming pool.
Szwecja - www2.pedc.se/hermodsdal/
Hermodsdalsskolan is a primary school in a suburban part of Malmö where 80 percent of the inhabitants are immigrants with a variety of cultures, languages and traditions. Problems such as high level of unemployment, crime and substance abuse are frequently represented within the area. The major part of the pupils in our school are immigrants or have an immigrant/refugee background and they come from 33 different countries, most of them outside of Europe, and they speak 25 different languages. 90 percent of the pupils have another mother tongue than Swedish and they show great disadvantages using Swedish in their education and learning foreign languages. Since language skills are of crucial importance for a successful participation in the society and to avoid social exclusion, we have always tried a variety of methods improving our pupils’ achievements in our school. A part of our work is concentrated to intercultural cooperation. Hermodsdalsskolan's previous experience in European cooperation has been used for improving the pupil’s language skills and for helping them to integrate into society. After participating in previous projects we have realized that European cooperation generally leads to a social and cultural understanding and acceptance for other cultures in our pupils. Improving the European awareness seems to be an important issue for pupils coming from countries outside of Europe. We want to take part in this Partnership because we are expecting a positive impact on our pupils and staff involved. It would also be an important step towards better education, improved language skills and enhanced ability to cover the social gaps.
Hiszpania - http://www.xtec.cat/ceip-estel-stguim/
We are interested in taking part in a Comenius Project (2012-14) to share different kinds of education experiences.
We represent a small village school, located in Sant Guim de Freixenet (near Barcelona), with about 18 teachers and 100 students. Some of them are immigrants but they are completely integrated into the national school system. This is an agricultural area with low industry and job opportunities, so the predominant socio-economical level is medium-low. Therefore, our participation in this project would offer an opportunity for future generations to broaden their minds and aspire to employment outside the agricultural field.
Needless to say, we have not had any previous experience with this kind of projects and are eager to take part in order to further the staff’s and student’s understanding of other countries’ education systems and, moreover, their languages and cultures. We have a great interest in coming into contact with like-minded professionals who can throw light on their personal experience in English language teaching and learning, including the use of Information and Communication Technologies. The new materials we hope to acquire will afford us the opportunity to improve the level of English in our primary school.
We believe our main contribution to this project lies in the fact that over the past two years we have been working from a different point of view: our aim is to encourage knowledge in a practical sense and, for this reason, we have started to move away from a more traditional outlook to embrace a system where the children are encouraged to be more involved in their own learning process. In the English class, for example, students are motivated from an early age to speak more than in previous decades because we realise the importance of communication in our technologically-minded modern society. We would like to think that other academic institutions could benefit from our outlook where learning is not only a question of memory but also experimenting.
Finlandia - www.espoo.fi/kirkkojarvenkoulu
Kirkkojärven koulu is a comprehensive school in which we have pre-school,primary school and lower secondary school under the same roof. Our school building is new and it won an international archtitect contest last year.We would like to be a partner school in this project because the topic is about cultural differences and we are very much interested in them. In our school we have 26 different native languages and quite many migrants and refugees from all over the world. We have also classes for pupils with special needs: for those with emotional problems or learning problems. We have a lot of experience of integrating pupils with special needs or immigrant pupils in normal classes. We have participants at risk of social exclusion and migrants and refugees. They would for sure take the full advantage of this kind of project together with our Finnish pupils and our Comenius partner schools.
Hassa İnönü İlköğretim Okulu is situated in a rural area connected to Hatay city. Hatay is a city in the south of Turkey. It has a pleasure climate with dry and hot summers; rainy and warm winters. Hatay has also very historical and natural beauties worth to seeing. People from various religions,origins and cultures live in peace in the province.
We are a crowded school with 800 students aged between 4-14 and 22 teachers. Our teachers are generally young and energic so they are always ready to work for their students.
The students are in a bad economical condition. The parents are generally farmers in Hassa (the rural area that our school is situated)and at the harvest time the students have to help their parents. The students don't go to school at these periods . The other important percent of the parents are seasonal worker. They have to go to other cities even other countries to earn money. So the children are raised without father care. Hassa city has also deficiency in social facilities. Most of the students haven't gone to cinema or theatre yet. Internet is also limited and there are limited ways to introduce students with other people, lives, cultures and other worlds. The students are curious and open to new ideas. They are hardworking and responsible ,too. So by involving in this Comenius project, our students will have the chance to experience their dreams. The students will meet new people, have the opportunity to communicate in a foreign language and introduce their lives and cultures to others. These will change their mind about life. We don't have any experiences in such projects but l am sure that this will be a good start for us.
Veliko Tarnovo is one of the most beautiful Bulgarian cities, one of the first Bulgarian capital and now many tourists from all over the world visit it. The town has a unique beauty with the houses put one above one; with wonderful turns of Iantra River and its historical castles.
Kindergarten "Sun" was opened in 1965 and is located in the center of Veliko Tarnovo. The location of the kindergarten, its proximity to all cultural institutions and the administrative center and highly qualified teaching staff, good socio-psychological climate in it, provide a good attendance of children and make it the preferred by parents.
In Kindergarten, "Sun" employs 22 people, including 21 women and 1 man, of which 12 are teaching staff and 10 - non-teaching.
With the help of parents of kindergarten "Sun" is with entirely renewed wardrobe of costumes for holidays and recreation; yard is landscaped and furnished with new benches and tables for drawing and recreation, , two glazed terraces; 3 computers and 2 plasma screens.
Main objective is to build a positive educational environment, education,which gives the children a sense of security, confidence and self approved, identification and development of the creative possibilities of children with more and more diverse forms of expression / example, creating workshops of interest: "Draw us," "working hands", "Sing and Dance", "The Theatre", "sports with me" and etc. / To support and enrich the educational process with various forms, methods and tools, kindergarten could seek cooperation with other cultural institutions, puppet theater, children's library, as well as representatives of the artistic intellectuals.
In these directions the partnership with colleagues from European schools will enrich children’ knowledge for the holidays, children's positive emotions associated with them, the European dimension of the entity. To know some of famous Bulgarian people is important to train our children and to know each others with our partners.
We suggest: Cyril and Methodius, Aleko Konstantinov and Prof. Dimitar Paskov.
Christmas and Easter are the most beloved children of family holidays, the most colorful and lively festivals and activities.
Common work with partners from European countries will enrich our children and make them happier.
Let's know each and other letter, celebrate Christmas and Easter together and become friends forever.
Rumunia - www.clubzimnicea.piczo.com
CLUBUL COPIILOR ZIMNICEA
LUBUL COPIILOR ZIMNICEA
A state non-formal education institution, belongs to the Minister of Education and is situated in the most southerly point of Romania, 15000 inhabitants, port to the Danube, in an agricultural area which was declared for at least 10 years as Disadvantaged Area (HG 1280 from 7 December 2000/ M.Of. nr. 661/15.12. 2000). The population is mostly composed by old people, youth and children, the middle age people migrate to Italy, Spain and other European countries for work, also, are around 400 Gipsy families.
Work with children aged 5-18 years old, from all 5 schools in the town to discover and develop their talents, skills and practical abilities, offering to them an interesting and educative way to spend their free time, after normal classes in schools. Being in a agricultural and isolated area, usually families transmitted to children a lot of prejudices, fear of new, intolerance towards those who are not like them.
Our objectives are:
- develop social skills and knowledge for communication in foreign languages, awareness of European multi-cultural existence and promote tolerance, mutual and intercultural understanding
- promote performance, create leadership qualities, personal development and promotes involvement and sense of responsibility toward others.
- stimulate creativity, initiative, ingenuity, improvise and promote good ideas in international education through games
- promote positive competition through cooperative games which arouse feelings of support and membership of the group and develop skills of self evaluation taking into account the progress they made
- exchange experiences and information about European dimension in teaching and pedagogical methods
- share all these activities and results with teachers and children in town and make school activities more attractive
By the project will communicate, meet people, see and understand new things, all these help children to develop and learn about new kinds of career options, new job possibilities which are very different from what they find in their agricultural area, will be more friendly, with much greater foreign language abilities, more tolerant, more cooperative, with new visions about their life and also better understanding of the European dimension of their citizenship, team work, leadership, make new friends, be proud about their culture and history heritage.