Project Description

  • The Description of the Erasmus+ project “Ecological Literacy” 2016-2018

    Through this project, the pupils and the teachers will continue to develop their learning skills in a European context, by working with their partners from other countries in order to achieve the results and the objectives. The results of the project will have a multidisciplinary and a trans-disciplinary character, they will be integrated into the curriculum and they will include pictures, descriptions of activities at some local and national events that involved the schools which will take part, promoting Erasmus + Program. By means of the project, with the active participation of the pupils, we intend to organize seminars on renewable energy and 3R (reduce, reuse, recycle), which have a critical effect on awareness of the importance of environmental exhibitions in schools or malls with drawings of pupils. The local authorities will be invited to events to raise awareness and promotion among the masses. Seminars and exhibitions will be recorded on DVD, then multiplied and distributed to increase the project impact. Innovation and creativity of pupils will be promoted and highlighted by this project. We will show pupils that recycling is a solution to prevent contamination and in this way to save. The organizing of meetings in partner schools, the participating pupils and teachers in mobility and training their desire to learn foreign languages will help achieve the objective. This partnership will be an important step for partners towards a deeper, more intense and longer lasting European cooperation. By knowing other European realities and ways of working in the cultural, educational and global warming, it will be a way to put into perspective our own way of seeing and doing things. In this regard, the pupils and teachers will have many new impulses for personal development and local employment, will gain a strong motivation for language learning. We will produce a booklet of poems about the environment, a calendar, a best practice guide, a journal of the project, a booklet of seminars and conferences green, a review of the project, a brochure in PDF with published project articles and other final products. Each school has its responsibilities in this regard, already mentioned in the Application Form.

    Mircea Botiș, teacher, "Constantin Noica" High School Sibiu

    Descrierea proiectului Erasmus+ 2016-2018 „Alfabetizare Ecologică”

    Prin intermediul acestui proiect, elevii și profesorii vor continua să își dezvolte abilitățile de învățare într-un context european, colaborând cu partenerii lor din alte țări, în scopul de a realiza rezultatele și obiectivele stabilite. Rezultate proiectului vor avea un caracter multidisciplinar și transdisciplinar, vor fi integrate în programa școlară și vor conține imagini, descrieri ale activităților desfăşurate la evenimentele locale și naționale la care școlile implicate vor lua parte, promovând programul Erasmus +. Prin intermediul proiectului, cu participarea activă a elevilor, ne propunem să organizăm seminarii despre energia regenerabilă și 3R (reduce, reutilizează, reciclează), care au un efect esențial asupra conştientizării importanţei mediului, expoziții în școli sau mall-uri cu desene ale elevilor. Autoritățile locale vor fi invitate la evenimentele organizate pentru a crește gradul de conștientizare și promovare în rândul maselor. Seminariile și expozițiile vor fi înregistrate pe DVD, multiplicate apoi și distribuite pentru a crește impactul proiectului. Inovația și creativitatea elevilor vor fi promovate și relevate prin acest proiect. Vom arăta elevilor că reciclarea materialelor este o soluție pentru a preveni contaminarea și, în acest fel, pentru a economisi. Realizarea de întâlniri în școlile partenere, participarea elevilor și a profesorilor noștri la mobilităţi și formarea dorinței de a învăța limbi străine vor contribui la atingerea obiectivului. Acest parteneriat va fi un pas important pentru parteneri către o cooperare europeană mai profundă, mai intensă și mai durabilă. Cunoașterea altor realități europene și modalități de lucru în domeniul cultural, educațional și pe tema încălzirii globale va fi o modalitate de a pune în perspectivă propriul nostru mod de a percepe și de a face lucruri. În acest sens, elevii și profesorii vor avea mai multe impulsuri noi pentru dezvoltare personală și muncă locală, vor câștiga o motivație puternică pentru învățarea limbilor străine. Vom realiza o broșură de poezii despre mediu, un calendar, un ghid de bune practici, un jurnal al proiectului, o broșură a seminariilor și conferințelor ecologice, o revistă a proiectului, o broșură în PDF cu articolele de proiect publicate și alte produse finale. Fiecare școală are responsabilitățile sale în acest sens, stipulate deja în Formularul de Aplicație.

    Raluca Teglaș, profesor, Liceul Teoretic "Constantin Noica" Sibiu

    “Ecological Literacy”

    Erasmus+ project “Ecological Literacy” which we had applied in the framework of strategical school partnerships (KA2) on behalf of Vali M. Lutfullah Bilgin Secondary school, has been found worthy funding by Turkish National Agency. Through the partnership, which consists of schools from Romania (coordinator), Turkey, Portugal, Lithuania, Croatia and Cyprus, we aim to create awareness among people about the importance of renewable energy, increasing of renewable energy used, efficient use of water and energy and effective consumption of natural resources. The problems which humanity faced due to increasing environmental pollution especially in the last quarter of 19. century, have been more and more undeniable. According to the researches, 60% of electricity used and 15% of drinking water is consumed by buildings and formation of greenhouse gases by buildings is nearly 30%. The rapid consumption of fossil fuels, contamination and ozone layer puncture are the results of unconscious exploitation of natural resources caused by developing of technology and population increasing. Energy efficiency is to decrease the amount of energy consumed without lowering the quality and the amount of energy produced, hindering social welfare and economic development. In other words, energy efficiency is an array of precautions such as preventing energy loss in gas, steam, heat, air and electricity, recycling of residues, minimizing the need for energy without lowering the production through high technology, having more efficient energy sources, complicated industrial procedures and recycling of energy. Energy is life essence and required for all means of life circle, provides us with light, heat and gas for transportation. Yet, today, we need to reconsider the effects of fossil fuels on the environment and to understand that we will face a big environment crisis unless we change the unconscious exploitation of our natural resources. In other words, people must find ways to increase the usage of renewable energy and focus on energy efficiency rapidly. We all as teachers, students, parents and school administrations need to make effort to reach our objectives. Even a little contribution would be enough to make difference. Two third of the earth consists of water. However, only 0,3% of it is drinkable so water sources should be consumed consciously. Despite the fact that we are proud of water sources we have, capitation of water in the country is only 1400 m3. To be considered as rich in water, the capitation is supposed to be at least 10.000 m3. Thus, we should be careful and not waste water. The objective of the project “Ecological Literacy” is to create awareness about green energy and the necessity of green energy as well as the importance of water and energy conservation. It is expected from the pupils which are equipped with environmental conscious to take responsibility as energy detectives first at school among their peers sharing good practices, then transfer what they have learned into families and parents increasing the multiplier effect and sustainability of the project.

    Umut Uysaler, Erasmus+ school coordinator, Vali Mehmet Lutfullah Bilgin Ortaokulu

    “Çevre Okuryazarlığı”

    Vali M. Lütfullah Bilgin Ortaokulu olarak, Avrupa Birliği Eğitim ve Gençlik Programları ERASMUS+ alt programı ana eylem 2 okullar arası stratejik ortaklıklar kapsamında başvurusunu yapmış olduğumuz “Ecological Literacy” (Çevre Okuryazarlığı) projemiz Ulusal Ajans tarafından kabul edilmiştir. Romanya koordinatörlüğünde, Türkiye, Portekiz, Litvanya, Hırvatistan ve Kıbrıs Rum Kesimi’nden okulların oluşturduğu ortaklıkla 2 yıl boyunca, toplumda, yenilenebilir enerjinin önemi ve kullanımının artırılması, enerji ve su tasarrufu ile kaynakların etkin kullanımı hususunda farkındalık oluşturmayı amaçlamaktayız. Özellikle geçtiğimiz yüzyılın son çeyreğinde gözle görülür, elle tutulur hâle gelen çevresel sorunların insanoğlunu yüz yüze bıraktığı gerçekler yadsınamaz hale gelmiştir. Yapılan araştırmalara göre, elektriğin yaklaşık yüzde % 60’ı, kullanılan içme suyunun yaklaşık % 15’i binalarda tüketilmekte olup binalar kaynaklı sera gazı oluşumu ise yaklaşık % 30 oranındadır. Hızla tükenmekte olan fosil yakıtlar, kirlenen çevre ve delinen ozon tabakası; gelişen teknolojinin ve artan nüfusun sonucunda insanoğlunun sınırlı kaynakları bilinçsizce kullanmasının sonuçlarıdır. Enerji verimliliği, tüketilen enerji miktarının, üretimdeki miktar ve kaliteyi düşürmeden, ekonomik kalkınmayı ve sosyal refahı engellemeden en aza indirilmesidir. Daha geniş bir biçimde enerji verimliliği; gaz, buhar, ısı, hava ve elektrikteki enerji kayıplarını önlemek, çeşitli atıkların geri kazanımı ve değerlendirilmesi veya ileri teknoloji ile üretimi düşürmeden enerji talebini azaltması, daha verimli enerji kaynakları, gelişmiş endüstriyel süreçler, enerji geri kazanımları gibi etkinliği artırıcı önlemlerin bütünüdür. Enerji, hayatımızın her yönünü etkilemektedir: bize ışık, ısı, ulaşım ve diğer araçlar için yakıt sağlar. Ancak, bugün, enerji tedarikimizin güvenliği ve fosil yakıtlardan elde edilen enerjinin, çevre üzerindeki etkisi konularını her zaman olduğundan daha fazla düşünmemiz gereken bir dönemdeyiz. Artık hepimiz enerjinin tüketim şeklini değiştirmeye başlamadığımız takdirde geri dönüşü olmayan bir çevre kriziyle karşı karşıya olduğumuzu anlamış bulunmaktayız; bunun anlamı, gelecekte yenilenebilir enerji kaynaklarını çok daha fazla kullanmamız ve enerji verimliliğine daha fazla odaklanmamız gerektiğidir. Hedeflerimize varmak için okul yönetimi, öğretmenler, öğrenciler ve velileri olarak hepimizin bu çabaya katılması gerekmektedir. Enerjinin kapsamını değiştirme yolunda yapılacak olan en küçük katkı dahi önemsiz olmayacaktır. Yeryüzünün 3'te 2'si sudur, ancak bunun sadece yüzde 0,3’ünün içilebilir su olması nedeniyle su kaynaklarının verimli kullanılması gerekmektedir. Sahip olduğumuz kaynaklarımızla gururlanmamıza rağmen kişi başına düşen kullanılabilir su varlığı 1400 metreküp civarındadır. Bir ülkenin su zengini olabilmesi için kişi başına düşen yıllık su miktarı en az 10 bin metreküp olmalıdır. Bundan dolayı su israfına karşı duyarlı olmalıyız. Akarken kıymetini bilmediğimiz suyu israf etmemeliyiz. “Ecological Literacy” (Çevre Okuryazarlığı) projesinde, temel hedeflerimiz; öğrencilerde yeşil enerji ve yeşil enerjinin gerekliliği konusunda farkındalık yaratmak ve elektrik su tasarrufunun önemini kavramalarını sağlamaktır. Ekolojik bilinçle donatılan öğrencilerin, öncelikle okulda arkadaşları arasında birer enerji dedektifi olarak sorumluluk almaları ve örnek uygulamalar gerçekleştirmeleri; sonrasında öğrendiklerini yakın çevreleri ve aileleriyle paylaşarak projenin çarpan etkisini ve sürdürülebilirliğini arttırmaları beklenmektedir.

    Hulusi Gürbüz, okul müdürü, Vali Mehmet Lutfullah Bilgin Ortaokulu

    The Expected Results during the Project and on its Completion

    In order to promote the project “Ecological Literacy” and the Erasmus+ program, we will hold three conferences in each partner school, two at the beginning of each academic year in which we implement this project and one at the end of the project, showing the beauty of involving in such a European project in which seven schools cooperated fruitfully. Each of the seven schools will achieve three presentations of their school, town and country in PPT or video, and a presentation of their national educational systems in PDF, which will be posted on the project website and on didactic websites to share them to other teachers in our countries. In each partner school a drawing contest will be organized, aimed to get the project logo as a result of voting one of the three proposals of each school, during the first mobility. This logo will describe the project main aim and it will be put on all documents related to the project. It also will be posted on another result, namely our website, dedicated to the entire project. Each project coordinating team will arrange an Erasmus+ project corner with photos and news about the project’s activities for every month and the agenda of the next meeting, pupils’ and teachers’ impressions, articles from mass-media related to the project, which will be put in project’s portfolio as a monitoring instrument, as well, postcards, letters, flags, flyers, DVDs, brochures, photo albums or symbolic gifts received from the partners. Another result will be an informative brochure of each school, in which will be presented the school location, number of pupils and teachers, school history, prizes awarded along the time, etc. Some materials, like PPT, videos, photos regarding our project workshops and seminars will be results and examples of good practices. The reports of each activity and the demonstrative lessons plans developed during each transnational meeting, the documentary trips plans, which can be find in all school coordinators' portfolios, as well as the Progress Report and the Final Report, sent to the National Agency will be good results. Among them we can also mention the articles, interviews in local/regional newspapers, made in order to disseminate the knowledge and to inform about the project topic, objectives, partners, activities, outputs, target group, which will be distributed at the three conferences, at monthly teachers meetings in schools or in local partner schools in other projects, having pupils with special needs or children alone, with parents left abroad for a job, like us, during our festivals, shows, opening of academic years, symposiums in which we take part. Besides, we can add in our enumeration digital portfolios, the pupils' costumes made of recycled materials, having even specific elements of our national clothes, used in order to present parades within the school shows we will organize, as well as the Google Group we have created for a better communication between partners, not only before filling in the Application Form but also on the whole development of our Erasmus+ project. The handcraft and art works exhibitions, organized in each partner school, the snowmen with used paper cups, promoting pupils' innovation and creativity, the meetings in each school with active participation of pupils and teachers and forming willingness to learn English language, the exhibition made after the pupils drawing contest on renewable energy, environment and 3R in schools and shopping centers during the meetings, posters, project bulletin boards, recycling boxes in each school are results with a multidisciplinary and trans-disciplinary character, promoting the good usage of our project, the benefits and the impact of our activities over the involved schools, as well as the Erasmus+ program. The tests prepared at the beginning of the project, in order to select our school coordinating teams of pupils and teachers, the tests for the target group diagnosing their strengths and weaknesses in the English language and science skills tests, as well as those created in the end to see their improvements, also translated by each school coordinator in all mother tongues, the booklet of poems about environment protection, which could be included in the curriculum, the lists with pupils' solutions about pollution issues and the authorized institutions they could send them to, a DVD with the nicest moments during each mobility, the schools' flyers, the questionnaires for pre-acting, final phase and after each meeting, translated by each partner, determining the participants' needs and motivation by need analyses, a seminars' brochure, a DVD for each school with videos during arranging our project corners, recycling boxes and bulletin boards, trips and concerts, files with our mobility minutes, a project diary as well as the calendar with the pupils' drawings on green energy, 3R, environment are results due to activities planned by us to ensure effective cooperation among partners.

    Anna Efstathiou, pupil, Gymnasium Apostolou Paulou Paphos

    Τα αναμενόμενα αποτελέσματα κατά τη διάρκεια του έργου και την ολοκλήρωση της

    Me skopó tin proóthisi tou érgou «Oikologikí Paideía» kai to prógramma Erasmus+, tha kratísei treis diasképseis se káthe scholeío etaíro, dýo stin archí káthe akadimaïkoú étous katá to opoío tha ylopoiísei to érgo aftó kai éna sto télos tou érgou, deíchnei i omorfiá tis symmetochís se éna tétoio evropaïkó prógramma sto opoío eptá scholeía synergástikan epoikodomitiká. Káthe éna apó ta eptá scholeía tha epitýchei treis parousiáseis tou scholeíou, tin póli kai ti chóra tous se PPT í vínteo, kai mia parousíasi ton ethnikón ekpaideftikón systimáton tous se morfí PDF, to opoío tha anartitheí stin istoselída tou érgou kai se didaktikó istoselídes gia na ta moirasteíte me állous ekpaideftikoús stis chóres mas. Se káthe synergazómeno scholeío tha organotheí éna schédio diagonismó, me stócho na párei to logótypo tou érgou, os apotélesma tis psífou mía apó tis treis protáseis tou káthe scholeíou, katá ti diárkeia tou prótou kinitikótitas. Aftó to logótypo tha perigrápsei ton kýrio stócho tou érgou kai tha tetheí se óla ta éngrafa pou schetízontai me to érgo. Epísis, tha anartitheí se állo apotélesma, diladí tin istoselída mas, afieroméni sto sýnolo tou érgou. Káthe érgo to syntonismó omáda tha organósei mia goniá tou érgou Erasmus + me fotografíes kai eidíseis schetiká me tis drastiriótites tou érgou gia káthe mína kai stin imerísia diátaxi tis epómenis synedríasis, mathitón kai daskálon entypóseis, árthra apó ta mésa mazikís enimérosis pou schetízontai me to érgo, to opoío tha tetheí sto chartofylákio érgon os méso parakoloúthisis, kathós, kart-postál, ta grámmata, tis simaíes, fylládia, DVD, fylládia, álmpoum fotografión í symvoliká dóra pou élave apó tous etaírous. Éna állo apotélesma tha eínai éna enimerotikó fylládio tou káthe scholeíou, stin opoía tha parousiasteí tin topothesía tou scholeíou, ton arithmó ton mathitón kai ton ekpaideftikón, tin istoría tou scholeíou, vraveía pou aponémontai katá míkos tou chrónou, klp orisména yliká, ópos PPT, vínteo, fotografíes schetiká me ta ergastíria tou érgou mas kai ta seminária tha eínai ta apotelésmata kai paradeígmata kalón praktikón. Oi ekthéseis tis káthe drastiriótitas kai ta schédia epídeixis mathímata pou anaptýchthike katá ti diárkeia káthe diakratikí synántisi, to ntokimantér taxídia schédia, ta opoía boroún na vroun sta chartofylákia ólon ton syntonistón tou scholeíou », kathós kai tin ékthesi proódou kai tin telikí ékthesi, apostéllontai stin Ethnikí Monáda tha eínai kalá apotelésmata. Metaxý aftón boroúme na anaféroume ta árthra, synentéfxeis se topikés/perifereiakés efimerídes, gínontai me skopó ti diádosi tis gnósis kai na enimerósei gia to théma tou érgou, tous stóchous, tous synergátes, tis drastiriótites, tis ekroés, tin omáda-stócho, to opoío tha dianemitheí stis treis diasképseis , se miniaía daskálous synantíseis se scholeía í se topiká scholeía etaírous se álla érga, pou échoun mathités me eidikés anánkes í ta paidiá móna tous, me tous goneís meínei sto exoterikó gia douleiá, ópos kai emeís, katá ti diárkeia tou festivál mas, deíchnei, to ánoigma ton akadimaïkón etón, sympósia sta opoía paírnoume méros. Ektós aftoú, boroúme na prosthésoume stin aparíthmisi psifiakí chartofylákiá mas, kostoúmia ton mathitón apó anakykloména yliká, pou échoun akómi synkekriména stoicheía tis ethnikís mas roúcha, pou chrisimopoioúntai gia na parousiásoun tis pareláseis mésa stis scholikés parastáseis tha organósoume, kathós kai i Omáda Google pou échoun dimiourgísei gia mia kalýteri epikoinonía metaxý ton etaíron, óchi móno prin apó ti symplírosi tou entýpou aítisis, allá kai gia tin óli anáptyxi tou prográmmatos Erasmus+ tou érgou mas. I viotechnías kai érga téchnis ekthéseis, pou diorganónontai se káthe synergazómeno scholeío, oi chionánthropoi me chrisimopoiithoún chártina potíria, tin proóthisi tis kainotomías kai tis dimiourgikótitas ton mathitón, tis synantíseis se káthe scholeío me tin energó symmetochí ton mathitón kai ton daskálon kai schimatízoun tin prothymía na máthoun angliká, i ékthesi ékane metá apó tous mathités diagonismoú zografikís gia tin ananeósimi enérgeia, to perivállon kai 3R sta scholeía kai emporiká kéntra katá ti diárkeia ton synantíseon, afíses, pínakes anakoinóseon tou érgou, kivótia anakýklosis se káthe scholeío eínai ta apotelésmata me mia diepistimonikí kai diepistimonikés charaktíra, tin proóthisi tis orthís chrísis ton érgon mas , ta oféli kai tis epiptóseis ton drastiriotíton mas katá ti diárkeia ton emplekómenon scholeíon, kathós kai to prógramma Erasmus+. Oi dokimés pou paraskevázontai katá tin énarxi tou érgou, prokeiménou na epiléxei to scholeío mas syntonismó ton omádon ton mathitón kai ton ekpaideftikón, ton dokimón gia tin omáda stócho ti diágnosi dynatá kai adýnata simeía tous stis exetáseis anglikís glóssas kai tis epistímis ton dexiotíton, kathós kai ekeínon pou dimiourgísate stin katalígoun na deíte tis veltióseis tous, metafrázetai epísis apó káthe syntonistís scholeío se óles tis mitrikés glósses, to fylládio tis poiímata gia tin prostasía tou perivállontos, oi opoíes tha boroúsan na perilifthoún sto prógramma spoudón, oi katálogoi me tis lýseis ton mathitón gia thémata rýpansis kai ta exousiodotiména idrýmata tha boroúsan na tous steíloun na, éna DVD me tis oraióteres stigmés katá ti diárkeia káthe kinitikótitas », fylládia, ta erotimatológia gia tin pro-ypokritikí, i telikí fási kai metá apó káthe synedríasi, metafrasméno apó káthe etaíro, ton prosdiorismó ton symmetechónton ton scholeíon anankón kai ton kinítron apó tin anánki ton analýseon, seminaríon» fylládio, éna DVD gia káthe scholeío me vínteo katá ti diárkeia taktopoíisi goníes tou érgou, koutiá mas anakýklosi kai pínakes anakoinóseon, ekdromés kai synavlíes, archeía me leptá tin kinitikótitá mas, éna imerológio tou érgou, kathós kai to imerológio me schédia ton mathitón gia tin prásini enérgeia, 3R, perivállon eínai ta apotelésmata ofeílontai se drastiriótites pou échoun programmatisteí apó tin etaireía mas gia na exasfalisteí i apotelesmatikí synergasía metaxý ton etaíron.

    Alexandros Kofteros, μαθητής, Gymnasium Apostolou Paulou Paphos

    Our Communication among Partners and Stakeholders

    All partner schools are responsible for the following tasks: transparent flow of information among partners on the organizational progress, transparent tasks for the project coordinator and every single partner, to prepare an international meeting along the project aims, implement results and experiences from the project partnership in existing activities for people living in these areas, extra meetings for the project responsibilities in the international meetings, regular contact, briefing and arrangements among the project responsible persons on the progress in schools and common activities via telephone, Skype, Facebook, e-mails, regular national team meetings, email lists among all participants for daily communications moderated by the project coordinator, frequent contact and coordination with the responsibilities of the project partner schools, extra meetings for the project coordinators during the international meetings, support and monitoring of the preparation of the project meetings. The project is planned to ensure effective cooperation among partners. All schools have their specific roles and tasks, which should be fulfilled during project implementation. Every partner is committed to collaborate actively and contribute to the project success. Visits to partner schools and introduction to experience of our countries is foreseen to ensure highest share of all participants. The coordinating school is engaged to speed up every shape of participation and collaboration to the project. The communication language of the project will be English. The project coordinator keeps strong communication with the other partners via Google Group, created in this respect, to make the project plan, to fill in the Application Form, organize the learning/teaching activities and the other managerial activities. Besides, the project coordinator is responsible with the informing for a few days or for a week, as the case, before the activity/task of each partner to fix a good information fluency and responsibility accomplishment. In a close contact with the school headmasters, European projects managers of inspectorates and national agencies all school coordinators will be. They communicate with their colleagues who have already shown a strong interest in this project. With this partnership, by the active participation of the pupils and teachers, we will be able to gain our pupils, teachers and related stakeholders attention to the project topic. We will be able to create environment conscious individuals in schools and other stake holders (local community, municipalities, companies, NGOs) and we will be able to teach and explain the ways of using alternative energy sources, how to save electricity and recycle waste to our pupils. The other relevant stakeholders can contact the coordinators from each country by their emails, posted on the project's site. Each national coordinator will be in touch with the participant organizations from other socio-economical sectors. Before each action developed together a stakeholder, each school organizing a transnational meeting will sign a partnership agreement. The partner schools are from very different cultures all over Europe. We have very different living standards since the schools are located in rural and suburb. By learning from all kinds of physical and cultural environment as well as population and places we will experience and embrace the richness and variety of cultures. Our transnational meetings will be equally shared in the 2 years of the partnership, with a distance in time of 2-3 months. The first transnational meeting will take place in Turkey, the country of the school which had the project idea. There we will meet the national coordinators and the delegated teachers from each country to exchange ideas and focus on the different tasks of management that must be worked on, we talk about the impact of the first conference of promoting the project on our pupils, their parents, teachers in our schools, towns and areas, we will have a seminar presenting our schools, towns, countries, educational systems, workshops in schools, green houses and recycle plants, trips, good practices, a drawing contest to establish the project logo. We will disseminate meeting in schools, local TV stations and newspapers, didactic sites. In the other meetings the partners will work on learning activities in mixed teams, practicing active methods by leading the others, learning about their different educational systems, they will improve their language skills, the competence of giving speeches, arguments, adaptations, conflict solutions, playing games, presenting their pupils' parades of recycle materials costumes, watching some concerts, school shows and festivals on different stages. After a year, we will prepare together the Progress Report. In the last transnational meeting we will do a final evaluation of our project results and goals accomplishment and disseminate the project results. 

    Anabela Brígida, Erasmus+ school coordinator, Agrupamento de Escolas Fernando Casimiro Pereira da Silva

    Nossa Comunicação entre Parceiros e Partes Interessadas

    Todas as escolas parceiras são responsáveis pelas seguintes tarefas: fluxo transparente de informações entre os parceiros sobre o progresso organizacional, tarefas transparentes para o coordenador do projeto e cada sócio, para preparar uma reunião internacional ao longo do projeto objetivos, implementar resultados e experiências da parceria do projeto Nas atividades existentes para as pessoas que vivem nessas áreas, reuniões extras para as responsabilidades do projeto nas reuniões internacionais, contato regular, briefing e arranjos entre as pessoas responsáveis pelo projeto sobre o progresso nas escolas e atividades comuns por telefone, Skype, Facebook, e-mails , Reuniões regulares da equipe nacional, listas de e-mail entre todos os participantes para comunicações diárias moderadas pelo coordenador do projeto, contato freqüente e coordenação com as responsabilidades das escolas parceiras do projeto, reuniões extras para os coordenadores do projeto durante as reuniões internacionais, suporte e monitoramento da preparação Das reuniões do projeto. O projeto está planejado para garantir uma cooperação eficaz entre os parceiros. Todas as escolas têm suas funções e tarefas específicas, que devem ser cumpridas durante a implementação do projeto. Cada parceiro está empenhado em colaborar activamente e contribuir para o sucesso do projecto. Visitas a escolas parceiras e introdução à experiência de nossos países está prevista para garantir a maior participação de todos os participantes. A escola coordenadora está empenhada em acelerar cada forma de participação e colaboração para o projeto. A linguagem de comunicação do projeto será o inglês. O coordenador do projecto mantém uma forte comunicação com os outros parceiros através do Grupo Google, criado a este respeito, para elaborar o plano do projecto, preencher o formulário de candidatura, organizar as actividades de aprendizagem / ensino e outras actividades gerenciais. Além disso, o coordenador do projeto é responsável com a informação por alguns dias ou por uma semana, como o caso, antes da atividade / tarefa de cada parceiro para corrigir uma boa fluência de informação e realização de responsabilidade. Em estreito contacto com os directores da escola, os gestores de projectos europeus de inspecções e agências nacionais todos os coordenadores escolares será. Eles se comunicam com seus colegas que já demonstraram um forte interesse neste projeto. Com esta parceria, com a participação activa dos alunos e professores, poderemos chamar a atenção dos nossos alunos, professores e outras partes interessadas para o tema do projecto. Seremos capazes de criar pessoas conscientes do ambiente nas escolas e outras partes interessadas (comunidade local, municípios, empresas, ONGs) e seremos capazes de ensinar e explicar as formas de usar fontes de energia alternativas, como economizar energia e reciclar resíduos para Nossos alunos. As outras partes interessadas relevantes podem entrar em contato com os coordenadores de cada país por meio de seus e-mails, postados no site do projeto. Cada coordenador nacional estará em contacto com as organizações participantes de outros sectores socioeconómicos. Antes de cada ação desenvolvida em conjunto um stakeholder, cada escola organizando uma reunião transnacional vai assinar um acordo de parceria. As escolas parceiras são de culturas muito diferentes em toda a Europa. Temos padrões de vida muito diferentes, uma vez que as escolas estão localizadas em zonas rurais e subúrbios. Ao aprender de todos os tipos de ambiente físico e cultural, bem como a população e os lugares que irá experimentar e abraçar a riqueza ea variedade de culturas. Nossos encontros transnacionais serão compartilhados igualmente nos 2 anos da parceria, com uma distância em tempo de 2-3 meses. A primeira reunião transnacional terá lugar na Turquia, o país da escola que teve a ideia do projecto. Lá vamos encontrar os coordenadores nacionais e os professores delegados de cada país para trocar idéias e focar nas diferentes tarefas de gestão que devem ser trabalhadas, falamos sobre o impacto da primeira conferência de promoção do projecto sobre os nossos alunos, os seus pais , Professores em nossas escolas, cidades e áreas, teremos um seminário apresentando nossas escolas, cidades, países, sistemas educacionais, oficinas em escolas, casas verdes e plantas de reciclagem, viagens, boas práticas, um concurso de desenho para estabelecer o logotipo do projeto. Divulgaremos encontros em escolas, em emissoras de TV locais e jornais, sites didáticos. Nas outras reuniões os parceiros trabalharão em actividades de aprendizagem em equipas mistas, praticando métodos activos conduzindo os outros, aprendendo sobre os seus diferentes sistemas educativos, melhorando as suas competências linguísticas, competência de dar discursos, argumentos, adaptações, soluções de conflitos, Jogando jogos, apresentando desfiles de seus alunos de materiais de reciclagem trajes, assistindo alguns shows, shows escolares e festivais em diferentes estágios. Após um ano, prepararemos juntos o Relatório de Progresso. Na última reunião transnacional faremos uma avaliação final dos resultados do nosso projeto e metas de realização e divulgação dos resultados do projeto.

    Célia Pereira, professor, Agrupamento de Escolas Fernando Casimiro Pereira da Silva