COMENIUS TEENAGE LIFE · 2012-12-21 · COMENIUS TEENAGE LIFE 2008–2010 | 7 We had our ﬁ rst...

COMENIUS TEENAGE LIFE 2008 2010

LYCÉE D’ ENSEIGNEMENT GÉNÉRALTECHNOLOGIQUE ET PROFESSIONNEL AGRICOLE

WILHELM – HAUFF REALSCHULEBAD RAPPENAU

RIPLEY ST. THOMASCHURCH OF ENGLAND HIGH SCHOOL

DIÓSGYŐRI GIMNÁZIUM ÉSVÁROSI PEDAGÓGIAI INTÉZET

ISTITUTO DI ISTRUZIONE SECONDARIA STATALE

”UMBERTO I”LICEO CLASSICO RAGUSA

ESCOLA PIA DE SITGES

COMENIUS TEENAGE LIFE 2008–2010 | 3

INDEX

Map of the parti cipant countries .................................................................................... 3

Outline Comenius teenage life ........................................................................................ 4

Meeti ng in Lancaster ...................................................................................................... 5

Meeti ng in Ragusa ........................................................................................................... 9

Meeti ng in Sitges .......................................................................................................... 13

Meeti ng in Bad Rappenau ............................................................................................ 17

Meeti ng in Miskolc ....................................................................................................... 21

Project summary .......................................................................................................... 25

Questi onnaires of the fi rst year .................................................................................... 26

Results of the questi onnaires ....................................................................................... 29

Questi onnaire of the second year ................................................................................ 35

Results of the questi onnaire ......................................................................................... 37

Special thanks ................................................................................................................ 45

4 | COMENIUS TEENAGE LIFE 2008–2010

PARTICIPATING COUNTRIES


COMENIUS TEENAGE LIFE2008-2010

COORDINATING SCHOOLRipley St Thomas High School, Lancaster, UKhtt p://www.ripley.lancsngfl .ac.uk/

PARTNERS• Etablissement Public Local D’enseignement Et De Formati on Professionnelle Agricoles De La

Guyane, French Guianahtt p://www.epl.guyane.educagri.fr/

• Wilhelm-Hauff -Realschule, Germanyhtt p://www.whrs.hn.schule-bw.de/index.html

• Diósgyőri Gimnázium És Városi Pedagógiai Intézet, Hungaryhtt p://www.dig-misk.sulinet.hu/index2.html

• Isti tuto Di Istruzione Superiore “ Umberto I “, Sicily, Italyhtt p://www.liceoclassicoragusa.it/

• Escola Pia De Sitges, Spainhtt p://sitges.escolapia.cat/Internet/CAT/Inici/Inicial.htm

OBJECTIVES OF PROJECT

These were the objecti ves as stated in our original applicati on form submitt ed February 2008.

We aim to develop a meaningful partnership, including the new partners of the EU zone, who will work together on common acti viti es based on Life as a Teenager both in and out of school. The partnership will encourage mutual understanding of lifestyles and will aim to develop the use of student voice in all the partner insti tuti ons. The insti tuti ons will encourage mobility within our own organisati ons and ensure that this mobility is organised in such a way as to maximise the benefi t for both students and teachers.

Through our presentati ons and regular communicati ons between students we will encourage the development of skills in a range of foreign languages and increase the value which students place on the learning of foreign languages.

Through our research acti viti es we will identi fy the methods used to develop and encourage student voice within our own schools and also those in our neighbourhood. This is aimed at helping schools to meet the expectati ons of students and to improve the quality of the overall educati onal experience within our schools. In the second year we will research life outside school and assess its impact on both educati on and the environment at large.


MEETING IN LANCASTER20–25 November 2008

Thursday: Arrival of the groups from Sitges (Spain), Ragusa (Italy),

Miskolc (Hungary), Bad Rappenau (Germany), and French Guiana

Friday: Tour of school in four groups - guided by UK Comenius students

Presentati ons in Alphabeti cal order - 15 minutes maximum for each group in

total + set up ti me

Students put into 4 groups to work on set tasks

Saturday: Workshops

Presentati ons form groups on outcome of group discussions

In the aft ernoon: Tour of Lancaster city centre and tour of castle

Farewell party with traditi onal Lancashire meal

Sunday: Trip to Lake District

Boat trip on Lake Windermere

That’ll be the Day (show at Guild Hall, Preston)

Monday: Trip to Liverpool - visit to Albert Dock, 2 cathedrals and shopping area

Tuesday: Departures of groups


We had our fi rst meeti ng in Lancaster England organised by the coordinator school Ripley St Thomas

High School. This was the ti me we got to know each other and we learnt how to work together as

partners. We could also have the opportunity to see how a Church of England school is run: we

saw some classes at work, parti cipated in the morning service and experienced school life. Like in

all subsequent meeti ngs we spent two days on the project work itself whereby students gave lively

presentati ons on their schools and home towns, worked in groups to design questi onnaires to be

used later in the project and also prepared a presentati on on that in groups. Beside the project work

we visited the City Hall and were met by the local authoriti es. Students had plenty of ti me to spend

with their hosts in the aft ernoons and could hence practi ce their English. They even had the chance

to dance together at the Farewell Party. We had two days just for trips as well. We travelled around

the spectacular Lake District and even went on a boat trip despite the chilly weather. Teachers saw

an entertaining show at the local theatre and enjoyed the local cuisine in local restaurants. Then we

made a trip to Liverpool to see the modern buildings of the Church of England there as well as the

Catholic Church. We walked around and had lunch at the Albert Dock. Our hosts really made sure we

have a warm welcome to pave the way to a fruitf ul partnership.


STUDENTS’ QUOTATIONS

“The fi rst thing I want to say is that I feel very lucky because I could enjoy the three Comenius meeti ngs.I think Comenius is a project that has got a lot of objecti ves. One of them is practi cing English, but another one is giving us the opportunity to meet diff erent people from diff erent countries, other cultures. I could realise that not everyone think like us, and that thinking diff erent or believing in other things isn’t bad.Comenius gave the opportunity of travelling to people that normally can’t, for example the students from the French Guyane, a poor area with lots of economic problems.”

“In this project I improved my English, and I learnt the diff erent ways of life of the other countries. For example in Italy, life was very relaxed and without hurries. I also learned the diff erent ways of studying of the diff erent countries, specially from Germany. The most interesti ng thing that I’ve learnt is that although we live a lots of kilometres away our ideas, our tastes and our hobbies aren’t very diff erent.”

“Comenius is not just about travelling, I’ve learnt a lot of things, things that you only learn with experience. Being in a house with another family has showed me other cultures and traditi ons, how is the people, the kind of food they eat... It’s strange because you have to do what the family does, mostly we learn English and we improve it. In the Comenius we meet a lot of friends of other countries, and then you know they are like you and they feel like you, the only diff erence is they live a diff erent life.”

“During this three trips that I have done in this two years I think that I learnt more English, the diff erent schools, diff erent types of thinking, diff erent cultures...etc.One of the things I liked the most was travelling and meeti ng people.”

“Lo scopo degli scambi culturali consiste nel vedere quali sono le abitudini degli adolescenti provenienti da vari Paesi dell’Europa, e non solo. Da tutt o ció é risultato che non vi sono sostanziali diff erenze tra le atti vitá di noi ragazzi dei Paesi d’Europa. Abbiamo tutti piú o meno le stesse abitudini, passiamo i pomeriggi fra studio, computer, TV, amici e sport! Alla fi ne siamo riusciti a mett ere tutt o insieme e a preparare una bella presentazione.”

Carolina Att anasio


MEETING IN RAGUSA25–30 March 2009

Wednesday: Arrival of the groups from Sitges (Spain), Bad Rappenau (Germany),

Miskolc (Hungary), Lancaster (UK) and French Guiana

Thursday: Welcome at school by Headmaster

Presentati ons of the countries on the questi onnaires

In the aft ernoon: Tour of Ragusa Ibla

Friday: Workshops

Visit of Saint John’s Cathedral

Meeti ng the Mayor at the Town Hall

Saturday: Trip to Siracusa

Sunday: Visit of Donnafugata Castle

Visit of Irminio River Natural Reserve

Visit of Scicli and Modica

Monday: Departure of groups


In March 2009, from 25th to 30th, a group of 38 students and 10 teachers came to Ragusa on the

second project meeti ng. It was the fi rst ti me for our school to hold an internati onal event so we were

all quite excited about that. The parents, in parti cular, were a bit worried because only few of them

could speak English nevertheless taking care of their young hosts was a rewarding experience and

they managed to communicate all the same relying on their good dispositi on of mind and heart.

On the fi rst day of our meeti ng, aft er the headteacher’s welcome, each delegati on presented the

results of the survey they had carried on in their country on Students’ ,Teachers’ and Parents’ Voice

at School; on the following day the students, divided into groups, compared the results through

graphics and pointed out what each school did well and the areas to improve. Planning together the

further acti viti es for the following meeti ng in Spain concluded the school work.

During its stay the group was also welcomed in the Town Hall, here some local representati ves in

praising our project, stressed the importance of widening our cultural boundaries and playing an

acti ve role in the making of a European, shared identi ty.

Finally, some sightseeing around Ragusa Ibla and, a visit to the Greek Theatre in Siracusa were

organized with the aim of highlighti ng the ancestral roots of our town and providing our hosts with a

bett er understanding of our culture.


MEETING IN SITGES5–10 November 2009

Thursday: Arrival of the groups from Bad Rappenau (Germany), Ragusa (Italy),


Friday: Tour around the school, Welcome by Headteacher

Presentati ons

In the aft ernoon: Walking tour around Sitges

Meeti ng at the Town Hall

Saturday: Workshops

In the aft ernoon: Groupwork, Presentati ons

Sunday: Trip to Barcelona

Sagrada Família, P. Gràcia-Modernist Route, Ramblas, Gothic Quarter,

Sea front

Monday: Trip to St Sadurní d’ Anoia-Cavas Codorniu

and Abadia de Montserrat

Tuesday: Departure of the groups


From the 5th ti ll the 10th November 2009 the Escola Pia in Sitges welcomed the 3rd meeti ng of the Project aft er the previous encounters in Lancaster and Ragusa. This was the fi rst ti me the school had taken part in a Comenius programme which is why pupils of all ages, families and teachers have got involved with enthusiasm in the organisati on.

Our school is a small one. It has 800 pupils aged between 3 and 18 and has a long history dati ng back 75 years. The Escola Pia in Sitges belongs to a network of 19 schools in Catalonia that share the idea of a comprehensive educati on. The training of criti cal, autonomous, open minded and responsible pupils is our main aim and the possibility of taking part in a Comenius programme has allowed us to keep working along those lines.

The school is situated in the seaside town of Sitges, in a municipality just by the Mediterranean, 30 km south of Barcelona. It is one of the most important tourist locati ons in Spain and for many years a meeti ng point for people from all over the world, att racted by its magneti sm and its proximity to such an appealing city as Barcelona. Our school therefore refl ects the cultural diversity of the town and this European project has helped strengthen the internati onal bonds of the centre. Besides Comenius, we have other projects underway: an exchange with France and an increasing presence of foreign languages in our curriculum.

During the few days we hosted the Comenius project, we wanted to show our guests our way of life and the most important cultural and arti sti c places. To do so, we combined trips and tourist visits, group work at the school and ti me spent with the host families.

On Thursday 5th November, pupils and teachers from diff erent countries started arriving. Some of them already knew each other from previous meeti ngs but for most of them it was a totally new experience. Aft er the initi al nervousness, once the ice was broken, pupils, families and teachers from Sitges showed the school and the town, new scenes for the adventure that had just started.

We spent Friday morning getti ng to know each other, exchanging impressions and each group presented their country and school in the auditorium. Later, the town’s mayor received us in the town hall and in the aft ernoon we toured around the town, visiti ng the most outstanding places. We walked along the old medieval streets formerly forti fi ed, visited the places that the art nouveau intellectuals frequented and that made Sitges one of the most important centres of the Catalan avant-garde movements. The day ended with us watching the sunset from the beach.

On Saturday, back at the school, we worked on creati ng a survey that would help us get to know the habits of European adolescents in their free ti me. The groups were created within each country, and the students had to decide which were the most adequate questi ons and diff erent issues to be touched on. Each group presented its survey and with everyone’s contributi on the fi nal survey was prepared, which would have to be completed with the pupils in their own country.

On Sunday we visited Barcelona: the buildings designed by the brilliant architect Antoni Gaudí; the most important art nouveau places, the magic spots of Gothic Barcelona. On Monday, the last day, was also dedicated to tourism, we moved from the sea to inland Catalonia to visit the landscape of vineyards and cava. We visited the cellars of Codorniu, the producer of a sparkling wine dati ng from the 15th century and we fi nished the day in the Montserrat mountains, where we visited “La Moreneta”, the Patron of Catalonia.


MEETING IN BAD RAPPENAU17–22 March 2010

Wednesday: Arrival of the groups from Sitges (Spain), Ragusa (Italy),


Thursday: Welcome at school by Headteacher

Presentati ons

Workshops

In the aft ernoon: Tour of Bad Rappenau

Meeti ng the Mayor at the Town Hall

Friday: 1st and 2nd lesson: Parti cipati ng pupils in class with their hosts

Discussion and exchange of experiences together with teachers

Project work in groups

Presentati ons of fi nal outcome

In the evening: Teachers visit Bad Wimpfen

Saturday: Excursion of all parti cipati ng pupils and teachers to Heidelberg and Mannheim:

Guided tour of Heidelberg castle and town

Tour of Mannheim

Sunday: Excursion of teachers to Tübingen

In the evening: Pupils and host parents have farewell party

Monday: Visit of Bad Wimpfen

Departure of groups


The meeti ng was from 17th March to 22nd March 2010.

The objecti ve was to compare the results of the year 2 questi onaire of all the partner schools and to

comment the fi ndings.

Aft er the arrival of the groups on 17th March we started on 18th March with the group presentati ons

of their results. Then we started with the workshops. The pupils had to work in groups and write

comments about the results.

In the aft ernoon all parti cipants and teachers were welcomed at the town hall by the deputy mayor

of Bad Rappenau.

The next day started at school with the visit of two lessons together with their partners followed by

a discussion led by the headteacher Mr. Vilimek on similariti es and diff erences in teaching methods

and classroom organizati on. Aft er that the groups fi nished working on their comments and gave

short presentati ons of their work.

March 20th we all went on an excursion to Heidelberg Castle and Mannheim.

Sunday 21st March the pupils stayed with their hosts and families. In the evening they had a farewell

party organized by the host parents.

Monday 22nd March was departure ti me, in the morning the groups that left later in the aft ernoon

had the possibility to visit lessons or the medieval town Bad Wimpfen.


Erlebnisse, die man nie vergisst von Stefanie Pfäffl e

Bad Rappenau - Die Sprachfetzen fl iegen nur so durch die Gegend. Hier ein bisschen Englisch, dann wieder etwas Französisch und Deutsch, aber das gerade müsste Ungarisch gewesen sein. Diese Woche sind die Teilnehmerschulen des Comenius-Projekts zu Gast an der Hauff -Realschule. Die Schüler arbeiten gemeinsam am Thema „Teenage life“ und werten die Umfragen ihrer geweiligen Heimat aus.

Belohnung: Seit zwei Jahren nehmen die Hauff -Realschüler an Comenius teil, das Treff en in der Heimat ist das Letzte von Vieren. „Es ist ein fi nanziell von der EU getragenes Programm für lebenslanges Lernen“, erklärt es Gerda Phillips, verantwortliche Englischlehrerin. Komplett auf Englisch gehalten, dient es aber nicht nur der Sprachverbesserung. Rektor Dieter Vilimek erkennt bei seinen Schülern „eine unheimliche Horizonterweiterung. Die sehen Dinge, die sie nie wieder sehen werden“. Der Alltag an einer italienischen Schule etwa mit der Gelegenheit, mit den anderen Schülern darüber zu sprechen. Er sieht es ganz klar als Förderung der stärkeren Schüler, als Moti vati on und Belohnung. 32 Neuntklässler waren über den Zeitraum beteiligt.

Derzeit sind 30 ausländische Schüler aus dem spanischen Sitges, dem englischen Lancaster, dem italienischen Ragusa, dem ungarischen Miskolc und aus Kourou in Bad Rappenau. Letzteres befi ndet sich in Französisch Guiana an der Nordküste Südamerikas. 24 Stunden waren die vier Schüler über Paris und Stutt gart unterwegs. Vom Staat bekommen sie einen zusätzlichen Zuschuss, denn alleine das Ticket kostet 800 Euro. Sehr viel Geld. „Die leben ganz anders. Da hat nicht jeder einen PC zu Hause stehen“, erzählt Philipps. Gerade bei den Auswertungen hätt en viele ihrer Schüler über das vollkommene andere Leben gestaunt. „Die müssen drei Stunden zum Einkaufen laufen.“

Disziplin und tolle Gemeinschaft : Yves Tabournel ist zum ersten Mal in Europa. „Alles sieht vollkommen anders aus als bei uns: die Landschaft und die Pfl anzen. Und alles ist so sauber“, erzählt der 20-Jährige aus Französisch-Guayana. Vor allem sei es kalt. „Bei uns ist gerade auch die kalte Jahreszeit, deswegen haben wir nur 30 Grad.“ Yves ist froh über die Gelegenheit, andere Kulturen kennen zu lernen. Svenja Bleymeyer war 2009 in Lancaster dabei, hat jetzt einen Gast aufgenommen. Toll sei, wie sich alle verständigen, zur Not mit Händen und Füßen: „Jeder bemüht sich.“

Engländer, Franzosen, Italiener, Ungarn, Spanier und Deutsche: Gemeinsam werten sie die zu Hause gemachten Umfragen aus, zur Not mit Händen und Füßen.

Foto: Pfäffl e Heilbronner Sti mme. 19.03.10


MEETING IN MISKOLC7–11 June 2010

Monday: Arrival of the teachers from Sitges (Spain), Ragusa (Italy), Lancaster (UK),

and Bad Rappenau (Germany)

Tuesday: Welcome at school by Headteacher

Meeti ng the Deputy Mayor at the Town Hall

Walk around in the downtown of Miskolc

Walk around in Lillafüred, Lake Hámori, Waterfall

Forrest Train to Miskolc

In the aft ernoon: Work on fi nal booklet

Wednesday: Work on fi nal booklet

In the aft ernoon: Trip to Eger

Walk around in the downtown of Eger

Thursday: Trip to Budapest

Visiti ng the House of Terror Museum

Walk on Váci Street

Visiti ng the Castle of Buda, Royal Palace, Fishermen’s Basti on, Matt hias Church

Friday: Shopping and strolling in downtown of Miskolc

Departure of the Spanish, German and English teachers

Saturday: Visiti ng the Lookout Tower of the Avas Hill, the University of Miskolc

and the Castle of Diósgyőr

Departure of the Italian teachers


Our last meeti ng was the teachers’ meeti ng in Miskolc Hungary. Unfortunately not all the countries

could come so we were six teachers parti cipati ng in the meeti ng. The aim of this meeti ng was to

draw our conclusions and to fi nalise the plans of the project’s product: a publicati on that would

summarise the two-year programme.

During the fi ve days we managed to combine the project work with protocoll acti viti es and

sightseeing. As for the project booklet we decided on the design and exact content in order to make

it presentable to the publishers here in Hungary. We also put together the material, arti cles, photos,

summaries that would go into the booklet.

Our colleagues got to know our school well where they were welcome by the Headmaster and other

colleagues. At the Town Hall we were given a warm welcome by the Deputy Mayor who introduced

Miskolc talking about its past, its traditi ons and its future prospects. Beside visiti ng the landmarks of

Miskolc, we also made a trip to Eger, the centre of a nearby wineproducing region. We had a one-day

trip to Budapest as well when we visited the House of Terror Museum with its unique presentati on

of the dismal eff ects of the Communist Era. We also paid visit to the Royal Castle area where we saw

the Castle of Buda, the Fishermen’s Basti on and King Matt hias Church. All through the meeti ng our

colleagues could taste the unique gastronomy of Hungary.

Having accomplished our work on the booklet and having drawn our conclusions of the two-year

project work we managed to close the project in a fruitf ul way. We agreed that we would keep

contact even aft er the project has fi nished with the prospect of another common project in the near

future.


PROJECT SUMMARY

The objecti ve of our project was to look at teenagers’ lives from two sides: in and out of school. While looking at school life, we examined the relati onship between students and teachers as well as teachers and parents in parti cular. As for teenagers’ lives outside school, we focused on how students spend their free ti me and how they organize their ti me to meet their school duti es as well. In order to gain a deep impact of the above areas of study, we used questi onnaires designed by the students during the project meeti ngs. These questi onnaires were then fi lled in by students, teachers and parents of each parti cipati ng school. The results were fi nally put in the form of presentati ons and were discussed by the students at the next meeti ng. Students could therefore compare their fi ndings and draw meaningful conclusions from them.

The fi rst year of the project was consecrated to school life and more parti cularly to the relati onship between students, teachers and parents. We focused very much on ‘student voice’ that is to the extent to which students have a say in how the school is run or organized. With the help of questi onnaires we gained quite a clear view of student-teacher relati onships, parent-teacher relati onships, student organizati ons and their effi cacy as well as students’ opportuniti es to express their opinions and wishes regarding school life. Our conclusions showed us that such relati onships are deeply embedded in the country’s culture and even social habits. Through our analysis we aimed to raise students’ awareness of the importance of voicing their criti cal views in a constructi ve way. We also concluded that partnership between students, teachers and parents will only enhance the school’s results.

In the second year, we concentrated on teenagers’ lives outside the school to see how they spend their ti me in meaningful ways. We of course found again country-specifi c diff erences coming from such factors as local habits, technological and even fi nancial backgrounds. We recognised common patt erns like the underlying infl uence of digital technology in shaping students’ agendas as well as their informal relati onships. We drew conclusions as to how to spend one’s ti me in a meaningful and producti ve way.

Our project has thus reached its goal that is it enhanced students’ awareness of the role of asserti veness at school as well as the importance of personal responsibility in terms of ti me-management and socializing. The questi onnaires assisted us in being as objecti ve as possible whereas the discussions in the project meeti ng allowed us to analyse the main diff erences concerning these topics. Students had the opportunity to see these diff erences and learn from them or suggest ways to improve them. Therefore our main aim to encourage criti cal thinking among them has been achieved.


QUESTIONNAIRE FOR THE MEETING IN RAGUSA IN MARCH, 2009.

STUDENTS 100 QUESTIONNAIRES

YES NO

Within your school, would you say that students have an impact on how the school is run ?Do you feel that the students in your school are listened to if they want to express their opinions on school matt ers?Are you aware that there are schemes in place in your school for students to express their opinions?Have you ever discussed your views about school with a member of the School Council?Have you ever discussed your views about school with a teacher?Have you ever discussed your views about school with someone from the Senior Management Team?Do you know of any changes which have been made because of a suggesti on by the students?

Can you suggest any ways in which student voice could be made more eff ecti ve in your school?

Yes No


QUESTIONNAIRES FOR THE MEETING IN RAGUSA IN MARCH, 2009.

PARENTS 50 QUESTIONNAIRES

StatementStrongly Agree

Agree Not Sure DisagreeStrongly Disagree

The school is doing its best for my child

My child is happy at school

I am sati sfi ed with the standard of teaching at the school

Parents are suffi ciently involved in the life of the school

My child’s opinion is valued by the school

The current reporti ng system is eff ecti ve in keeping parents informed of their child’s progress

My child has a good relati onship with teachers

Can you suggest any ways in which parental involvement in their child’s educati on could be increased?

Yes No


QUESTIONNAIRES FOR THE MEETING IN RAGUSA IN MARCH, 2009.

TEACHERS 25 QUESTIONNAIRES

1 How important do you think it is for students to voice their opinions in school?

Very important Quite important Not very important Unimportant

2 Do you think that students feel that they can come and talk to you?

YES NOAbout subject-based matt ers?About your teaching style?About their personal problems?About whole-school matt ers?

3 Within school generally, student voice is regarded as important by the Senior Management.

Agree Strongly Agree Not Sure Disagree Disagree Strongly

4 Students value the opportuniti es to discuss matt ers which aff ect them in school with the Staff and Senior Management.


5 Student voice is much more important feature of school life now than it was 10 years ago.


6 Have you ever changed your teaching style or content as a result of suggesti ons from students?Yes No


RESULTS OF THE FIRST QUESTIONNAIREWHAT DO WE DO WELL?

Students

COUNTRY WHAT DO THEY DO WELL? EVIDENCEENGLAND The students feel they are listened to if

they want to express their opinions on school matt ers.

68% of the students say yes they feel that they are listened to if they want to express their opinions.

FRENCH GUIANA

The students say that they are listened to by their teachers and they can express their opinions.

60% of the students say that they can express their opinion and talk about school to teachers.

GERMANY The students in Germany say that they are listened to if they express their opinion.

57% of the students say that they can express their opinion.

HUNGARY - Hungarian students trust their form tutor and subject teachers

- achieved many changes in school…for example: students “week”, healthy “day”, benches on corridor, renewed building, school radio etc.

- They talk with them about everyday problems, teachers are oft en helpful with students (31%)

- students feel bett er in a renewed school, they got to know other students from the school.

ITALY Students feel that they can express their opinion with their teachers.

77% of the students say that they can express their views with their teachers.

SPAIN - the students in Spain say that they are listened to if they express their opinion.

- students know where to go if they want to express their opinion about school

- the 66% of the students say that they know of changes which have been made because of student suggesti on

- 63% of students answered “yes”


WHAT DO WE DO WELL?

Parents

COUNTRY WHAT DO THEY DO WELL? EVIDENCE

ENGLAND The school is doing its best for students.

Because students are happy at school; parents are sati sfi ed with the standard of teaching at the school.The current reporti ng system is eff ecti ve in keeping parents informed of their child’s progress. The students have a good relati onship with teachers.

FRENCH GUIANA

1) Good relati onship between students and teachers;

2) the current reporti ng system is eff ecti ve in keeping parents informed.

1) 80% of students agree with this;2) 46% of parents agree with that.

GERMANY The school is doing its best for the students.

Because the students are happy at school.The current reporti ng system is eff ecti ve in keeping parents informed of their child.

HUNGARY 1) children are happy at school;2) parents are suffi ciently involved in the school’s life.

1) 61% of parents are agree with that

2) 53% of parents agree with that

ITALY The school is doing its best for the students.

Because the students are happy at school Parents are sati sfi ed with the standard of teaching at the school. Students’ opinions are valued by the school. Students have good relati onship with teachers.

SPAIN Relati onship is good between students and teachers.

66% of students agree that they have a good relati onship with their teachers.


WHAT DO WE DO WELL?

Teachers

COUNTRY WHAT DO THEY DO WELL? EVIDENCE

ENGLAND Teachers believe it is very important for students to voice their opinion.

100% is able to come to talk about subject – based matt ers.

78% very important.

FRENCH GUIANA

In conclusion, it could be said that student-teacher relati ons are exellent.

1,2,3, all support this.

GERMANY In conclusion, it could be said that student-teacher relati ons are exellent.

1,3,4, all support this.

HUNGARY Students are able to cone a talk with teachers at ease.

80% of teachers said yes.

ITALY Have a strong belief in student voice being heard.Students are able to come&talk to teachers about subject based matt ers&whole-school matt ers.

Majority of 83% believed very inportantBoth 100%.

SPAIN The majority of teachers believe student voice to be very important.All teachers asked in the questi onaire have changed their teaching style or content as a result of suggesti ons from students.

68% saying very important100% saying yes.


AREAS FOR IMPROVEMENT

Students

COUNTRY WHAT DO WE NEED TO IMPROVE?

EVIDENCE

ENGLAND School should take more in considerati on the suggesti ons of the students (questi on 7).

If students say they do not know any changes which have been made because of a suggesti on by the students.

FRENCH GUIANA

Students would like to have more chances to talk with the member of the school council.

72% have never discussed with a member of the school council.

GERMANY Students would like to have more chances to say their opinion in the senior management team.

91% of the students have never discussed their views about school with someone from the senior management team.

HUNGARY Students would like to have more att enti on from the teachers.

- 63% of the students aren’t sati sfi ed with the way how the school is run.- 31% said their voice isn’t heard in school and 52% feels only someti mes.

ITALY Students would like to have a bigger impact on how the school is run and have more chances to express their opinion.

69% of the students say that they don’t have an impact on how the school is run.

SPAIN Students would express their opinion with the school council, teachers and senior management team.

More than 80% of the students don’t discuss their opinion with teachers, the senior management team and the school council.



Parents


EVIDENCE

ENGLAND We need to improve the parents’ involvement in the life of the school.

We know this as 15 parents say they disagree.

FRENCH GUIANA

1) children are not happy at school2) parents are not involved suffi ciently in the school’s life3) children’s opinion is not valued enough.

1) 42% of parents think that.2) 36% of parents think that.3) 38% of parents think that.

GERMANY The reporti ng system needs to be improved to keep the parents informed of their child’s progress.

Parents aren’t sati sfi ed with the standard of teaching at the school.

HUNGARY The parents didn’t think that their child’s opinion was valued at school.

53% of parents said they didn’t think their children’s view/opinions were valued at school.

ITALY We need to improve how parents are involved in the student school life.

46% of parents weren’t sure if they were suffi ciently involved and 18% said they were not happy with the involvement of parents in school life.

SPAIN Parents don’t think the standard of teaching is sati sfactory.

Parents should be more involved in the school life.

20% of parents disagree that the standard of teaching is sati sfactory.

Only 16% of the parents think that they’re effi ciently involved in the school’s life.



Teachers


EVIDENCE

ENGLAND Talking between students and teachers about teaching style and personal problems.

The majority of teachers are unsure about students valuing the opportunity to discuss issues aff ecti ng staff or senior management.

Majority saying no.35%-unsure.

FRENCH GUIANA

28% unsure whether student voice is regarded as important by senior management.Some teachers are not sure about students valuing opportuniti es to discuss matt ers with staff .

Questi on 6.Questi on 7.

GERMANY The majority will not change teaching style if students suggest so.

Questi on 2.

HUNGARY Majority of teachers say that they have not changed their teaching style, which has been suggested by a student.

55% say no, questi on 7.

ITALY Teachers don’t believe in the importance of student voice features in student life more than they did 10 years ago.

33% Disagree, questi on 5.

SPAIN A small proporti on of teachers are unsure whether students talk to senior management about whether they value opportuniti es to discuss matt ers with staff or senior management.

3, 4 – 20% Not sure.


QUESTIONNAIRE FOR THE MEETINGIN BAD RAPPENAU IN MARCH, 2010.

COMENIUS TEENAGE LIFE

TO BE ANSWERED BY TEENAGERS AGED 14-16

SECTION 1 TO DISCOVER HOW MUCH FREE TIME YOU HAVE1 How many hours per week do you spend at school?

2 How many hours per week do you spend travelling to and from school?3 If you have a part ti me job how many hours per week do you work?SECTION 2 – TO DISCOVER HOW YOU SPEND YOUR FREE TIMEHow much of your free ti me per week do you spend doing the following?

Nil 1-3 4-6 7-9 10-12 13-15 16+

4 Going shopping

5 Going to parti es

6 Playing computer games

7 Practi cing sports

8 Reading

9 Playing Musical instruments

10 On social networks

11 Meeti ng with friends

12 Acti viti es with your family

13 Listening to music

14 Extra-curricular acti viti es at school clubs, etc

15 Helping with jobs around the home

16 Homework acti viti es and study17 Watching TV?

18 On religious acti viti es-going to church, church groups etc


SECTION 3 – TO DISCOVER YOUR PREFERENCESRap R&B Rock Pop Classical Other

19 What kind of music do you listen to?

A few close friends A lot of not so close friends

20 Which do you prefer?

family friends Others

21 If you have a serious personal problem to share who are most likely to go to?

SECTION 4 – LESS FREQUENT ACTIVITIES

22 How many days per year on average are you away from home on holiday with family?

<5 5-9 1-14 15-19 20-24 25+

23 How many days a year do you spend away without family(a day or weekend camp with scouts/guides/cadets/school/trips)?


RESULTS OF THE SECOND QUESTIONNAIRECOMENIUS TEENAGE LIFE – FINAL OUTCOME – GERMANY

MARCH 2010

QUESTION 1

HOW MUCH TIME DO YOU SPEND AT SCHOOL PER WEEK

What are the diff erences?

Country Hours

Italy 28-36

England 38.6

Hungary 35

Spain 31

Germany 24-27

French Guiana 35

Germany has the least number of hours, students rarely stay outside lesson ti me for extra curricular acti viti es. In Italy and Germany students do not have to be present when they do not have lessons therefore the total number of hours spent in school varies. French Guiana is a boarding school. Someti mes the students live 4 hours away from school and this is the only school in the vicinity.In England they spend a long ti me in school, because there are lots of extra curricular acti viti es outside lesson ti me and students have to be in school every day from 08:45 unti l 15:10. They are not allowed off the premises during this ti me. This is a key diff erence between countries.

What are the similariti es?Our discussions showed that all the countries have about the same number of hours of lessons per week, the diff erence in total hours being due to school rules and opportuniti es for extra curricular acti viti es.

QUESTION 2

HOW MANY HOUR PER WEEK DO YOU SPEND TRAVELLING TO SCHOOL?

What are the diff erences?In French Guiana the students take a very long ti me to go to school because their way to school is very long, and it’s the only school in the near of them. (it’s a boarding school)What are the similariti es?England, Spain, Italy and Germany the majority of students spend 30-50 minutes for traveling to school (per week). This shows that there is a tendency for students to att end the school closest to their home, however, the UK had a large number of students who spend over 5 hours per week travelling. This is due to the fact that they are a Church of England School and draw students from a large geographic area.


QUESTION 3

HOW MANY HOURS DO YOU WORK (PART-TIME JOB | PER WEEK)?

What are the diff erences?In Italy nobody has a part-ti me job because they have no ti me for this also in French Guiana just a few students work because there aren’t so many choices. But some students work for their parents, if they have a farm.

What are the similariti es?In Spain, UK, Italy and Hungary you have to be 16 if you want to work. This was refl ected in the stati sti cs as very few of our respondents were 16 or above.

QUESTION 4

HOW MANY HOURS PER WEEK DO YOU GO SHOPPING?

What are the diff erences?In French Guiana they can’t go shopping very oft en because it’s very expensive (the prices are three ti mes higher than in European countries), you haven’t got many choices to go shopping and the journey is too long to go shopping on a regular basis.

What are the similariti es?England, Germany, Hungary, Italy and Spain have the most similariti es because they all love shopping and they all have enough free-ti me to go shopping and the shops are generally within easy reach of where they live especially when compared to the students from French Guiana.Another similarity is that the students get money (pocket money) from their parents! Some students get it if they help at home (and so on) but also for good marks at school.

QUESTION 5

HOW MUCH TIME PER WEEK DO YOU SPEND GOING TO PARTIES?

Comparison Uk, Germany, Hungary less than 50% go to more than 3 hours per week of parti es.UK 0% more than 6 hoursHungary and Germany 19% more than 6 hoursSpain 20% more than 6 hoursItaly 16% more than 6 hours

Reasons for the diff erencesThe diff erences could be due to a range of factors:The amount of homework set and the hours spent at school could be a factor for the UK students as well as the fact that parents may be stricter and not allow students to go to parti es or restrict the hours spent there. Also a lot of the UK students live in rural or semi rural areas a long way from school so meeti ng up with friends in the week is likely to be more diffi cult.


QUESTION 6

HOW MANY HOURS PER WEEK DO YOU SPEND PLAYING COMPUTER GAMES?

More than 10 hoursUK 5%Germany 12%Hungary 16%Spain 6%Italy 4%Responses from UK, Spain and Italy are similar to Germany and Hungary more ti mes.Similariti esAll countries have a similar % of students who play games for 3 or less hours.Diff erencesThe Key issue is that the UK, Spain and Italy have the lowest percentage in playing games. The reasons could be in the answers to other questi ons, for example: The amount of ti me with family and friends, sports, reading, playing musical instruments could have an impact on the amount of ti me available for this type of acti vity.

QUESTION 7

HOW MANY HOURS PER WEEK DO YOU SPEND PRACTICIING SPORT?

Less than 3 hoursGermany 16%UK 65%Hungary 43%Spain 26%Italy 40%In the UK, Hungary and Italy a lot of students do less than 3 hours a week. So Germany and Spain do more sports than in the UK, Hungary and Italy. However this could be due to the fact that in the UK sport is a compulsory element for all students and due to the nature of the questi on the UK students did not include this ti me in their response. In Hungary and Italy the people who parti cipated in sports tended to do far more hours than in other countries. In the UK many don’t do any sports and the ones that do sports do it for less than six hours a week.In Hungary most students do sports between 1-3 hours a week and a few do it for more than 16 hours.Another infl uence on this could be the range of sport acti viti es available locally, discussions showed that in Hungary they have a wider range of sports available locally than in other countries.

QUESTION 8

HOW MUCH TIME PER WEEK DO YOU SPEND READING?

This questi on gave the most similar answers of the whole questi onnaire, very few students read more than 3 hours per week. Many students said they did not read at all. This seems to be a common cultural trend across all the partner countries. When compared with the likely results


from our parents and grandparents childhood there is now a much wider range of acti viti es available to students in their teenage years and students prefer to be entertained (TV, DVD, etc) or acti vely parti cipati ng (computer games etc).

QUESTION 9

HOW MUCH TIME PER WEEK DO YOU SPEND PLAYING MUSICAL INSTRUMENTS?

In most countries our results showed that between 70% and 80% of the students don’t play any instruments.In England more students play instruments with 44% of students playing some type of a musical instrument. This is likely to be due to the fact that music lessons are available in school and instruments can be supplied on loan which makes music lessons more aff ordable to the average student. Thus the results from England were the most positi ve whereas Hungary and Spain were the least positi ve.In French Guiana it’s expensive to learn music and therefore the students cannot aff ord to learn to play instruments.

QUESTION 10

HOW MUCH TIME PER WEEK DO YOU SPEND ON SOCIAL NETWORKS?

Similariti es – In most countries , people thought that students use social networks for 4-6 hours per week. French Guiana was the least positi ve this is likely to be due to the fact that in French Guiana there are problems with accessibility to computers and the internet because of the infrastructure of the country. In England internet access is cheaper and the students fi nish school later and the majority have a computer and internet. Students in England spend less ti me at parti es and meeti ng up with friends due to the fact that many of them live a long way from friends so they spend more ti me on social networks.

QUESTION 11

HOW MUCH TIME PER WEEK DO YOU SPEND MEETING WITH FRIENDS?

In most countries people meet their friends a lot.There were no big diff erences between the results of the partner countries.Hungary and Germany have 0% for nil hours the other countries all had at least 5%.The least positi ve was Italy with students generally spending less ti me with friends. German students tend to meet very oft en while the others don’t really have much free ti me. French people are very sociable, they usually meet their friends a lot, this is likely to be due to the fact that they have fewer opportuniti es for sports, internet usage, and other hobbies plus climati c infl uence, it is generally too hot and humid to do a lot of sports.


QUESTION 12

HOW MUCH TIME PER WEEK DO YOU SPEND DOING ACTIVITIES WITH YOUR FAMILY?

In most countries people usually spend more ti me with their friends than with their families.There were no big diff erences between the results of the partner countries.French Guiana and Italy around 30% spend no ti me with their families, otherwise the average for the other countries is between 4-5 hours spent doing acti viti es with their families. In England only 5% of the students spend no ti me with their families.In French Guiana the school has a boarding facility so many of the students live away from their families during the week. In the UK a larger proporti on of the students travel a long way to school than in other countries and they live in rural areas so they are more likely to spend more ti me with their families.

QUESTION 13

HOW MUCH TIME PER WEEK DO YOU SPEND LISTENING TO MUSIC?

In most countries people listen to lots of music for leisure and to varying degrees according to their mood.In Spain students don’t listen to music as much as in other countries. In England, Hungary and French Guiana the results were similar which is surprising as we had assumed that they would listen to more in French Guiana as music is such a strong infl uence in their culture. The results for Germany and in Italy were quite similar too.In Spain students listen to less music which means that students have got more ti me to study without music and therefore they can concentrate bett er.In Hungary and England there is a tendency for students to enjoy homework more with music but the negati ve eff ect is maybe that students listen to too much music and concentrati on levels are lessened.We agreed that in Germany as students fi nish school at 1 pm they have got more ti me to listen to music than Spanish and Italian students. We think that in Hungary students listen to so much music because they listen to it to and from school as well as in their leisure ti me.

QUESTION 14

HOW MUCH TIME PER WEEK DO YOU SPEND AT EXTRA-CURRICULAR ACTIVITIES?

The results are the same in most of the countries. It could be that in most countries students are not interested in school acti viti es outside school hours and they want to go home aft er school or it could be that there are limited opportuniti es for extra curricular acti viti es in most countries. The results from England were the most positi ve because more students stay at school for extra acti viti es and Germany was the most negati ve. In the UK there is a very broad extra curricular programme with several acti viti es taking place each day both at lunchti me and aft er school, these acti viti es include sport, music, clubs, computers, etc. We think the key infl uences on the amount of ti me spent on extra curricular acti viti es are:The amount of homework set, the amount of ti me spent travelling to and from school and the provision off ered by the individual schools.We all agreed that people would want to do more extra curricular acti viti es if the ones off ered were linked with their personal interests. We propose that schools should undertake research to fi nd out what their students would like.


QUESTION 15

HOW MUCH TIME PER WEEK DO YOU SPEND HELPING AROUND THE HOUSE?

There were not any big diff erences between the countries because they are all the same.In all countries the majority of students did 1-3 hours per week of housework. Helping with basic chores such as washing up and ti dying their room.

QUESTION 16

HOW MUCH TIME PER WEEK DO YOU SPEND STUDYING AND DOING HOMEWORK?

In French Guiana, England and Hungary people need to study the same amount of ti me with more than 50% doing 6 hours per week or less. In Italy students tend to spend longer on home study and in Germany students tend to spend the least ti me. The biggest diff erence in the results therefore was between Italy and Germany.The fact that German students spend less ti me on home study and less hours at school means that they have more free ti me and therefore opportunity for other acti viti es such as seeing friends, socializing, att ending parti es, etc.The results showed that in all schools students had to spend some of their own ti me on schoolwork and research.

QUESTION 17

HOW MANY HOURS PER WEEK DO YOU SPEND WATCHING TV ?

In most countries the most frequent result was that students watch 1- 3 hours of TV per week. This was far less than what we had anti cipated.We found that all countries except French Guiana watched the same amount of TV.This is likely to be due to the fact that French Guiana only has two channels and satellite TV is expensive. In Italy a lot of students go to the cinema and rent DVDs instead which doesn’t count as watching TV, the Italian students felt that most of their TV is infl uenced by the government.

Due to the amount of ti me spent at school and on study the majority of students only watch TV at night. Students in the age group surveyed prefer to meet friends than watch TV and they also prefer to chat on the computer with friends.

QUESTION 18

HOW MUCH TIME PER WEEK DO YOU SPEND ON RELIGIOUS ACTIVITIES?

We found out that people in most of the partner countries do not parti cipate in religious acti viti es, the UK was surprised to learn that they had the largest percentage of people parti cipati ng with 63% of those surveyed spending some ti me on religious acti viti es, however, this could be because the school in the UK is a church of England school and so all pupils have to parti cipate in religious acti vity on a regular basis within the school day. The results from the UK were surprising in that


37% said they did not parti cipate, this could be because either they did not include the compulsory school based acti viti es or that whilst they att end they do not feel they acti vely parti cipate.In most of the countries, we found out that most people do the same amount of religious studies. The average results were that people spend 0 to 3 hours at religious acti viti es. In Germany all the general view was that church was boring, they prefer to go out and see their friends. In Hungary they thought that only older people go to church, you don’t fi nd many young people there.All of our group thought that both Spain and Italy were very religious countries, so we were shocked that the majority of people in these countries didn’t go to church. In the UK shops are open on Sundays and there are a wider range of acti viti es available.

WHAT TYPE OF MUSIC DO YOU PREFER TO LISTEN TO?

In French Guiana they only have 2 TV channels with no access channels such as MTV or internet access to You Tube, etc. The general access to music is the same for the other countries so this means that students from all the other countries listen to the same sort of music. In most countries, people thought that the best music was pop and Rock. French Guiana prefers Reggae music, possibly as this is inherent in their culture or just because access to other forms of music is limited.

WHICH DO YOU PREFER A FEW CLOSE FRIENDS OR A LOT OF LESS CLOSE FRIENDS?

In most countries people thought that a small group of close friends is bett er than a large group of not so close friends, the results are similar for all the partner countries with 80% plus preferring a few close friends. We think that teenagers are becoming more independent from their families and need close friends to trust. We were not surprised by the results but it would have been interesti ng to show whether the results would be diff erent if results from the boys and girls had been shown separately.

IF YOU HAD A PERSONAL PROBLEM, WHO WOULD YOU GO TO ?

If they have a problem the majority of people surveyed go to friends but England and Hungary tend to go to family.There are not many diff erences because most countries prefer to go to their friends rather than to their family. In England more than 50% of the pupils go to their parents if they have a problem. This may be because they have a bett er connecti on to their parents and siblings. Maybe the pupils in England and in Hungary would go to their family because they can trust them more than their friends. In the other countries the pupils feel they can talk to their friends maybe because it is easier to talk to their friends about inti mate problems because the families are oft en too conservati ve. Most people expected Italy and Spain to go to their family if they had a problem but going to their friends was the more popular opti on.But for almost every pupil it depends on what kind of a problem it is. If you have for example a personal relati onship problem almost every one would prefer to go to their friends.

HOW MANY DAYS A YEAR DO YOU SPEND ON HOLIDAY WITH YOUR FAMILY?

For this questi on there were limited similariti es, however, there were many diff erences. In Spain the most popular answer was more than 25 days with the family. But the French spent less ti me away with their family. Most of the French do not go on vacati on because they don´t have the money. It is too expensive to travel so they do not go as frequently. The infrastructure in French


Guiana is not so good as in European countries, they don’t have so many streets and only one internati onal airport. The Spanish have much free ti me to travel within Spain and they like to travel because staying at home is boring. Also they have 2 months for summer holidays and all the factories and offi ces are closed. Italy, Hungary, Germany and England people like to stay at home but they also like to travel. Also the amount of holiday which parents are enti tled to from work varies between countries which will infl uence the amount of ti me for family holidays. The Spanish group was surprised to learn that no other countries travel as much as they do.

HOW MANY DAYS A YEAR DO YOU SPEND ON HOLIDAY WITHOUT FAMILY?

In all the countries not many pupils go away for over 25 days because we think there are not many opportuniti es for group acti viti es like scouts, guides, cadets, etc… Also trips away cost a lot of money and to spend more than 25 days per year on holidays as well as family trips would be above most families’ budgets. In Spain, Italy and French Guiana pupils do not go away because they have the sea and the sunshine so they do not have to go far. In summer there are many acti viti es to do in the sun.In Germany and Hungary pupils tend to go more on holidays without the parents because they like to go on camping trips, music master classes and church groups. All these acti viti es are organized for them and they are supervised. In England the school organizes a wide range of internati onal trips to Austria, Germany, France or Spain, South Africa, Canada plus others.


WE WOULD LIKE TO SAY THANKS...

We would fi rstly like to thank the Briti sh Council for funding this project and providing us with such a won-derful range of opportuniti es for both staff and stu-dents. We would also like to thank the headteacher and governors of the school for making the visits possible and supporti ng us in this type of acti vity, the parents for hosti ng so generously and fi nally the students for being absolute stars.Ripley St Thomas High School Comenius Team

Il nostro ‘grazie’ va innanzitutt o alle Agenzie – europea e nazionale –per aver messo a disposizione i riferimenti e le risorse uti li all’att uazione del Progett o, che ha rap-presentato un momento prezioso per la crescita cultu-rale e umana dei partecipanti . Rivolgiamo un aff ett uoso ringraziamento al Dirigente Scolasti co Prof. Vincenzo Giannone e ai colleghi per il supporto che ci hanno accordato in ogni fase della rea-lizzazione del progett o.Infi ne, grazie di cuore a tutti i ragazzi e alle famiglie per aver accett ato di mett ersi in gioco, di aprirsi ad una nuova ed esaltante esperienza, che auspichiamo possa presto ripetersi. Liceo Classico Umberto I Ragusa, Sicilia

L’ equip de professors i professores de l’Escola Pia de Sitges parti cipants al projecte Comenius vol fer explí-cit el seu agraïment a totes les persones que han fet possible el nostre projecte My Ideal School que hem estat duent a terme aquest darrers dos cursos 2008-2010. Agrair la col·laboració desinteressada de totes les famílies acollidores a la visita dels alumnes el mes de novembre de 2010, a l’ equip directi u del centre i en especial al seu director gerent Jordi Cadevall per la seva implicació i recolzament , a la bona disposició del claus-tre de professors de l’escola. També agrair l’ acollida rebuda per part de l’Ajuntament de Sitges representat pel seu regidor d’Educació . La voluntat de tots ha estat ajudar a la millorar de l’educació dels nostres alumnes i a donar una empremta europea a la nostra escola. Escola Pia de Sitges

Wir bedanken uns beim PAD in Bonn, besonders Frau Rose, dem Kultusministerium in Stutt gart, besonders Frau Obenland, der Stadt Bad Rappenau, unserem Schulleiter Herrn Vilimek, allen gastgebenden Eltern und Schülern und unseren Kollegen für die enorme Un-terstützung, welche die Durchführung unseres erfolg-reichen Projektes erst ermöglicht haben. DANKE sagen wir auch unseren Partnerschulen für die produkti ve Zu-sammenarbeit, die gute Organisati on der Treff en und

die Gastf reundschaft , die wir überall erfahren durft en.Gerda Phillips und Dorothee KaufmannWilhelm-Hauff -Realschule Bad Rappenau – Deutsch-land

Nos remerciements sont adressés à toutes les per-sonnes concernées qui ont contribué à l’organisati on de ce voyage et qui ont permis aux parti cipants de vivre une expérience inoubliable, sans oublier les nom-breuses connaissances faites à cett e occasion.Nous pensons parti culièrement:• aux représentants du EPLEFPA (Etablissement Public

Local d’enseignement et de la formati on profession-nelle agricoles) et acteurs du Projet Comenius, dont :

o Monsieur Franck Lapray, Proviseur du Lycée o Madame Céline Perraud, professeur d’anglais

responsable et coordinatrice du projet o Madame Mirella Degras, professeur de français o Madame France Butti n, enseignante en anglais o Madame Rosett e Audureau, pour la logisti que o Les élèves de Seconde EATC et de Première

STAV, ainsi que leurs parents.• à nos partenaires Européens, dont Madame Avril

Lowe, coordonnatrice du projet Comenius 2008-2010, ainsi que ceux qui nous ont chaleureusement reçus comme :

o les proviseurs des écoles, o les familles d’accueil pour leur disponibilité et

l’organisati on de moments conviviaux o Les enseignants et élèves parti cipant au projet. • à l’Agence Europe-Educati on-Formati on France (2e2f)• aux sponsors qui ont bien voulu nous apporter leur

aide fi nancière et morale pour la bonne réussite de ces voyages :

o La Mairie de Matoury o Le Groupe Ribal• à la Région GuyaneLEGTPA, Macouria

Szeretnénk köszönetet mondani mindazoknak akik lehe-tővé tett ék, hogy iskolánk és diákjaink részt vehett ek a Comenius Iskolák Közötti Együtt működés Programban. Köszönjük a Tempus Közalapítványnak és az Európai Uniónak, hogy felkínálta ezt a páratlan lehetőséget. Köszönjük a vendéglátóinknak, különösen a partneris-kolák tanárainak és igazgatóinak azt a kemény munkát, amivel felejthetetlen élményeket ajándékoztak tanuló-inknak. Reméljük, hogy kapcsolataink a jövőben is meg-maradnak.A Diósgyőri Gimnázium tanárai és diákjai

COMENIUS TEENAGE LIFE · 2012-12-21 · COMENIUS TEENAGE LIFE 2008–2010 | 7 We had our ﬁ rst...

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Transcript of COMENIUS TEENAGE LIFE · 2012-12-21 · COMENIUS TEENAGE LIFE 2008–2010 | 7 We had our ﬁ rst...