Part D Objectives

Main objective(s) of the project: What are the main objectives to which the action/project will contribute and what needs do they address? What are the concrete objectives of the partnership? Explain what subjects or problems you intend to address.
  • What approach will you take to achieve your objectives?
NB – the objectives shall be in line with the objectives and the philosophy of the Lifelong Learning Programme 'Key elements from EU
  • to develop knowledge and understanding among young people and educational staff of the
diversity of European cultures and languages and its value;
  • to help young people acquire the basic life-skills and competences necessary for their
personal development, for future employment and for active European citizenship.
  • to improve the quality and to increase the volume of mobility involving pupils and educational staff in different Member States;
  • to encourage the learning of modern foreign languages;
  • to support the development of innovative ICT-based content, services, pedagogies and
practice for lifelong learning; Exploring the cities following the Doxiades model ( a city is a net where Nature- Man-Buildings- Networks-Society integrate, work together or are in conflict)
  • To explore and discover the space around

Nature (parks, gardens, trees, flowers, animals (!) etc.) Man (in terms of the individual. We could place Child there) Buildings (houses, foundations, schools, museums, monuments etc.) Networks (energy, water, telephone, roads-transportations, internet, etc) Society (it refers to social relations and processes…categories in terms of gender, class, culture, ‘race’, ethnicity but also art, economy, politics etc. could find their place in here) We can think to focus to some topics that can be interesting in the actual Europe, like “ green “ cities, pollution, waste, recycling. Other interesting aspects are those related to Politics in the wider and more ancient meaning : the POLIS. The way citizens and children can take decisions, their needs in the city structure. Other important and crucial aspect is the multicultural – intercultural city and that’s related to the identity building of children. Is the cultural identity of migrants influenced by the city where they move to? Is the cultural identity of local children influenced by the multiethnic culture around them? One of our goal is having children travelling to meet their friends in other schools and in other cities, to explore together the urban environments of Europe

The identity of the city and its inhabitants in the contamination among the different cultures present in the urban area the urban space as an opportunity for meetings, comparison, conflict and coexistence prevention and safeguarding well-being through individual and collective responsibility Objectives

  • For students
    • To explore the place where they live in order to start to understand how it forms the basis of their own self-image and identity,
To understanding the influence of the city & environment on the different people&children life styles in partners cities. To learn about the places where other people live: comparing housing, environments and the life styles ; To hand on the city and eploiting the urban&envirronement ressources (participate in outdoor activities) as a regular part of the curriculum (the City as a classroom) to develop observation, comparison skills ( similarities and differences) to participate in the co-construction of knowledge in a Community of Learners beyond the differences of culture and environment: interacting with peers and working in groups within the same school; interacting with students from partner schools
  • To understand the meaning of an educating community ( the school, the partnership, the city)
To develop learning strategies: how to research, select and gather relevant informations; how to describe and analyze statistical information, including exporting information and using a spreadsheet; how to analyze and evaluate data, maps and diagrams; to build a cooperative project , using different strategies to plan, discuss, share with the common objective to create/imagine an ideal city to approach languages other than mother tongue not just as new subjects to be carried out but using them in meaningful contexts where communication is compelling to value bi and multi lingualism already present among many pupils and celebrate the ability to speak more than one language to develop and integrate verbal and nonverbal languages, using various media (visual,images, music, dance, body languages, …)in order to communicate and share with other partners


The Partnership will generate European added value The application shows that the Partnership will achieve results which would not be attained by activities carried out entirely within one and the same country. The project aims to generate a community of learners who work together beyond the borders, imaging a common future for the next Europeans. The project aims to help future citizens of Europe to become more aware of their cultural and multicultural environment in European cities. The advantage of such project will be awakening of tolerance and respect for differences between peoples of Europe and at the same time we will learn that there are more similarities than discrepancies. Just as every co-operation to be successful it must be based on solidarity and unity. Having children cooperating beyond the borders will be a way to introduce European values in all the families and in the local communities . Having children working cooperatively with other children in other schools will increase in children, families, teachers the meanng of belonging to a wider community. Hosting and sending groups of children will help schools and families in building effective cooperation. It will help to fight stereotypes and will increase confidence in other people. Another priority in our project is to give value to bilingualism and to the learning of European languages, English along with minority languages as Italian, Spanish, Greek or Finnish.. In our project we aim to have a great number of mobilities, including children meetings in which twinned classes will visit their partners to finalize the common job done .To improve the quality and to increase the volume of mobility involving pupils in different Member States is an objective of all the cooperation projects. In our project we aim to have at least one group of learners from some schools visiting another partner during the length of the project

D6 Impact

(The impact is any change that is expected to be produced by the action/project, whether direct or indirect, immediate, in the medium or long-term on the participating institutions.)

What impact do you expect partnership activities to have on persons pupils/learners/trainees and staff) and on the participating institutions?// Comenius projects and the associated activities and contacts both within their own school and with pupils and teachers from the foreign partner school are expected to have an impact in two main areas: developing intercultural competence, including interest towards foreign languages; develop an understanding for how we can use the city itself as an aid in teaching and learning and look at practical examples of the city as a theme in education We aim to forge links with schools in other countries in order to teach children, and to reinforce in teachers and staff members, the significance of being European citizens alongside promoting a better understanding of the multi cultural reality of our schools Through working on the project thematic we expect our children to become aware of how children in different European nation live, enriching their understanding of a country other than their own and, through comparison, providing them with opportunities to become more and more conscious of their own cultural identity. At institution level,in teachers groups and in staff we expect that in each partner schools we can obtain: • Staff meetings related to the project and agreement of the various departments

  • Increased visibility of the organisation in the local community
 New contacts and new projects in the schools and in the school net in the area  Awareness of other cultures and readiness to take on cultural differences   Foreign-language competence and better communication skills in teachers, headteachers and staff  ICT skills improved in teachers  Personal professional development • A school policy statement which includes European projects and activities • Provision of extra time for teachers involved in European activities • The European dimension reflected in the general objectives of the school • Pupils exchanges • Families involvement • Teachers in service training courses for languages also within the frame of LLP in service training course
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