CYPRUS

The Private Grammar and Modern Schools (Limassol) Ltd is a private secondary school and the language of tuition is English. Our school was founded in 1975 in Limassol to assist the refugee students from the occupied North of Cyprus. The school has over 650 students, with the students coming from about 20 different ethnic backgrounds. The school follows a British-style curriculum slightly modified to better suit the needs of the local population. Students cover all Key Stages and have a choice amongst various IGCSE and GCE Advanced Level subjects. Over ninety-five percent (95%) of our students continue on to universities all around the world. Our institution engages in a large number of extra-curricular activities such as: the Duke of Edinburgh Award, the Mediterranean Model United Nations Cyprus (Medi.M.U.N.) and the European Youth Parliament (EYP). We participate in sporting and theatrical events and finally, we organize and take part in numerous charitable events.

Our role in this project will be that of the Coordinator as the idea for the topic stemmed from our own students and teachers. We have managed to find eleven (11) potential partners including ourselves. The ages of the students we propose to use are around 15 years old. It does not appear that any of the students in our school that have specific needs will participate in our project as they are not in the age group we will be using.

 

POLAND

Our school is a small secondary school (234 students, aged 13-16 and 30 teachers) situated in a small town called Czeladź, in the south of Poland. The area has good economical and human resources.

Our students grew up in the block of flats and also in the individual housing estates. They come from families that have different financial status – from very rich to very poor. Some of them are at risk of poverty and social exclusion. This is a result of parents’ absence at family homes because of migration to other countries and different pathologies typical for contemporary Europe. We also have students with special needs who require specific and individual approach from their teachers. There is a group of very talented students that require the best conditions for their versatile development.

We are very glad and appreciate the fact we were invited to this project. We were cooperating with Cypriot school two years ago and we were the coordinators. The topic of the project is up-to-date. Nowadays we can’t imagine living without the Internet. It provides resources, opportunities and information that contemporary culture has learned to rely on but we have to remember it can still be dangerous. That’s why we – teachers have to help our students realize that and teach them how to use the Internet and other technological resources in a safe and responsible way.

Such project would give our students a great opportunity to improve their English/ learn new cultures and understand different viewpoints. We would like to share our experience with other schools and we would like our students to improve their learning abilities. We hope such project will help us (teachers and students) to become better and responsible European citizens.

FINLAND

Our school is situated in northern Espoo in the suburb of Järvenperä in the middle of beautiful Finnish nature. Espoo is a city right next to our capital Helsinki.

Our objective is to educate our pupils so that they will grow up as responsible, tolerant and active members of the society. Moreover, in addition to teaching and guidance, the school aims to encourage pupils to lifetime learning. The growing of an integrated individual is supported by high-quality basic education and the use of various ways of working together. There are about 50 people working in our school, about 30 of them are teachers.

In 2011-2012 there are :

  • 306 pupils in grades 7-9 (from 13 to year old)
  • 15 pupils in classes for disabled children
  • One class for pupils with special needs
  • A number of pupils with special needs are integrated in ordinary classes.

Organization of teaching:

  • The lesson lasts for 75 minutes and there are four lessons every day
  • The school starts at 8.30 am and ends at 3.00 pm
  • Lunch break is between 11.15-12.15 (a free cooked meal is served for the pupils every day)
  • The school year is divided into five periods Some of the courses are divided into two or three periods.

We try to motivate the pupils by varied ways of learning:

  • A long lesson and a good location make it possible to use different methods of learning.
  • During the long lunch hour pupils can enjoy a free cooked meal and play games, for example. They can also do their homework. Remedial instruction is easy to organize during the long break.
  • During the past twenty years Finland has changed from a homogeneous country to a heterogeneous country. Most immigrants come from Russia and other former states of the Soviet Union, but we have a large minority from Somalia as well. Thus, our society, including schools face a new challenge; how to integrate these people with their different languages and religions, not to mention their different cultural backgrounds into the Finnish society. We are struggling to increase our pupils’ motivation to study and to take responsibility for their own life in the future. The Comenius project will help us to leal with these issues with other European countries that are facing the same kind of challenges.

 

SPAIN

Our school was founded by the Dominican missionaires, and we got incorporated to the Educational foundation Santo Domingo in 2007. We have got students aged 3-16, from pre-primary to secondary education, but we think that the students which will take part in the project are the ones aged around 15.

The socio-economic level of our students is low-medium. We have some immigrant students, but they are really well-integrated in the school, and there are no cultural problems. We will not have participants with specific needs as there are no students with specific needs among our 15 year old students..

Our role in the project will be that of a partner.

 

GREECE

The Public General School of Anoixis  (Athens) is a public secondary school and the language of tuition is Greek Our school was founded in 2004 in Anoixi to assist the refugee students from the  North region of Anoixis. The school has over 250 students, with the students coming from about 2-3 different ethnic backgrounds and from 4-5 different regions from the outskirts.

Anoixi (in Greek, Άνοιξη, meaning “spring”) is a suburb in Attica, Greece  just about 23 km north of Athens. Since the 2011 local government reform it is part of the municipality Dionysos, of which it is a municipal unit.

Our school is placed very close to the Olympic Municipality of Acharnes (in the city of Acharnes was located the olympic village in the Olympic Games of 2004), a village in a rural area historically low motivated towards education, mainly because of an easy access to unqualified jobs. However, the short distance to the capital city of Athens is creating residential areas where the population increases as its own variety.

A large amount of students are coming from Greek immigrants (most from Albania and countries from ex Soviet Union ), country people, civil servants, middle and working classes, social minorities at risk of exclusion (like gipsy communities), altogether with some students with specific needs, we have a mixture of pupils with many different social interests, backgrounds and cultures that gives us a special complexity as an educational institution. Lately the regional Board of Education has included this institution in a list of schools operating in special difficulties.

TURKEY

Gazi Şahin Anatolian High School is a new  school, founded in 2007 and have only 9 classes and a laboratory. It is situated in Elmadağ. Elmadağ is one of the districts of the capital city ANKARA, its population is 43374. People here are generally interested in agriculture, so they really have a low income

As for our students, they are really wise and aware pupils.They struggle for a different, bright future ,since they have low income and untolerant families on most of the subjects.We can say that they don’t have the same opportunities with the teeneagers in the same age (15-18).In short, their only opportunity and sociality is their school . So we try to do our best for their self-confidance and future .We have all the necessary lessons such as physics, math etc. for their universty enterance exam and provide the enough language level for their future jobs.Aur aim is just to make them acquire their target languages English and  German. For all these reasons, this project is so important for our students since their families don’t pay the enough attention to their language education, also they mostly  don’t believe the necessity of a foreign language. So the project is really important for my students to prove necessity and advantages of a foreign language.

To Sum up we are completely eager to participate these kind of projects, because they are my students’ only chance to explore the endless world.

GERMANY

There are not any particular reasons that qualifies us as a disadvantaged area. Our school was newly rebuilt in 2010. We offer a

lot of after school activities e.g. girls´choir, brass orchestra, cabaret etc. The percentage of students from different countries such as Lebanon, Syria, former Russia, former Yugoslavia is about 2% but we have quite a significant rate of unemployment as a result of economic transformation and because of the great many close downs of businesses in the region.

We hope to show our partner schools that our new federal state Saxony-Anhalt, that used to be the largest chemical region of the former GDR, has also a quite significant cultural  heritage such as the Road of the Romanesque, Händels and Luthers

birthplaces, the Harz Mountains with its highest peak the Brocken which divided 22 years ago the 2 German countries and many more places of interest.

SLOVENIA

Elementary School Koper is a new public educational establishment, founded in 2006. Its basic activity is obligatory elementary education and planned, systematic and methodic mediation of knowledge, and universal, human and cultural values and other skills. There are 745 pupils in the Elementary School Koper, grouped into 31 class sections and 10 sections of after school care. There are also 115 workers employed in the school at the moment, among these 86 representing school staff.

In five school years the programme of nine-year elementary school is being carried out in Slovene language in the nationally mixed territory of Slovene Istria. The pupils, attending the school, come from Koper and its surroundings. The majority of students with a migrant background come from former Yugoslavian countries, but there are some Asiatic students and students from other countries, too.

The school tries to organize and plan its educational programme by balancing class and outclass activities.

The school offers to parents and their children the obligatory educational programme, expanded programme (planned educational programme in school camps and activities connected with pupils`interests) and some extra sports and art activities and after school care programme.

The obligatory elementary education is the school`s basic and the most important activity in order to create optimal conditions for the best personal and educational development of every single pupil. This is the most important goal supported by incessant encouragement of the school staff for its professional permanent learning and joining different national and international development programmes – projects.

By joining international activities and projects our school desires to open the door to different experiences and their exchanging and sharing. Becoming aware of others and educational profession abroad entirely mean getting to know ourselves in its widest meaning.

Our role in this project is to participate as a partner school. Pupils aged 13 to 14 will take part in this project and will be guided and supported by 5 teachers.