dropofwater / It's All in a Dropdropofwater.pbworks.com/f/final_comenius_school_partn… · Web viewCOMENIUS PARTNERSHIPS 2009 : NATIONAL LUMPSUM AMOUNTS Country of participating

COMENIUSPARTNERSHIPS

LIFELONG LEARNING PROGRAMME COMENIUS

Application form 2009 forSchool Partnerships

PLEASE SEND ONE ORIGINAL AND TWO PHOTOCOPIES OF YOUR APPLICATION FORM TO:

Comenius ApplicationsBritish Council

10 Spring GardensLondon

SW1A 2BNPLEASE ALSO EMAIL A COPY OF YOUR APPLICATION FORM TO:

[email protected] NOTE THAT THE TABLES REFERRED TO IN CERTAIN FIELDS OF THIS FORM CAN BE FOUND IN THE ANNEX.

1. SUBMISSION DATA

1.1 TO BE FILLED BY THE COORDINATOR:

LLP Sub-Programme

Comenius Action Type Partnerships

Call 2009Working language of the partnership

EN

Title of the Partnership

It’s all in a drop

Acronym (if applicable)The application concerns a

X Multilateral Partnership Bilateral Partnership

1.2 TO BE FILLED BY EACH APPLICANT INSTITUTION ONLY IN THE COPY IT SUBMITS TO ITS OWN NATIONAL AGENCY:Name of applicant institution

Tallinna Prantsuse Lütseum (Tallinn French School)

The applicant institution is

The coordinatorX A partner

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GENERAL INFORMATION

Before completing this form, please read the relevant sections in the Lifelong Learning Programme Guide and the 2009 Call for Proposals published by the European Commission. Please consult also the website of your National Agency, which contains additional information on closing dates, National Agency addresses to which the application must be sent, and specific priorities for that year. A link to the European Call for Proposals, the Programme Guide and further information such as Frequently Asked Questions can be found on the Lifelong Learning Programme website:

http://ec.europa.eu/education/llp/doc848_en.htm

This application form should be completed by the coordinator of the proposed Partnership, in cooperation with the partners, giving full details of the Partnership including the details of all partners and all planned mobilities and grant requests for every partner. The coordinator must send a copy of the completed form to each partner. The coordinator and the partners complete and sign the declaration (section 4) and fill the information in part 1.2 on the cover page of their individual copies and submit the form to their National Agencies by 20 February 2009 (date as postmark). The partners must not change any of the information contained in the form completed by the coordinator; all copies must be identical except for the Declaration and the fields under 1.2 which should be filled separately by all applicant institutions on their copies of the form. Please note that the form should be completed well in advance before the deadline so that each participating institution is able to post its copy of the application on time.

Please note that each National Agency may request applicants to submit additional information in support of a Partnership application. Each applicant should check on the website of its National Agency before submitting the form.

CHECKLIST

Before submitting the application, please make sure that it fulfils the requirements listed below.

The application fulfils the application procedures and has been submitted respecting the closing dates set out in the Call for Proposals.

The form is not hand written (except for the Declaration and part 1.2). The form has been completed jointly by the whole Partnership and all partners have received

a copy. The form has been completed in full. The Work programme (section 6.1) contains planned mobility activities of each institution in

the Partnership and the Requested EU funding table (section 7) contains grant requests in euro for each partner.

The form has been completed using the communication language of the Partnership (this must be one of the official languages of the EU).

Multilateral Partnerships: The partnership consists of institutions located in at least three of the countries participating in the Lifelong Learning programme. Bilateral Partnerships: The partnership consists of two institutions, each one located in one of the countries participating in the Lifelong Learning programme. The eligible countries are the 27 Member States of the European Union, Norway, Liechtenstein, Iceland and Turkey.

At least one participating institution is located in a Member State of the European Union at the starting date of the Partnership.

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Each participating institution has checked with the National Agency in its country that it is eligible to participate in a Comenius Partnership.

If the application concerns a Bilateral Partnership, it must include in its work programme a reciprocal exchange of classes or groups of minimum 10 days involving pupils aged at least 12 (a class or group from one school visits the other, and vice versa). The minimum size of the group participating in each phase of the reciprocal exchange is 10 pupils in the case of "small group class exchanges" and 20 pupils in the case of "large group class exchanges" (depending on the grant amount requested). The two participating schools cannot have the same teaching language.

The copy submitted to each National Agency has been signed by the person authorised to enter into legally binding commitments on behalf of the applicant institution concerned (or a person duly authorised by the legal representative).

Each participating institution has fulfilled its contractual obligations in relation to any earlier grants received from the National Agencies concerned.

Each participating institution has checked with its National Agency whether there are any national eligibility criteria and/or national priorities and whether the National Agency requires any additional information to be submitted in support of the application.

Please note: It is strongly recommended to indicate in the Partnership application which of the partners volunteer to act as replacement coordinators, should the original coordinator be rejected in the selection procedure. Please tick the relevant box for each partner who wishes to volunteer – if needed, replacement coordinators will be taken in the order they appear in the form. Please indicate as many replacement coordinators as possible.

2. COORDINATOR Sections 2 and 3 contain the details of each institution/organisation participating in the Partnership.

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2.1 ORGANISATION Full Legal Name Glen House Montessori School

[In Latin characters - where originals are not in Latin characters]Type of Organisation

EDU-SCH Nur EDU-SCH Prm EDU-SCH Sec

Legal Status x Private Public Size (nr of pupils)

25

Commercial Orientation

Profit x Non profit

Address Glen House Cragg ValePostcode HX7 5SQ City Hebden Bridge Region UK E4Country England Scope LOrganisation's national ID (if applicable)

381/6008 National Agency of the Coordinator

United Kingdom

Organisation's website (if applicable)

www.glenhousemontessori.calderdale.sch.uk

Organisation's e-mail (if applicable)

[email protected]

2.2 CONTACT PERSON Title Mrs First name MargareteFamily name ScaifeDepartment schoolPosition Head teacherWork Address Street – Number (if different from above)Postcode City CountryTelephone 1 01422 884682 Telephone 2Mobile FaxE-mail address [email protected]

2.3 PERSON AUTHORISED TO SIGN THE GRANT AGREEMENT Title Mrs First name MargareteFamily name ScaifeOrganisation Glen House Montessori SchoolDepartment schoolPosition Head teacherWork address Glen House Montessori School Postcode HX7 5SQ City Hebden BridgeCountry EnglandTelephone 01422 884682 FaxE-mail address [email protected]

2.4 PREVIOUS PROJECTS Does the organisation already have experience of participation in Partnership activities? Please indicate Comenius School Partnerships (and former School projects / School development projects / Language projects) funded in the last five years.

Start Year

Type of Action

Agreement number

Title of the project

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Add rows if necessary

2.5 IS THE ORGANISATION'S INVOLVEMENT IN THIS PARTNERSHIP APPLICATION THE RESULT OF CONTACT SEMINARS/PREPARATORY VISITS?

Grant agreement numberx Preparatory visit Contact seminar None of the above

2008-1-GB1-COM09-02030

3. PARTNER DATA

Please make additional copies of Part 3 to add more partners.

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PARTNER NR 1

3.1 ORGANISATION Full Legal Name Freie Montessori Schule


EDU-SCH Prm EDU-SCH Sec

Legal Status x Private Public Size (nr of pupils)

138


Profit x Non profit

Address Enderstr.1Postcode 6844 City Altach Region [Table I – Region

Codes – if UK]Country Austria Scope LOrganisation's national ID (if applicable)

[Table J – School / College Identification Codes - if UK]

National Agency of the Coordinator

United Kingdom


http://www.vobs.at/pva-altach


[email protected]

Does the institution volunteer to take over the coordination of the partnership in case the application of the nominated coordinator is rejected in the selection procedure (replacement coordinators will, if needed, be taken in the order in which they appear in this form)?

x Yes

3.2 CONTACT PERSON

Title Dipl.Paed First name SusanneFamily name Kraemer-AlgeDepartment EnglishPosition teacherWork Address Street – Number (if different from above)Postcode 6844 City AltachCountry AustriaTelephone 1 0043 5576 74949 Telephone 2Mobile 0043 664 1669280 FaxE-mail address susanne.kraemer-

[email protected]

3.3 PERSON AUTHORISED TO SIGN THE GRANT AGREEMENT Title MMag. First name MonikaFamily name DornerOrganisation Freie Montessori SchuleDepartment school

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mailto:[email protected]



Position principalWork address Enderstr.1Postcode 6844 City AltachCountry AustriaTelephone 0043 5576 74949 FaxE-mail address [email protected]

3.4 PREVIOUS PROJECTS

Does the institution already have experience of participation in Partnership activities? Please indicate Comenius School Partnerships (and former School projects / School development projects / Language projects) funded in the last five years.

Start Year

Type of Action

Agreement number


Add rows to the table if necessary


Grant agreement numberX Preparatory visit Contact seminar None of the above

LLP/AT-125/39/08

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3. PARTNER DATA


PARTNER NR 2

3.1 ORGANISATION Full Legal Name Tallinn French School


EDU - SCHSec

Legal Status Private √ Public Size (nr of pupils)

750


Profit √ Non profit

Address Street – Number Hariduse 3Postcode 10119 City Tallinn Region [Table I – Region

Codes – if UK]Country Estonia Scope LOrganisation's national ID (if applicable)



Great Britain


www.tpl.edu.ee Organisation's e-mail (if applicable)


Yes

3.2 CONTACT PERSON

Title Mrs First name MerikeFamily name SaarDepartment schoolPosition teacherWork Address Street – Number (if different from above)Postcode City CountryTelephone 1 Telephone 2Mobile (+372) 5090138 FaxE-mail address [email protected]

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3.3 PERSON AUTHORISED TO SIGN THE GRANT AGREEMENT Title Mr First name LauriFamily name LeesiOrganisation Tallinn French SchoolDepartment schoolPosition principalWork address Street – Number Hariduse 3Postcode 10110 City TallinnCountry EstoniaTelephone (+372) 6463626 FaxE-mail address



Start Year

Type of Action

Agreement number




Grant agreement number√ Preparatory visit Contact seminar None of the above

hosting country, no grant

PARTNER DATA

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PARTNER NR 3

3.1 ORGANISATION Full Legal Name Ayrancılar Ege-Koop. İlköğretim Okulu

Ayrancılar Ege-Koop. Ilkogretim OkuluType of Organisation

EDU-SCH Prm

Legal Status Private X Public Size (nr of pupils)

858


Profit X Non profit

Address Ayrancılar Ege-Koop. İÖO. Egekent4 Ayrancılar TorbalıPostcode 35870 City İzmir Region TR31Country Turkey Scope LOrganisation's national ID (if applicable)

884190 National Agency of the Coordinator

Great Britain


www.egekoopioo.meb.k12.tr


[email protected]


Yes

3.2 CONTACT PERSON

Title Mrs. First name NilFamily name DuraDepartment EnglishPosition English TeacherWork Address İnönü Caddesi No.583/20 HatayPostcode 35360 City İzmirCountry TurkeyTelephone 1 +902328540144 Telephone 2 +902322482558Mobile +905552048194 Fax +902328540633E-mail address [email protected]

3.3 PERSON AUTHORISED TO SIGN THE GRANT AGREEMENT Title Mr. First name SinanFamily name KapusuzOrganisation Ayrancılar Ege-Koop. İlköğretim Okulu

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Department Social StudiesPosition Head MasterWork address Ayrancılar Ege-Koop. İÖO. Egekent4 Ayrancılar TorbalıPostcode 35870 City İzmirCountry TurkeyTelephone +902328540144 Fax +902328540633E-mail address [email protected]



Start Year

Type of Action

Agreement number




Grant agreement number Preparatory visit Contact seminarX None of the above


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partner nr 4

3.1 ORGANISATION Blistrup Skole[In Latin characters - where originals are not in Latin characters]

Type of Organisation EDU-SCHPrm, EDU-SCHSecLegal Status Private Public Size (nr of

pupils)380


Profit Non profit

Address Toftegaardsvej, 6Postcode 3230 City Graested Region [Table I – Region

Codes – if UK]Country Denmark Scope LOrganisation's national ID (if applicable)



United Kingdom


www.blistrupskole.dk Organisation's e-mail (if applicable)

[email protected]


Yes

3.2 contact person Title Mrs First name BenteFamily name Guldborg NielsenDepartment schoolPosition Senior teacherWork Address Street – Number (if different from above)Postcode 3230 City GraestedCountry DenmarkTelephone 1 0045 48392867 Telephone 2Mobile 0045 20624784 Fax 0045 48716083E-mail address [email protected]

3.3 person authorised to sign the grant agreement Title Mrs First name BrigitteFamily name Hermann

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Organisation BlistrupskoleDepartment schoolPosition Head teacherWork address Hoftegaardsvej 6Postcode 3230 City GraestedCountry DenmarkTelephone 0045 48716433 Fax 0045 48716083E-mail address [email protected]

3.4 previous projects Does the institution already have experience of participation in Partnership activities? Please indicate Comenius School Partnerships (and former School projects / School development projects / Language projects) funded in the last five years.

Start Year Type of Action

Agreement number



3.5 is the organisation's involvement in this partnership application the result of contact seminars/preparatory visits?

Grant agreement number Preparatory visit Contact seminar None of the above

PV8-Com-042

4. DECLARATION OF HONOUR

DECLARATION

To be signed by the person legally authorised to enter into legally binding commitments on behalf of the applicant institution. This Declaration must be separately completed and signed by each applicant institution in its copy of the application.

I, the undersigned,

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Request from my National Agency a grant for my organisation as set out in section 7 of this application form.

Declare that: All information contained in this application, is correct to the best of my knowledge. The organisation I represent has the adequate legal capacity to participate in the call for

proposals.EITHERThe organisation I represent has financial and operational capacity to complete the proposed action or work programmeORThe organisation I represent is considered to be a "public body" in the terms defined within the Call and can provide proof, if requested of this status, namely: It provides learning opportunities and

Either (a) at least 50% of its annual revenues over the last two years have been received from public sources;

Or (b) it is controlled by public bodies or their representatives

I am authorised by my organisation to sign Community grant agreements on its behalf.

Certify that:The organisation I represent:

is not bankrupt, being wound up, or having its affairs administered by the courts, has not entered into an arrangement with creditors, has not suspended business activities, is not the subject of proceedings concerning those matters, nor is it in any analogous situation arising from a similar procedure provided for in national legislation or regulations;

has not been convicted of an offence concerning its professional conduct by a judgment which has the force of ‘res judicata’;

has not been guilty of grave professional misconduct proven by any means which the National Agency can justify ;

has fulfilled its obligations relating to the payment of social security contributions or the payment of taxes in accordance with the legal provisions of the country in which it is established or those of the country where the grant agreement is to be performed;

has not been the subject of a judgment which has the force of ‘res judicata’ for fraud, corruption, involvement in a criminal organisation or any other illegal activity detrimental to the Communities' financial interests;

it is not currently subject to an administrative penalty referred to in Article 96(1) of the Financial Regulation (Council Regulation 1605/2002 of 25/06/02, as amended).

Acknowledge that:The organisation I represent will not be awarded a grant if it finds itself, at the time of the grant award procedure, in contradiction with any of the statements certified above, or in the following situations:

subject to a conflict of interest (for family, personal or political reason or through national, economic or any other interest shared with an organisation or an individual directly or indirectly involved in the grant award procedure);

guilty of misrepresentation in supplying the information required by the National Agency as a condition of participation in the grant award procedure or has failed to supply this information.

In the event of this application being approved, the National Agency has the right to publish the name and address of this organisation, the subject of the grant and the amount awarded and the rate of funding.

I acknowledge that administrative and financial penalties may be imposed on the organisation I represent if it is guilty of misrepresentation or is found to have seriously failed to meet its contractual obligations under a previous contract or grant award procedure.

PROTECTION OF PERSONAL DATA (EU)

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The grant application will be processed by computer. All personal data (such as names, addresses, CVs, etc.) will be processed in accordance with Regulation (EC) No 45/2001 of the European Parliament and of the Council of 18 December 2000 on the protection of individuals with regard to the processing of personal data by the Community institutions and bodies and on the free movement of such data. Information provided by the applicants necessary in order to assess their grant application will be processed solely for that purpose by the department responsible for the programme concerned. On the applicant's request, personal data may be sent to the applicant to be corrected or completed. Any question relating to these data, should be addressed to the appropriate National Agency to which the form must be submitted. Beneficiaries may lodge a complaint against the processing of their personal data with the European Data Protection Supervisor at any time. (http://www.edps.europa.eu/00_home.htm).

PROTECTION OF PERSONAL DATA (UK)

The British Council will use the information that you are providing in this application form, and in any supplementary application form required, for the management of your participation in the Comenius Programme. The British Council will share data on the named contact point for your organisation, specified in this application form, and on your organisation, with other agencies involved in the funding, management and evaluation of the Lifelong Learning Programme. The British Council will publish a list of organisations receiving grants under the Comenius Programme on its website at www.britishcouncil.org/comenius, including the amounts of each grant awarded.Under UK Data Protection law, you and the named contact point for your organisation, specified in this application form, have the right to ask for a copy of the information held on you by the British Council, for which the British Council may charge a fee, and the right to ask the British Council to correct any inaccurate information. If you want more information about this, please contact the British Council’s Data Protection Team at [email protected] or see its website at http://www.britishcouncil.org/home-data-protection.htmI confirm that I understand that the data provided in this application form, and in any supplementary application form required, will be used, and may be shared, as described above.

The British Council will use the contact information provided in this application form to send to the named contact point for your organisation, specified in this application form, details about other British Council programmes and events which may be of interest, including other activities under the Comenius Programme and the wider Lifelong Learning Programme.

If you do not wish your named contact point to receive such information, please tick here:

Signature: _______________________________ Date: ______________________

Name of signatory:

Position within the organisation:

Name of the applicant organisation:

Stamp of the organisation (if required by your National Agency):

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https://roam.britishcouncil.org/,DanaInfo=www.britishcouncil.org+home-data-protection.htm


http://www.britishcouncil.org/comenius

http://www.edps.europa.eu/00_home.htm


How did you find out about / get involved with the Comenius School Partnerships Programme? Please tick as many boxes as are relevant. NB your answers to this question will help us improve our future promotion of the Programme - thank you for your help.

From the British Council's website From another website (please specify)

Attended a British Council information session

Attended a British Council application surgery Received British Council promotional material Through a colleague Through a Comenius Ambassador Through another organisation / network (please specify)

Montessori network- contacted by Montessori School in Austria

Through the media (please specify)

Through prior / current involvement in another Comenius activity (please specify)

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5. DESCRIPTION OF PROPOSED PARTNERSHIP

Please note that this section must be completed jointly by all institutions participating in the Partnership and must be identical in each copy submitted to each National Agency.

5.1 SUMMARY Summary of the planned Partnership. This description may be used by the European Commission and/or the National Agency when providing information on selected projects, so please be clear and precise and do not exceed 200 words.

‘It’s all in a drop’ will explore different aspects of water starting with its importance to each participating school and surrounding environment. This will cover aspects of global warming, environmental footprints, green technologies, cultural and sport activities as well as creative writing. Central to the project in the second year will be creative responses by all the students to Hans Christian Andersen’s fairy tale ‘The drop’. Whilst the main language will be English, students and staff will work in a multilingual and non gender specific way.We want to encourage lasting friendships and collaboration between participants, enabling them to develop and share their experience, knowledge and understanding using modern communications which can break through linguistic and cultural barriers. The exchange and evaluation of gathered information in form of ‘cultural water bottles’, photo exhibitions, displays and activities, physically shared and posted on the web, will expand a personal experience into one of working together as a United Europe to protect and celebrate its beauty. Students will take responsibility as ‘World Citizens’ by raising awareness of the global environmental aspect of water and using enterprise to raise funds for the well in Africa. Symbolically the drops of water will create the well.

5.2 CONTEXTWhat is the general context of each institution involved in the proposed Partnership? Is there a specific context as for example: Are the institutions in disadvantaged areas? Do the institutions have pupils, staff or other groups with specific needs, e.g. pupils at risk of social exclusion, pupils with special needs, migrants, and refugees? If so, please explain.

EnglandOur school is located within a rural community with a range of students from different socio- economic and religious backgrounds. We have students with special needs such as dyslexia and emotional problems due to bullying and disaffection in their previous schools. This project will enable them to become more confident alongside students from larger schools and other backgrounds.We have three age groups, 3 to 6 years, 6 to 11 and 11 to 15, working together. The Montessori philosophy is based on the concept of life long learning, learning from real life experiences, taking responsibility and becoming a world citizen. Students at our school are involved in the planning, organisation, decision making and evaluation of work. The school uses solar water heating, has a spring water supply and the future potential for hydro-electric power. Our school is situated in Calderdale an area leading in environmental awareness, with an Alternative Technology Centre also working with schools (susschools), Calderdale Sustainability Forum, Calderdale Climate Challenge Awareness Project, Project for re-installing micro Hydro in the valley, a wind farm, Carbon Management in Schools Scheme, Treesponsibility, freecylce etc..

Turkey

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Our institution is located in a socially and economically disadvantaged area. Our pupils have migrated with their families from different regions of Turkey. Pupils coming from different cultures have adaptation problems. They need to be involved in cultural activities. We want to participate in this project because it’s the best way of learning about other countries, and it’s a vehicle for our pupils to have contact with the new Europe. Izmir is a popular holiday resort which offers a variety of water sports.

AustriaOur school is based on the concept of the Italian teacher Maria Montessori. Since our school is theonly school based on Montessori’s concept in Vorarlberg, we have students from different parts ofthe country. We have students with special needs such as dyslexia, we have mentally disabledand blind students. The classes consist of mixed age groups. Age of 7-9, 10- 12 and 13-15 (grade7 and 8). Most importantly our pupils are given sufficient time to learn at their own pace. Weexpect, that this way of European cooperation will create personal bonds between young peopleliving in different parts of Europe and can deepen their understanding for other cultures.Our area is situated in the mountains and is a winter sports resort where we now produce artifical snow to keep the pists open during the winter months.

DenmarkOur school is situated in the countryside in North Zealand very close to the beach and the fishing village Gilleleje. Our students have quite different social and economic backgrounds.The school is a small village school and the students - generally - have little knowledge of other cultures so the project will be a great opportunity to take part in European/international work in order to get new friends and broaden their horizon.

EstoniaOur school is located in the centre of the capital city Tallinn and is one of the best schools in the country. Our students come not only from Tallinn but from other municipalities as well and are very active and eager to study. Our school is special in the fact that it emphasizes cultural studies – we specialize in French, English and Russian.We also have students of Russian origin and as integration is a huge problem in Estonia seeing the benefits of co-operation will help them to understand the necessity of accepting people from different nationalities and backgrounds. Our students participate in Olympiads and competitions, debate clubs and student organisations (on European level).Tallinn has both the past and the future - the Medieval town centre and IT technology including first cyber attacks, electronic elections, e-state, e-government and e-school – where parents can see their children's progress .

5.3 OBJECTIVES OF THE PARTNERSHIP- 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?

We will as a group of five different nations work together on a common theme, studying different aspects of water as part of Geography, Citizenship, Physical Education, ICT, Arts and Crafts, Music, Drama, Science, Religious Studies, Native Language and Foreign Language curriculum.The students will become aware of the importance and beauty of water in their own area/country and other parts of Europe and their responsibilities to preserve and conserve this element they depend on.They will see how they can contribute individually and as a whole by working together with other national groups. Older students will develop an understanding of the importance of water in Industries of the Future.We will achieve this by exchanging, evaluating and trying out general and topical cultural materials (games, music, leaflets, cultural objects etc.), information about the water topic, the results of creative activities (music and drama films, paintings, crafts, photos, poems etc), communicating through the internet (Wiki Pages, Skype, e-mail), student and teacher meetings, holding fundraising activities (craft stalls etc.) and exhibitions. Visiting students will take part in lessons and stay in host families.

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The opportunity of getting to know children of different cultures in this way will develop empathy as they will relate to each other as individuals and develop bonds of friendships which might last a lifetime. Students will increase their confidence in using ICT for communication with individual friendships and groups.They will learn about cultures, religions, natural and urban landscapes, school systems, traditions and leisure activities in other European countries and so enrich their knowledge and understanding. This will raise their awareness of many different ways of celebrating, communicating, socialising, learning, working and recreation and so their tolerance for others and their ability to make choices for their own life.The students will take part in different water/winter sports activities in their area and when visiting partner schools. They will exchange their experience with students from the participating schools.This will encourage them to be physically active, gain physical control, lead a healthy life style and become confident about trying new activities. This experience will also set lifelong preferences for planning active holidays, including sports and cultural activities and connecting with the local community. We will take small monthly steps and produce results which we can exchange. Regular contact and visits are very important in order to keep up the interest and enthusiasm of students and teachers. The students will enjoy passing on and receiving products/results and this will strengthen the bond between them and encourage them to work towards a goal..The students will realise that being a European citizen also gives them responsibilities as a world citizen. By devising enterprising schemes to generate funds for a well in Africa they will contribute towards the goal of ensuring clean water for everybody in this World.

5.4 PARTNERSHIP AND DISTRIBUTION OF TASKSPlease explain the distribution of tasks between participating institutions and the competences required from each of them. Also explain how you will ensure the active involvement of all partners in common partnership activities.

.All participating institutions will discuss the criteria for selecting the contents before filling and exchanging water containers/bottles with cultural, geographic, topic related materials, and information about their Country. They will also try out and evaluate the materials received from other schools.They will all be engaged in topical research and the use of ICT by communicating with partner schools and exchanging information.They will all provide information posters on environmental aspects of water and a brochure with clubs, workshops and events offering water sports activities in the area. They will debate and present findings of their environmental footprints (individual, school, and community) and how they will endeavour to reduce these. They will collect, display and exchange individual water facts in drops (paper shapes), hold fundraising events towards the well in Africa, organise their own and contribute to the final photo exhibition in England, organise field trips, workshops with local agencies and sports activities.Every school will engage in different creative projects relating to ‘The drop’, depending on the age of students and subjects taught and exchange information on their progress and their results.They will design and exchange display booklets with shape poems written by the students and/or collected quotes and proverbs.They will be involved in exchanging Christmas/ winter festival greetings and information.

Teachers will assess how positive elements can be integrated into the school curriculum and have a lifelong influence on the participants and their communities throughout the project and in the final evaluation.

Specialist teachers from Estonian and Austrian schools will train and advise other participating teachers in the use of ICT..

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A group of teachers and students from the host school in Turkey will introduce visiting teachers and students to local water sports. They will also present information about climate change in the area and its effects on water. A specialist teacher will introduce a traditional technique (ebru) of painting with water colours.An expert from the Austrian school assisted by a group of students will hold a workshop on effects of global warming such as disappearing glaciers and snow in Austria for all participants of the meeting. Teachers from Austria will demonstrate and explain different methods and materials for teaching English. They will show how prepeared Montessori materials can be utelised in independent learning programs. At the meeting in England teachers from the host school will run a dance and experimental music workshop relating to the topic waterStudents from England will introduce the ‘carbon footprint calculator. With the support of a teacher they will also organise the local photo exhibition, a workshop at The Alternative Energy Centre and a visit to a local heritage site looking at modern Technology using water power (Gibson Mill). English teachers and students will organise a visit to the European Christmas market, Chinese Culture Centre and Interfaith Education Centre. Visiting teachers from Denmark and Turkey will hold a workshop about southern and northern European winter festivals.At the meeting in Denmark students and teachers from the host school will inform all the visitors about Hans Christian Andersen and organise a visit to his birthplace/ museum as the schools will work on his fairy tale ‘The drop’ in different creative areas ( writing, drama, art, music etc.).The host school in Estonia will organise the final event as we want to end where we first started with our preparatory meeting. This will include an exhibition of all the drops, a display and presentation of art projects, such as films of plays and music performances, photos or originals of visual art and craft and a ceremony handing over the funds for the well to a representative from an agency in Estonia.This will be documented by Estonian students in a film and downloaded onto the wiki page together with the report from the local newspaper.

5.5 COOPERATION AND COMMUNICATION

Please explain how effective cooperation and communication between participating institutions will be organised.

Students and teachers from all the participating schools will communicate through the internet and postal service on an individual and group basis using e-mail, e-conferencing, Skype, Wiki Page, Yahoo-group and letter writing. The websites of the participating schools are already downloaded onto the wiki page ‘The drop’ and accessible to teachers and students. These websites will be updated regularly.Students will have conferences every last Tuesday of the month at 11am central European time. They will create and update the Wiki Page ‘the drop’ containing notice boards and visual presentations such as photos and films.They will create, exchange, try out and evaluate products such as the cultural water bottles, environmental footprints, brochures etc. and discuss these with the students from the participating schools.They will report and document about activities they have taken part in such as environmental fieldtrips, workshops, photographic excursions and sports activities and discuss their findings and evaluations with students from participating schools.They will host students from participating schools and introduce them to their school and town/ village.Teachers will send topical information through the yahoo group and wiki page as well as photos and films of work in progress.They will have six meetings spread equally over the two years for detailed planning of the next step.They will organise regular skype conferences (dates will be discussed and arranged through e-mail).They are already communicating and collaborating through e-mail and skype to finalise the application.

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It is very encouraging that at the preparatory meeting all the staff worked well and socialised together sharing ideas and planning. Since then a friendly, hard working and enthusiastic dialogue has continued. It is fun working together!!!! At the final event all the products created will be displayed and shown in an exhibition.In a ceremony students will be handing over the funds for the well to a representative from a ‘Fair world’ organisation. This will be documented in a film and downloaded onto the wiki page.The report from the local newspaper will be sent to all the participating schools and downloaded onto the wiki page.

5.6 IMPACT AND EUROPEAN ADDED VALUEWhat impact and benefits of European cooperation do you expect Partnership activities to have on persons (pupils and staff) and on the participating institutions?

The partnership activities will impact on the students’ enthusiasm for learning and discovering, taking responsibility, planning and creating visible results. It will give the students a sense of purpose and an understanding and insight in other cultures through personal contacts and experience. This will lead to open mindedness and tolerance of people from other European countries and a sense of belonging to the European community. It will motivate students to use their foreign language skills and so impact on language learning and breaking down language barriers.By working on an environmental topic they will discover their impact on the environment, their responsibilities and contributions they can make to maintain healthy living conditions for everyone in Europe and the World. By organising and taking part in sports activities they experience the value and enjoyment of a healthy and active life style and will be encouraged to spend active and healthy holidays in other European countries.They will become aware of the interconnectedness of all countries and how they can work together by exchanging ideas and making a contribution. They will also discover and enjoy the beauty of the diversity in culture and nature all through Europe which will influence their outlook on life and their attitude towards it. We always work towards an end product, as for example the water bottles which the students fill with cultural materials. In this way the students will feel an achievement and satisfaction and also discover how much they will get in return, in this case five different ‘cultural bottles’.The students, teachers and parents will benefit from being part of a cultural exchange and their experience of working together to create a memorable experience for everyone involved. It will also give teachers a sense of purpose and inspire their teaching. It will impact on their personal development, enrich their experience of European cultures and lead to lasting friendships with other teachers which enables ongoing exchange of teaching experience, teaching aids and reflection on different school systems and teaching methods. Teachers who often work on their own become part of a European network and open their classroom to others. They discover that by making a small contribution they will be part of a major achievement. The institution will develop the ability of carrying out a major project management role and integrate a European context to the curriculum.Having produced the material, the sharing will lead to a feeling of excitement as they await in anticipation and expectation for the responses from the other partners. This excitement will certainly be passed on to their families and friends. We want all participants to feel a warm sense of pride at being part of this project.Such a positive experience will certainly add value to their lives in school and as future adult citizens of the EU.

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5.7 RELEVANCE FOR THE OBJECTIVES OF THE PROGRAMMEPlease tick in the table below, the objectives of the Comenius programme that your Partnership will address, in addition to the first two (if any – leave blank if none):

X To improve the quality and to increase the volume of mobility involving pupils and educational staff in different Member States (COM-OpObj-1)

X To improve the quality and to increase the volume of partnerships between schools in different Member States, so as to involve at least 3 million pupils in joint educational activities during the period of the programme (COM-OpObj-2)

x To encourage the learning of modern foreign languages (COM-OpObj-3)x To support the development of innovative ICT-based content, services, pedagogies and practice in

lifelong learning (COM-OpObj-4)To enhance the quality and European dimension of teacher training (COM-OpObj-5)To support improvements in pedagogical approaches and school management (COM-OpObj-6)

5.8 EVALUATION How will you evaluate, during and after the Partnership, whether the aims of the partnership have been met and the expected impact has been achieved?There will be a baseline assessment for all participating students at the start of the project and an ongoing evaluation through discussion at every meeting and during Skype conferences as well as an evaluation of the whole project at the meeting in Estonia. Throughout the project and in the final evaluation teachers will assess how positive elements can be integrated into the school curriculum and have a lifelong influence on the participants and their communities.Teachers and students will evaluate the materials, the planning and presentation, and the value of the work undertaken. Input from all participants at each stage of the project will allow adjustments to be made if concerns are expressed. Such evaluation will give students in particular a real sense of ownership.As we are working towards a project goal for each meeting we will discuss and evaluate our achievement and taking it into consideration when planning the next step and if necessary course correct.Groups of students and teachers from each school will write a questionnaire for pupils and parents on the impact and value of our project and send it onto the student and teacher team of the coordinating school.They will select questions from these papers and design a questionnaire which will be distributed online for each school to download.Teachers and students from each school will evaluate the questionnaires and send them to the coordinating school which in turn will produce the final evaluation.The participating teachers will monitor the implementation of the project and discuss progress in teachers’ meetings of the school. They will also observe students, teachers and parents to monitor changes in attitudes and behaviour, highlighting individual profiles.Written and oral tests, essays and discussions on subject related knowledge acquired through the project will give the teachers an indication of the knowledge and understanding retained by students.Opportunities to respond to the project will be offered in a variety of ways in order to accommodate differing learning and response styles rather that totally relying on the written word.

5.9 ACTIVE INVOLVEMENTIf your partnership focuses mainly on pupil involvement, please explain to what extent they will be involved in the planning, implementation and evaluation of project activities.

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And/orIf your partnership mainly deals with pedagogical or management issues please explain how all relevant staff will be actively involved in planning, implementation and evaluation of project activities.

Teachers will discuss the framework of the project with their students and involve them in the detailed planning of it e.g. the students will select and prioritise items for the final inclusion in the water containers; they will also choose workshops, creative and sports activities etc.. Groups within a school will collaborate by sharing their plans and progress and distributing jobs. Individuals and groups will be allocated specific responsibilities. The students will have weekly contact with students from participating schools to discuss planning and progress.Students will take part in the planning meetings, stay with host families and visit host schools.The project is broken down into small components which helps everyone to stay focused on their tasks.After the exchange of the cultural water containers the focus will be on climate change and its effect on water in the surrounding environment, involving students in finding information, discussion and producing five posters for the participating schools.For the next part the students will find out their ‘environmental footprint’ as well as taking photos for the competition with the theme of water relating to climate change.There will also be a focus on studying light festivals in Europe and sending Christmas etc. cards. The second year will focus on researching water sports activities in the area for a brochure which will be exchanged. The students will find information, collate and design the brochure and also choose, plan and organise sports activities. We will involve the parents in this part. The students will also look at the aspects of a healthy life style and safety near water in connection with sports.The students will use language relating to water creatively and create a display booklet which will be rotated between the schools. ‘The drop’ by H.Ch. Andersen will inspire their creative ideas for writing, art, music and drama.Each child and parent of the school will design a drop with illustrations and/or writing relating to the tale. Students and teachers will discuss, choose and work on projects relating to the Arts also involving parents in the production and drawing on their support and skills.Particular attention will be paid to those participants who have learning differences in order to make the project inclusive.

5.10 INTEGRATION INTO LEARNING AND/OR OTHER ONGOING ACTIVITIESIf the project focuses on pupil involvement, please explain how the project will be integrated into the curriculum / learning activities of the participating pupils in each of the participating organisations.

And/orIf your partnership mainly deals with pedagogical or management issues, please explain how the project will be integrated into the ongoing activities of the participating organisations.

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The project offers extensive possibilities for integration into almost all subjects.As English is the language for communication it can be included in English lessons. The students from England will aim to hold some of their correspondence in German and work on this in their German lessons.The monthly Skype conferences and weekly correspondence will be set aside as an ICT or English lesson depending on each school’s time table.Information about events and projects in participating schools will be up- and downloaded in ICT lessons and the students will be shown how to use modern ICT technology.‘Cultural Water bottles’ will be filled in Geography, History, language, art, craft and music lessons making a contribution from each area of learning. The bottles from the participating countries will be opened and studied in these subject areas. Teachers from all these subject areas will take part and use as many lessons as needed to extend the students knowledge about their partners. This will enable the students to find common features but also become aware of the rich variety in European culture, climate and landscape and so feel part of this vibrant European community.The environmental topics ‘climate change related to water’ and ‘environmental footprints’ will be part of the Geography lesson or Environmental Studies and Citizenship depending on the country; In Estonia for example it is also included in the English Curriculum for older students. In an ICT lesson the students can be introduced to the online carbon footprint calculator.The taking of photographs will be part of Geography and art, and students will write texts to it in language lessons.Montessori Schools follow a curriculum which is subject linked and also incorporate students’ interests so they will have a project based approach.As parts of sports studies the students will choose water/winter sports activities and design a brochure in their English or native language lesson.The second year will concentrate on projects in Art, Craft, Design and Technology, Music and drama but also poem and creative writing inspired by H.Ch. Andersen’s ‘The drop’ . This will take place in the native language and English lessons. Each school will decide on the project areas they want to incorporate depending on the subjects taught.Our aim will be to enhance the students’ desire and enthusiasm for learning, collaboration and discovering new and exciting information. They will work creatively with different media to create lasting friendships and insights into many aspects of our European Continent.Many other teachers will be involved in the project and be lead by the group responsible for the implementation and distribution of the project work.

5.11 DISSEMINATION AND USE OF RESULTSHow will you disseminate and use the results, experiences and, where applicable, products of the Partnership?- in the participating organisations?- in the local communities?- in the wider lifelong learning community?

Information, reports, photos of work in progress etc. will be updated regularly and there will be links on the school websites and best practise will be shared.

Cultural materials, posters, water drops, environmental footprints, photographs, brochures and information on the creative projects will be presented at assemblies/ school meetings and parents’ evenings and displayed in the information areas of the schools, e.g. entrance halls, so that all students are informed of the project and have access to the created products. The posters about climate change relating to water in the surroundings of the participating schools and a documentation about the ‘environmental footprint project’ will be offered to and hopefully displayed at the Alternative Energy Centre (England)/ environmental agencies in other countries and/or local schools at the end of the project, giving children and members of the public access to the information.All exhibitions, fundraising events and performances will be open to the public and the media will be reporting on it in local and national papers. Events will be publicised on posters displayed in the community and in the local newspaper.A well placed information board will inform on the partnership.Members from environmental and cultural agencies and local politicians will be invited.

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The photographic exhibition will take place at a public arts exhibition centre during a local Arts Festival and will so attract a wide range of visitors.The final exhibition in Tallinn will give the opportunity to display all materials, products and documentations of the project. Here we will also present the donation for the well to a representative from a ‘fair world’ organisation. All public events will give us the opportunity to display materials made for the project from participating schools.The sports brochure will be given to the tourist board and local schools so the wider community can access these facilities more easily.The display booklets will be displayed at local bookshops and tourist information.

5.12 TOPICSPlease list the main thematic areas (maximum 3) of your Partnership or complete under "other" if it is missing from the list

Nr. Topic ( maximum 3) [Table E - Topics]1 Topic-15 Environment / sustainable development2 Topic-31 Physical education and sport3 Topic-3 Artistic education

5.13 EDUCATIONAL FIELDS Please list the main educational fields in which Partnership activities will be implemented

Nr. Field (maximum 3) [Table F – Educational fields]1 010f - Environmental Education2 010h - Sports3 0103 - Arts and Crafts

ONLY FOR BILATERAL PARTNERSHIPS:

(QUESTIONS 5.14 TO 5.16)

5.14 ORGANISATION OF CLASS EXCHANGES For both participating institutions, please describe the type of preparation which will be provided in the language of the partner institution before the exchange. Please describe (1) number of hours; (2) who will provide the preparation, (3) methods to be used and (4) expected level of proficiency. (A minimum of 20 hours of language teaching is recommended for languages that are not on the curriculum of participating students.)

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5.15 COOPERATION DURING CLASS EXCHANGES

Please describe how pupils will work together in practice during the class exchange to the partner school

5.16 TEACHING LANGUAGE

Main teaching language in the coordinating institution [Table B – Languages]Main teaching language in the partner institution [Table B – Languages]

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6. PROPOSED ACTIVITY DATA

6.1 WORK PROGRAMME: PLANNED ACTIVITIES, INCLUDING MOBILITY ACTIVITIES, OF EACH PARTICIPATING ORGANISATION

Educational activities

Please summarise in the table below the planned Partnership activities and mobilities for all institutions in the Partnership. Please present the activities for both academic years 2009/10 and 2010/11, in a chronological order. The eligibility period of activities starts on 1 August 2009 and ends on 31 July 2011.

Please note that mobility activities can only take place between organisations receiving funding to participate in the Partnership, or to events organised by Lifelong Learning (or predecessor) Programme projects or networks (e.g. Comenius Network conferences). Mobility can be undertaken by staff and pupils of the participating institutions and - in the case of mobility involving persons with special needs - accompanying persons such as parents, guardians or carers. What is counted as "a mobility" is one trip abroad by one person. Only transnational mobility1 (i.e. travel abroad) counts for the calculation of the minimum mobility numbers.

Please note: if an institution's mobility activities involve staff or pupils with special needs, or travel to or from the Overseas Countries and Territories, its mobility activities during the partnership period may be reduced by up to 50% of the minimum mobility number for the grant amount in question, in order to take into account the higher costs involved. This reduction must be requested by the institution either before the signature of the grant agreement or during the grant agreement period and approved by the National Agency.

Approx. starting date

Activity/mobility description Destination country (for mobility only)

Which partners involved

09/09 Teachers are introduced to the accepted project ‘It’s all in a drop’ and the IT which will be used (Skype, Wiki page ‘the drop’). Teachers who have been instructed by Merike Saar

Tallinn French SchoolAyrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule

1 "In-country" mobility to or from Overseas Countries and Territories and ultra-peripheral regions of the EU will also be considered as transnational mobility, e.g. mobility by a beneficiary from mainland France to a partner in Martinique.

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(Estonia) during preparatory visit will now pass their knowledge on to their participating colleagues.Introducing topics to students and discussing the necessity of clean water and their responsibility to maintain it. Researching ‘virtual water’ taken from needy countries for the comfort of Europe. The effect of climate change on developing countries and the importance of water distribution as a global, rather than just a European, issue.Suggesting and discussing the idea of fundraising for a well in Africa. Students will discuss, select and vote for the ‘fair world’ organisation and the location of the well.As every drop will help towards the well all schools will find creative ideas to raise money using the theme of the drop e.g. drop necklaces, drop biscuits, cocktails and drop art work can be sold at fundraising parties and stalls, students can be sponsored for walking in the rain etc. Raising awareness of everybody working together towards this goal- the students will discuss ‘many drops make an ocean’ so it’s not ‘just a drop in the ocean’.Individual facts will be recorded on water drops (paper shapes) over the two years and displayed in all the schools. This will lead to an exhibition in Estonia in June 2011.

Glen House Montessori SchoolBlistrup Skole

10/09 Each school prepares materials to fill 5 plastic water bottles/containers (one for each country) with information about the school, students, area and country. Each bottle is filled with games (board games, memory, card games etc.) bought or made by students, CDs (folksongs, original music from country, music by students etc.), photos, pictures, postcards, brochures, films, school newspapers, newspaper articles about the school.Introducing students to wikipage ‘The Drop’ (set up in Estonia at preparatory visit) in ICT class, which includes the homepages of participating schools, photos from meetings etc.Each child creates individual access to wikipage and writes

Tallinn French SchoolAyrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori SchuleGlen House Montessori SchoolBlistrup Skole

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about him/herself.Exchanging pen friends (addresses, e-mail, Skype).

11/09 The students will prepare materials about the importance of water in their areas for the water bottles and willwrite water facts about their local area and country in the ‘water drops’ in a Geography or English lesson.Filling the bottles/containers with all the collected materials.Meeting in TurkeyExchanging water bottles and presenting materials to a group of students and teachers. They will in turn present it again to other groups of students and teachers at their schools. Students and teachers will display the materials and information on water barrels and hang up the water drops for the duration of the visit.The participating teachers and students will evaluate the first part of the project; plan the topic ‘Environmental aspects of water’ in detail and exchange ideas for fundraising events. Teachers and students from the host school will present information about climate change in the area and its effects on water and organise a field trip. They will also organise local water sports activities. A specialist teacher from the host school will run a workshop on traditional aquarelle painting (ebru).Visiting students will take part in lessons and stay with host families.

Turkey Tallinn French SchoolAyrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori SchuleGlen House Montessori SchoolBlistrup Skole

12/09 Environmental aspects of water. Looking at global warming/ climate change and its effect on the environment with emphasis on water (e.g. storms, floods, water shortage, rise of sea level and the disappearance of glaciers and snow).The students will study the local and national environment


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through research and field trips in the local area and working with local agencies. They will also use local and national websites.Inviting experts and enrolling for educational workshops on the topic.Fundraising event: stall with Christmas gifts and cards.

01/10 Continuing work with local agencies, fieldtrips etc.The teacher and students will choose one aspect which is affecting the school’s area and country (e.g. Denmark – rise of sea level; England – flooding; Austria – disappearing snow and glaciers).They will make a poster display in form of a large drop.Publicising and explaining photo competition which will lead to an exhibition at the school and the next host country (England).Theme: ‘Show how global warming affects us and might affect us in future in relation to water- use your imagination; find a title and short text’.The students will start taking photos for the competition, which will be open to all students and parents of the school.


02/10 Meeting in AustriaExchanging result of research and presenting posters (each school brings 5- one for each participating school). The collected water drops with information will be displayed for the duration of the visit.A local environmental expert and a group of teachers and students from the host school will run workshops on the environmental changes in Austria due to global warming and the sustainability of the school and surrounding area.Evaluation of the project so far and detailed planning of the next step ‘Environmental footprint’ and photo competition/ exhibition by participating teachers and students. Students from England will introduce the carbon footprint

Austria Tallinn French SchoolAyrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori SchuleGlen House Montessori SchoolBlistrup Skole

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calculator on the internet and participating teachers and students will work out their footprints in order to become familiar with it. Students and teachers will pass this knowledge onto other groups of students and teachers at their schools.They will design the Wiki homepage and the logo for the project and have personal assistance from ICT specialists of the host school. They will plan more fundraising events and discuss how to involve parentsVisiting students will take part in lessons and stay in host families..

03/10 The teacher will discuss the topic ‘Environmental footprint’ with students in Geography, Citizenship and English lessons and use the carbon footprint calculator on line. Everybody will work out his/her carbon footprint anda group of students will find the carbon footprint of the school.The students will discuss the practical advice given on the website and the change each student/teacher is prepared to make.In ICT lessons the students will put the results on the wikipage.They will go on excursions to take photos for the competition and to look at sustainability of the local area. (Geography, Art)They will meet experts and/or visit local sites (hydroelectric power stations, off shore wind farms, recycling sites, alternative energy centre).


04/10 Every student will cut out and display a footprint in the present size and a reduced footprint with an action plan. Continuing with excursions for the photo competition and workshops with an emphasis on water preservation at

Tallinn French SchoolAyrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori SchuleGlen House Montessori School

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school and at home.Displaying footprints with advice on how to preserve and conserve water (e.g. over sink, toilet).Writing an article for school newspaper, community newsletter/ notice board.The students will write all these facts on water drops and add them to the display (hang from ceiling or hang from branches – one branch for each topic)..

Blistrup Skole

05/10 The students will continue excursions to take photos.School exhibition of photos; A group of students, teachers and parents will choose the winning photos, which will be enlarged and individually framed for the exhibition in England.All the entered photos will also be displayed. Students and teachers will think of ways to display the footprints and water drops at the event.The students will upload photos of work in progress and of the exhibitions.They will use Skype and wiki with students to exchange information.Fundraising event organised by the students


06/10 Meeting in England.In the Photo exhibition at Hebden Bridge Arts Centre the winning photos of each country will be displayed. This will be part of the local arts festival. The host school will invite a representative from the local newspaper, environmental agencies and a politician.The water drops and footprints will also be displayed and the winners of the competition announced.The students will upload photos of the exhibition.Participating teachers and students will visit the Alternative Energy Centre in Hebden Bridge and meet an expert for a guided tour. A visit to the Mill in Hardcastle Craggs (now museum) powered by hydro-electricity and other water schemes is also planned. All participants will take additional information on sustainability back to their teachers and students.

England Tallinn French SchoolAyrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori SchuleGlen House Montessori SchoolBlistrup Skole

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The teachers from the host country will run a dance and experimental music workshop with a water theme for the visiting teachers and students.Visiting students will take part in lessons and stay in host families.All participating teachers and students will evaluate the environmental part of the project, plan the next step ‘water sports’ in detail and discuss the next fundraising event.

07/10 The students will keep up pen friendships and skype over the summer and write postcards from their holidays. The teachers will encourage private exchange of students.Fundraising event at end of year party


09/10 The students will brainstorm holidays and safety near water, discuss water sports and healthy life styles and collect their findings in collages. They will then put the information and pictures in individual drops to display with the others.


10/10 Researching sports activities, clubs and workshops in local area and designing a brochure for the other schools.Planning sports activities with students and giving them new experiences.The aim is to involve students and parents in the organisation of the outings.Using Skype and Wiki to exchange their experiences with the students from the other schools; uploading photos taken during sports activities.


11/10 The students will finalise the brochures.Meeting in EnglandExchange and presentation of sport activities brochures – looking at similarities and differences.The teachers and students will engage in the evaluation of producing the brochure. Visiting teachers from Denmark and Turkey will hold a

England Tallinn French SchoolAyrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori SchuleGlen House Montessori SchoolBlistrup Skole

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workshop about southern and northern European winter festivals. Host teachers and students will organise a visit to the European Christmas market, Chinese Culture Centre and Interfaith Education Centre.Further detailed planning of creative activities for Christmas and other winter/ light festivals of participating countries (Eid, Diwali, Solstice, Hannuka). Participating teachers and students will also discuss new fundraising ideas.We will ensure that the activities fit into the curriculum and can be done during regular classes.Display the new water drops with the rest. Also snow flakes could be added instead.

12/10 The students will design Christmas (Eid etc.) cards and send them to pen friends and to the whole class. We will also include information on Christmas etc. and New Years traditions.They will continue with sports activities, Skype conferences and Wiki page.They will upload photos of Christmas etc. traditions and decorations of each country;Fundraising event related to Christmas will be planned, organised and held by students, parents will be involved.


01/11 The students will still continue with sports activities expanding to winter sports in the cooler countries such as skiing, snow boarding, sledging and ice skating.Creative and spontaneous collection of words associated with water either in native language or English lesson. They will look at water from a creative angle and write short poems or sentences depending on their age. They will also study poetry, quotes, proverbs on water in native language and English.The students will write and illustrate shape poems and


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make them into a display booklet.They will write some of them onto water drops and add them to the display.

02/11 Meeting in DenmarkExchange and presentation of booklets; they will be rotated on a three weekly basis; All the water drops will be displayed for the duration of the visit.Evaluation of the project so far and detailed planning of next step ‘creativity and literature connected to water’ . The fairy tale ‘The drop of water’ by Hans Christian Anderson was chosen by the teachers during the preparatory visit.Teachers and students will now collect background information in Denmark by visiting Anderson’s birthplace/ museum and by talking to students and teachers from host school.Visiting students will take part in lessons and stay in host families.Planning of next fundraising event.

Denmark Tallinn French SchoolAyrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori SchuleGlen House Montessori SchoolBlistrup Skole

03/11 Students read the fairy tale depending on age either in their mother tongue or in English. This will be followed by discussion, comprehension, and précis writing. Students will also write their own fairy tale on the water theme. The fairy tales will be exchanged with the pen friends and some will be put on the Wiki page.Sponsored walk in the rain by students, teachers, parents and members of the community.


04/11 Depending on the teachers’ abilities and the age group of the students a project/ projects will be chosen and developed either in drama, art, dance, film, music, craft or/and design and technology.


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05/11 The students will continue to develop, work on or practise the chosen project.

Students and parents are invited to create a water drop with a drawing or writing inspired by the fairy tale.These will be added to the display.

Final fundraising event.


06/11 Meeting in EstoniaExchange and presentation of results from creative projects (art work, film/videos of drama, dance, music) to a group of students and teachers. Collection of all the donations.Public exhibition of art work from participating schools either in original form or photos; Display of all the water drops;Videos of the performing arts projects will be shown. Performance by students from Tallinn at the opening of the exhibition‘Water dances’ lead by an English teacher. Teachers and students from the host school will invite local newspaper and mayor as well as a representative from a ‘Fair world organisation’ (e.g. Oxfam). Student representatives from all participating countries will hand over the donations for a well in Africa.This will be documented in a film by Estonian students and downloaded onto wiki page; Visiting students will take part in lessons and stay in host families.Throughout the project and in the final evaluation teachers will assess how positive elements can be integrated into the school curriculum and have a lifelong influence on the participants and their communities.

Estonia Tallinn French SchoolAyrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori SchuleGlen House Montessori SchoolBlistrup Skole

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6.2 NUMBER OF PUPILS AND STAFF INVOLVED IN THE PARTNERSHIP IN EACH OF THE PARTICIPATING ORGANISATIONS (=persons taking part in Partnership activities, both local activities and/or mobility)

Name of participating organisation Country Total nr of pupils involved

Total nr of staff involved

Glen House Montessori School United Kingdom 25 5Tallinn French School Estonia 60 (aged 11-17) 4Freie Montessori Schule Austria 68 9Ayrancılar Ege Koop. İlköğretim Okulu Turkey 858 7 Blistrup Skole Denmark 200 15


6.3 EXPECTED RESULTS, INCLUDING PRODUCTS IF RELEVANT

Nr Approx. date

Description

1 11/09 water containers with cultural materials- developed presentation skills; established pen friendships – communication and exchange with other cultures; individual student Wiki pages- increase ICT skills

2 12/09 Fundraising stall - Christmas gifts and cards – developed ability to plan and organise; cooperation; administration and financial management

3 02/10 Posters; topic: global warming/ climate change and its effect on the environment with emphasis on water; - understand concept of global warming, climate change etc.Wiki homepage and logo - new ICT skills developed

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4 04/10 Individual, school and community ‘environmental footprints’ in the present size and reduced footprints with action plans- refined presentation skills; understand concepts; act on findings;Advice notices throughout the school on how to preserve and conserve water;- take responsibility; designer skills;Article for school newspaper and community newsletter/ notice board;Topical facts displayed on ‘water drops’- develop presentation skills and take responsibility as active citizens;

5 5/10 School Photo exhibition of competition with topic: ‘water and the effects of global warming’- heightened awareness of effects of climate change in environment; ability to present findings in a creative way;Fundraising activity

6 6/10 Final public photo exhibition 7 7/10 Fundraising stall8 9/10 safety near water, healthy life style and water sports collages- awareness

of health and safety issues; develop creative expression9 10/10 ‘Sports activities, clubs and workshops in local area’ brochure for the other

schools; - teamwork; improved designer skillsdrops with water sport and healthy living facts;water sports activities – improved fitness, health and flexibility; enjoyment of outdoors and movement;

10 12/10 Christmas/winter festival cards; water drops/flakes with winter festival information;- increased knowledge of winter festival traditions and believes; fostering an understanding of the importance of celebration, locally and internationally. fundraising Christmas stallwinter sport activities

11 01/11 Shape poems about water- display booklet- develop presentation skills and creativity with shapes and words; discover the fun of playing with words!Winter sport activities

12 03/11 Sponsored walk in the rain Fairy tales written by students on the water theme inspired by Andersen’s ‘The drop’- creative writing skills

13 05/11 Creative projects inspired by ‘The drop’ in music, drama, art, craft, design and technology; - creative expression through different media; confidence, cooperation, communication and leadership;Water drops with a drawing or writing inspired by the fairy tale.Final fundraising event

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14 6/11 Final exhibition, performances and presentation of donations for the well; filmed documentation– organisational and technical skills ; performance skills; taking responsibility; active citizenship


ONLY FOR BILATERAL PARTNERSHIPS:

6.4 DETAILS ON PLANNED CLASS EXCHANGES

Nr Approx. start date

Sending partner country

Receiving partner country

Duration (days)

Nr of pupils

Nr of staff2

Age range of pupils

1 mm/yy

2 mm/yy

2 Including accompanying persons

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7. REQUESTED EU FUNDING

Funding requested and estimated number of persons participating in mobility (per participating organisation)

For each of the participating organisations, please select the "Partnership type" that best corresponds to your Partnership work plan for the whole 2 year duration. Please note that each type is linked to a minimum number of mobilities to be carried out during the grant agreement period – these minimum numbers have to be respected when entering the numbers of planned pupil and staff mobility into the table. The grant amounts for each Partnership type are defined at national level and they can vary from one country to another. Please make sure that, for each of the participating institutions, you have selected the grant amounts applicable in the country and for the programme in question.

Participating organisation Country Partnership type [Table G – mobility action types]

Nr of planned out going mobilities(pupils)

Nr of planned out going mobilities (staff3 )

Total nr of outgoing mobilities

Grant amount requested (€)[Table H – National lumpsum amounts]

Tallinn French School Estonia COM-12M 4 8 12 14000Freie Montessori Schule Austria COM-24M 14 10 24 20000Glen House Montessori School

England COM-12M 5 7 12 17000

Ayrancılar Ege Koop. İlk Öğretim Okulu

Turkey COM-12M 4 8 12 13.000

Blistrup Skole Denmark COM-12M 2 10 12 12500


3 Including accompanying persons

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Annex to 2008 Comenius Partnership Application Form – LLP reference tables

The tables below should be used when filling the 2009 Comenius Partnership application form. Whenever a field in the application form refers to a table, the options available for filling the field can be found in the tables below. If a code is provided, please type in both the code and the description.

A. National Agencies

Belgium German-speaking communityBelgium French-speaking communityBelgium Dutch-speaking communityBulgariaCzech RepublicDenmarkGermanyIrelandEstoniaGreeceSpainFranceItalyCyprusLatviaLithuaniaLuxembourgHungaryMaltaNetherlandsAustriaPolandPortugalRomaniaSloveniaSlovakiaFinlandSwedenUnited KingdomIcelandLiechtensteinNorwayTurkey

B. Languages

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Please note that Icelandic, Norwegian and Turkish are only applicable to question 5.16 (Teaching languages).

BG - BulgarianCS - CzechDA - DanishDE - GermanEN - EnglishET - EstonianFI - FinnishFR - FrenchIS - IcelandicGA - IrishEL - GreekHU - HungarianIT - ItalianLV - LatvianLT - LithuanianMT - MalteseNO - NorwegianNL - DutchPL - PolishPT - PortugueseRO - RomanianSK - SlovakSL - SlovenianES - SpanishSV - SwedishTR - Turkish

C. Type of organisation

EDU-SCHNur - Pre-primary schoolEDU-SCHPrm - Primary schoolEDU-SCHSec - General secondary schoolEDU SCHVoc - Vocational or technical secondary schoolEDU-SPNeed - Establishment for learners/pupils with special needsOTH - Other

D. Geographical Scope

L - LocalR - RegionalN - NationalE - EuropeanI - International

E. Topic

Please type in both the code and the name of the topic when filling the relevant section of the form.

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Topic-1 Active citizenshipTopic-2 Addressing target groups with special needsTopic-3 Artistic educationTopic-5 Basic skillsTopic-7 Combating failure in educationTopic-8 Comparing educational systemsTopic-9 Consumer educationTopic-10 Cultural heritage Topic-12 Education of specific target groups: (occupational travellers, migrants, travellers, gypsies)Topic-15 Environment / sustainable developmentTopic-16 Ethics, religions, philosophy Topic-17 European citizenship and European dimensionTopic-20 Fight against racism and xenophobiaTopic-21 Foreign language teaching and learning Topic-22 Gender issues, equal opportunities Topic-23 Career guidance & counsellingTopic-24 Health educationTopic-25 New technologies, ICTTopic-26 Inclusive approachesTopic-27 Intercultural educationTopic-29 Learning about European countriesTopic-31 Physical education and sportTopic-34 Methods to increase pupil motivationTopic-36 Pedagogy and didacticsTopic-37 History and social scienceTopic-39 Media and communicationTopic-41 MathematicsTopic-42 Natural sciencesTopic-47 Quality and evaluation of educationTopic-49 Raising pupil achievementTopic-50 Regional identityTopic-52 School management, school autonomyTopic-60 Violence in school - peace educationTopic-64 Economics, business, industry and commerceTopic-65 GeographyTopic-69 Reinforcing links between education and working lifeTopic-35 Other

F. Educational fields

0103 - Arts and Crafts0104 - Music0105 - History0106 - Religion/Ethics

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0107 - Civics0108 - Mother Tongue0109 - Foreign Language010a - Mathematics010b - Physics010c - Chemistry010d - Biology010e - Geography010f - Environmental Education010g - Health Education010h - Sports010i - New Technologies010j - Economy and Business010k - Vocational subjects010l - Other basic programmes

G. Mobility action types

COM-4M (Multilateral / Small nr of mobilities - min. 4)COM-8M (Multilateral / Limited nr of mobilities - min. 8)COM-12M (Multilateral / Average nr of mobilities - min. 12)COM-24M (Multilateral / High nr of mobilities - min. 24)COM-12B (Bilateral / Small - min. 12 mob., group of min. 10 pupils in class exchange)COM-24B - Bilateral / Large (min. 24 mob., group of min. 20 pupils in class exchange)

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H. National lumpsum amounts

COMENIUS PARTNERSHIPS 2009 : NATIONAL LUMPSUM AMOUNTS

Country of participating organisation

Comenius multilateral Comenius bilateral

COM-4M

COM-8M COM-12M COM-24M COM-12B COM-24B

BE(fr)- Belgique 7.000 11.000 16.000 20.000 16.000 20.000BE(nl) – België 7.000 11.000 15.000 20.000 15.000 20.000BE(de) – Belgien 9.000 13.500 18.000 22.500 18.000 22.500BG- Balgarija 5.000 8.000 11.000 20.000 11.000 20.000CZ – Česká republika 6.000 10.000 14.000 17.000 14.000 17.000DK – Danemark 6.000 9.500 12.500 22.000 12.500 22.000DE – Deutschland 8.000 12.000 16.000 20.000 16.000 20.000GR – Ellas 6.000 9.000 13.000 21.000 13.000 21.000EE – Eesti 6.000 10.000 14.000 25.000 14.000 25.000ES- España 8.000 11.000 14.000 20.000 14.000 20.000FR – France 9.000 14.000 18.000 25.000 18.000 25.000IE – Eire / Ireland 8.000 12.000 16.000 22.000 16.000 22.000IT – Italia 6.000 10.000 14.000 20.000 14.000 20.000CY – Kypros 5.000 10.000 14.000 20.000 14.000 20.000LV – Latvija 6.000 10.000 14.000 21.000 14.000 21.000LT - Lietuva 6.000 10.000 13.000 21.000 13.000 21.000LUX – Luxembourg 8.000 12.000 16.000 22.500 16.000 22.500HU – Magyarország 5.000 9.000 12.000 18.000 12.000 18.000MT – Malta 9.000 14.000 18.000 25.000 18.000 25.000NL – Nederland 9.000 13.500 18.000 25.000 18.000 25.000AT – Österreich 6.000 10.000 14.000 20.000 14.000 20.000PL – Polska 8.000 12.000 15.000 24.000 15.000 24.000PT – Portugal 8.000 12.000 16.000 22.000 16.000 22.000RO – Romania 7.000 12.000 15.000 24.000 15.000 24.000SI – Slovenia 6.500 10.000 13.000 20.000 13.000 20.000SK – Slovenská republika 10.000 14.000 18.000 25.000 18.000 25.000FIN – Suomi / Finland 6.000 10.000 14.000 20.000 14.000 20.000SE – Sverige 6.000 10.000 14.000 20.000 14.000 20.000UK- United Kingdom 9.000 14.000 17.000 22.000 17.000 22.000IS – Island 7.500 12.000 15.000 20.000 15.000 20.000LI – Liechtenstein 10.000 15.000 20.000 25.000 20.000 25.000NO – Norge 7.000 12.000 16.000 22.000 16.000 22.000TR – Türkiye 6.000 9.500 13.000 23.000 13.000 23.000

Table I: Region Codes (NUTS Codes)

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(Nomenclature of Territorial Units for Statistics) is a geographic code list used by the EC for standardising regional authorities/areas. There are four Nuts levels (including the country code):

Region Codes (NUTS Codes) AREA Region UK Region

UKC1 Tees Vally & Durham North East EnglandUKC2 Northumberland and Tyne & Wear North East EnglandUKD1 Cumbria North West EnglandUKD2 Cheshire North West EnglandUKD3 Greater Manchester North West EnglandUKD4 Lancashire North West EnglandUKD5 Merseyside North West EnglandUKE1 East Riding & North Lincolnshire Yorkshire & The Humber EnglandUKE2 North Yorkshire Yorkshire & The Humber EnglandUKE3 South Yorkshire Yorkshire & The Humber EnglandUKE4 West Yorkshire Yorkshire & The Humber EnglandUKF1 Derbyshire & Nottinghamshire East Midlands EnglandUKF2 Leicestershire, Rutland &

Northants East Midlands EnglandUKF3 Lincolnshire East Midlands EnglandUKG1 Herefordshire, Worcestershire &

Warks West Midlands EnglandUKG2 Shropshire & Staffordshire West Midlands EnglandUKG3 West Midlands West Midlands EnglandUKH1 East Anglia Eastern EnglandUKH2 Bedfordshire, Hertfordshire Eastern EnglandUKH3 Essex Eastern EnglandUKI London London EnglandUKI1 London London EnglandUKI2 London London EnglandUKJ1 Berkshire, Bucks & Oxfordshire South East EnglandUKJ2 Surrey, East & West Sussex South East EnglandUKJ3 Hampshire & Isle Wight South East EnglandUKJ4 Kent South East EnglandUKK1 Gloucestershire, Wiltshire & North

Somerset South West EnglandUKK2 Dorset & Somerset South West EnglandUKK3 Cornwall & Isles of Scilly South West EnglandUKK4 Devon South West EnglandUKL1 West Wales & The Valleys Wales WalesUKL2 East Wales Wales WalesUKM1 North Eastern Scotland Scotland ScotlandUKM2 Eastern Scotland Scotland ScotlandUKM3 South Western Scotland Scotland ScotlandUKM4 Highlands & Islands Scotland ScotlandUKN Northern Ireland Northern Ireland Northern

IrelandUKZZ Other British territorial

areas/islands Other OtherEO21 Gibraltar Gibraltar England

Table J: SCHOOL / COLLEGE IDENTIFICATION CODES

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Please insert your institution’s identification code in the place required on the application form. The table below provides a guide to how the codes are made up across the UK countries and for different types of institution.

SCHOOLSCountry

Codes Format Requirements

England & Wales

LA / LEA code 3 digits Please provide the full 7 digitsSchool number

4 digits

Scotland SEED code 7 digits Please provide this number

LA code 3 digits Do not provide this numberNorthern Ireland

State-funded schools

7 digits Please provide this number

Independent schools.

2 letters plus 2 digits

Please provide this code

FURTHER EDUCATION COLLEGESCountry

Codes Format Requirements

England College number


Wales College number


Scotland College number


Northern Ireland

N/A N/A FE Colleges in Northern Ireland do not have unique identification codes.

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Documents

dropofwater / It's All in a Dropdropofwater.pbworks.com/f/final_comenius_school_partn… · Web viewCOMENIUS PARTNERSHIPS 2009 : NATIONAL LUMPSUM AMOUNTS Country of participating