All six partner schools in the project experience similar needs to develop their students awareness of European cultural heritage as well as their knowledge of ICT and foreign languages, with particular attention to English as the universal language of international communication.
Partner schools intend to make their students more sensitive to the meaning of culture both within their local societies and in other (project partners) countries. Partners believe that their students need to learn about it from an early age and be able to compare and value similarities and differences in human cultural achievements.
In order to facilitate the teaching learning processes about cultural heritage partner schools in this project believe that it is a great idea to be able to present, experience, analyse, compare and possibly to jointly try to describe the meaning of various elements being parts of local, national and international cultural heritage.
The element of experience seems to be the most important and valuable part of the teaching learning process. That greatly increases students motivation to learn and work in order to achieve their goals. Similarly it influences the teachers assisting them. When this process is combined with possibility to apply ICT techniques in building common products, possibly digitalised that brings some added value to the project and increases students interest and engagement at the same time. Therefore partners agree that implementing and improving ICTs and CLIL (Content and Language Integrated Learning) methodology would be desirable here.
It is common that students and teachers use their native language in English classes, which is not an ideal situation. Students’ English level achieved at school is not as good as it would be expected. Therefore teachers see the need to go for a more aim oriented approach focusing on learning language and vocabulary related to certain content areas. In this way students have to use materials adapted to achieve their goals. All the engaged partners’ common goal is to make students use English and vocabulary related to cultural heritage within the project.
What is more all partner schools will be able to include a new English teaching / learning methodology (CLIL) in their schools’ curricula, which will improve their educational effectiveness. Furthermore, participation in this project will facilitate its participants presentation of their cultural identities and will allow to increase their tolerance and understanding of other and probably different cultures. In order to achieve that aim all schools feel strong need to collaborate within this project. That however is impossible to achieve without obtaining necessary funds. Partners believe that Erasmus+ KA229 support is indispensable here.
Partner schools intend to make their students more sensitive to the meaning of culture both within their local societies and in other (project partners) countries. Partners believe that their students need to learn about it from an early age and be able to compare and value similarities and differences in human cultural achievements.
In order to facilitate the teaching learning processes about cultural heritage partner schools in this project believe that it is a great idea to be able to present, experience, analyse, compare and possibly to jointly try to describe the meaning of various elements being parts of local, national and international cultural heritage.
The element of experience seems to be the most important and valuable part of the teaching learning process. That greatly increases students motivation to learn and work in order to achieve their goals. Similarly it influences the teachers assisting them. When this process is combined with possibility to apply ICT techniques in building common products, possibly digitalised that brings some added value to the project and increases students interest and engagement at the same time. Therefore partners agree that implementing and improving ICTs and CLIL (Content and Language Integrated Learning) methodology would be desirable here.
It is common that students and teachers use their native language in English classes, which is not an ideal situation. Students’ English level achieved at school is not as good as it would be expected. Therefore teachers see the need to go for a more aim oriented approach focusing on learning language and vocabulary related to certain content areas. In this way students have to use materials adapted to achieve their goals. All the engaged partners’ common goal is to make students use English and vocabulary related to cultural heritage within the project.
What is more all partner schools will be able to include a new English teaching / learning methodology (CLIL) in their schools’ curricula, which will improve their educational effectiveness. Furthermore, participation in this project will facilitate its participants presentation of their cultural identities and will allow to increase their tolerance and understanding of other and probably different cultures. In order to achieve that aim all schools feel strong need to collaborate within this project. That however is impossible to achieve without obtaining necessary funds. Partners believe that Erasmus+ KA229 support is indispensable here.
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