Najvyšší predstavitelia španielskej, belgickej i francúzskej ambasády, tí všetci výrazne podporujú naše gymnázium prostredníctvom medzinárodných zmlúv a ďalšej spolupráce, vďaka ktorým môžu naši žiaci pracovať spolu s lektormi zo zahraničia.

Expected results:

The HOPE groups in all participating schools are supposed to achieve high-quality skills for our students in their apparently torn
environment. This implies
– raised awareness of both political topics in context of EU citizenship also
– raised awareness of the social responsibility of the individual in the schools’ communities
– raised democracy skills from debating and political knowledge among the students
– that schools are enabled to organise a MUN conference on their own by using the material created during the project period
– raised awareness of human rights through several local charity events at each school
– raised awareness of human rights through the installation of sustainable students-mediator structures at each school
– raised teachings skills for envolved staff
To specify, for the participating students we expect the following skills and competences:

1) General civic competence

The student considers and judges phenomena, processes, events and issues from diverse perspectives. This goal implies not only
knowledge and skills but also certain attitudes, such as openness and tolerance.

2) Readiness to communicate

Mother tongue and foreign languages include outcomes such as reading, writing, speaking and listening skills. The attitudinal
aspects such as readiness to communicate are specified as well.

3) Learning to learn

Students are expected to develop
– an attitude towards understanding and analysing conflicts
– how to set objectives and planning problem-solving activities
– how to manage and organise debating activities
– to reflect on learning activities and outcomes, and self-assessment.

4) Social and civic competence and creativity

The participants will enrich their personal development by using skills such as
– critical and creative thinking
– actively seeking out new points of view, problems and/or solutions, for social and / or political problems (debating, charity!)
– being innovative
– be motivated to seek out alternative perspectives and viewpoints and to reframe a situation by compromising
– be willing to take risks and to learn from mistakes and failures
– be persistent in following through ideas in terms of resolution writing

5) Lifelong learning

Students learn about:
– identifying, evaluating and achieving personal and collective goals
– including how to develop and evaluate action plans.
– setting realistic personal and collective goals and targets to be achieved within a time frame •
– constructing action plans to help reach the targets and identify methods for monitoring how well the plans are working (e.g.
deadlines, feedback from others)
– co-operating with group members to identify collective goals
– co-operate with group members to identify how different roles can contribute to the overall goals
– communicate ideas and needs within the group
– engage in personal reflection on the process of setting goals or targets

6) digital competence

As a side-effect, the students learn how to
– communicate safely and responsibly using a range of contemporary digital methods and tools
– use a range of contemporary digital methods to exchange and share their work, collaborating online with peers

Project management

The project coordinator will monitor, motivate and stimulate the innovative projectwork in all schools. The project partners (each school has a correspondent plus involved subject teachers) will communicate via e-mail, e-twinning chat-room, twinspace, facebook, skype or other communication tools. They will exchange the ideas, activity progress, share experience etc. There will be regular meetings of the project teams at each school in the course of the school year to discuss the practical matters of the activities, their evaluation and dissemination of the outcomes as well as continuous communication via TwinSpace, which has been opened for the project work, the students´ teams will post pictures,write blogs, comment on the activities, etc. At each school there will be a team of teachers being in charge of the ERASMUS+

At each school there will be a team of teachers being in charge of the ERASMUS+ projectwork consisting of team sized between 2 and 10, depending on the actual task to be conducted (debating clubs, MUN preparation, studyguide / teaching material production, …).

Teaching staff will implement an official “HOPE group for active citizenship” at each school by advertising, selection students, ensuring logistics and communication with the other partners. A-level students prepare the group meetings online by exchanging their ideas with the teachers in charge.

A-level students prepare the group meetings online by exchanging their ideas with the teachers in charge. The coordinating school LMRL ensures that all planned activities outlined in the application will be conducted as intended. It will give regular instruction, will collect and assess input from the other schools and coordinate each school’s involvement in the project.

The involved teachers supervise the club meetings professionally by suggesting topics of discussion, working on agendas and innovative methodology, organizing debates, inviting guest speakers and visitors, for example, interested teachers from the own staff as well as interested local politicians and charity representatives.
The HOPE schedule, the activities of which are referred to as A1 in the excel time chart attached to this form, is as followed:
09-11/17 The world as a global village?
– kick-off meeting in Zilina
– Which role does the individual play in a global world?
– Do you feel like a European or a world citizen?
– What does citizenship imply?
– Planning of charity actions for project year 1, depending on students’ ideas.
products of this period:
– exhibition at school
– panel discussion
– podcast with interviews and statements
12/17-02/18
What does political responsibility mean?
– Which democratic values and principles do we share/make our lives worth living?
– Where are they not given? Why? What does it mean for the citizens?
– The power of critical thinking – discussion of ethic questions using critical cases
– The power of words – first steps of debating
products of this period:
– communication skills as a printed/digital guideline for every student or our school community
– preparing ZaMUN 18
03-05/18
What does peace cost?
– ZaMUN 2018
– Compromising and negotiating in private and public life
– Is peace possible everywhere?
– How does crisis management work?
products of this period:
– interview about techniques of crises management in conflicts with the headmaster and a local politician
– a visit of the local council with “press conference” by the HOPE team
06-08/18
Different periods of summer holidays in the different countries
———————————-
09-11/18
Why does the European Union stand for European?
– preparing ToMUN 18
-“After World War II they came to build a better life…”
– What happened since then?
– How does the European Union work? Benefits?
products of this period:
– the history of the EU as a PPT presentation for the school community
– visit of the European Commission Bonn representation in Germany / European institutions in the partner countries
– Planning of charity actions project year 2
12/18 -02/19
Why does the United Nations stand for peace-keeping?
– Which structure is successful?
– “Each and every country…” – why that?
products of this period:
– role play United Nations
– useful phrases of the delegates
– writing policy papers and resolutions in the UN format
03-05/19
Why is democracy interesting, difficult, slow?
– ZaMUN 2019
– establishing a new HOPE team as an ongoing club at school by the promotion of its benefits
products of this period:
– promotion tour Planning of charity actions to find new club members
06-08/18
Different periods of summer holidays
09-11/2019
Preparing and conducting ToMUN 19 and LuMUN 19
Finalising and disseminating results and material

Each school appoints a financial project manager (usually the school accountant keeping an eye on the budget together with the project manager. They will be responsible for the proper spending of the grant in accordance with the contract funding rules and a country legislation. The coordinating school will send e-mails to remind the partners of the assignments, and will check up on all the deadlines.

EUROPROJECT is a network of cooperating schools in Europe.

Participating secondary schools:

  • Bagsværd Kostskole og Gymnasium
    Danmark
  • Bundesrealgymnasium Wien 19, Österreich
  • Schildtin lukio, Suomi /Finland
  • Danderyds Gymnasium, Sverige
  • Escola Secundária de Francisco Rodrigues Lobo, Portugal
  • Gymnázium bilingválne, Slovensko
  • Óscar Romerocollege (Heilige Maagdcollege before), België (Flanders)
  • Institut de la Providence de Champion, Belgique (Wallonia)
  • Institution Saint-Jude, France
  • Instituto de Educación, Secundaria ‘Miguel Catalán, España
  • Liceo “Rambaldi – Valeriani” e “Alessandro da Imola”, Italia
  • Lycée Hubert Clément, Luxembourg
  • Lycée Michel-Rodange, Luxembourg
  • Móricz Zsigmond Gimnázium, Magyarország
  • Radyr Comprehensive School, United Kingdom (Wales)
  • Ramsgrange Community School, Eire / Ireland
  • Second Lyceum of Kalamaria, Ellada
  • Strabrecht College, Nederland
  • Wittekind-Gymnasium, Deutschland

http://www.europrojectnet.eu/

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Výmenný pobyt s Lycée Saint-Jude, Armentières

  1. časť – november 2017, Armentières

 

,, Keď niekto ide do Nord-Pas-de-Calais, plače vždy dvakrát: Prvý krát, keď prichádza, druhý krát, keď tam musí všetko zanechať a odísť.

 

Pravdivosť týchto slov sme si uvedomili až počas cesty späť domov, na Slovensko…

Na začiatku nám však nebolo všetko jedno. Po príchode do Armentières, keď náš autobus zaparkoval pred Lycée Saint-Jude a my sme uvideli obrovskú skupinu ľudí, ktorí na nás nedočkavo čakali, sme boli rozhodnutí stráviť noc v autobuse. Ovládla nás nervozita, no napriek tomu sme sa vybrali zoznámiť s korešpondentmi, bez batožiny, až kým na nás Aldrick so smiechom nezakričal: ,,A kufre neberiete?”

Celý pobyt sa niesol v podobnom zábavnom duchu. Myslím, že z väčšiny z nás strach opadol počas prvého večera stráveného v našich nových rodinách. Pomaly sme si zvykli na fakt, že tu svitá až po ôsmej, že sa všetci medzi sebou zdravia ,,bisous”, že brána školy sa zatvára s prvým zvonením a máte smolu ak prídete neskoro, že večera začala mnohokrát neskoro večer aj, že množstvo jedla, ktoré večer vo Francúzsku zjedia, je príliš veľké pre naše žalúdky. Niektoré zvyky nás neprestali prekvapovať. Napríklad pre nás zostalo záhadou, prečo počas bežných daždivých dní, ktoré v tomto regióne prevládajú, nosia všetci plátené tenisky a členkové ponožky. Francúzski študenti spoznali Slováka skôr podľa oblečenia ako podla slovenčiny, pre nich veľmi náročného jazyka. Pre nás boli zimné topánky, dva svetre, bunda, šál a rukavice povinnou výbavou napriek pocitu, že vyzeráme ako Eskimáci.

Všetkými týmito bizarnosťami nás sprevádzali vždy veselí francúzski kamaráti, ktorých sme mali možnosť spoznať. Bez nich by naša cesta za poznaním nemala zmysel. Mali sme možnosť zdokonaliť sa vo francúzštine, objaviť nové miesta, kultúru aj odlišný školský systém. Keď niekedy znova zavítame do  Armentières, určite sa nestratíme. V neďalekom Lille by sme dokázali robiť prehliadky pre turistov s názvom Tour-de-Lille. Stali sa z nás odborníci na vianočné trhy. Úprimne povedané, vianočné trhy aj v malých mestách vo Francúzsku sa môžu rovnať vychýreným trhom v Prahe, či vo Viedni. Taktiež si môžeme povedať: ,,Boli sme aj v Kanade!” Teda, iba na území vo Francúzsku patriacom Kanade, ale to je iba malý rozdiel. Avšak náš týždenný pobyt nebol iba spoznávacím zájazdom. Už mesiac pred odchodom sme sa pripravovali na výklad vo forme prezentácií. Našou hlavnou témou bola prvá svetová vojna a prírodné podmienky oblasti Nord-Pas-de-Calais. Tam sme potom navštívili aj množstvo pamätníkov, vojenských cintorínov a zákopov. V posledný deň sme odchádzali naozaj smutní, no povzbudzovala nás myšlienka, že dobrodružstvo sa ešte nekončí a bude pokračovať v apríli, keď sa Francúzi prídu pozrieť na Slovensko.

A kto by považoval túto výpoveď za subjektívnu, môže sa presvedčiť o jej pravdivosti na základe ďalších svedectiev.

Aďa: ,,Moja korešpondentka ma naučila vstávať na prvý budík a vystreliť z postele ako strela!”

Lujza: ,,Po neuveriteľnom týždni, počas ktorého som zistila, že francúzština reálne existuje a dokonca existujú ľudia, ktorí ju používajú, sa mi veru naozaj odchádzalo ťažko.”

Timea: ,,Strávili sme super týždeň s ešte lepšími ľuďmi a ako bonus sme pri tom využili francúzštinu. Najviac sa mi páčil výlet do Lille s mojou korešpondentkou a tunajšie vianočné trhy”

Na záver jedno obrovské ĎAKUJEM našim skvelým profesorom, ktorý nás brali ako seberovných, dôverovali nám, zaujímali sa o to ako sa máme, povzbudili nás, keď bolo treba a všetko prežívali spolu s nami. Ďakujeme, pani profesorka Pospěchová a pán profesor Berquin!

 

Text: Sandra Papánková, 3.F

Foto: Izabela Jagnešáková, 3.G

ŽilinaMUN

  • medzinárodná simulácia pre študentov stredných škol
  • v roku 2017 sa jej zúčastnilo 160 ľtudentov z 12 krajín (22 škôl)
  • konferencie sa už zúčastnili študenti z Indie, Ruskej federácie, Izraela, Palestíny, Fínska, Švédska, Francúzska, Španielska, Luxemburska, Nemecka, Holandska, Rakúska, Portugalska, Belgicka, Poľska, Srbska, Českej republiky a Slovenskej republiky
  • konferencia sa skladá zo 7 výborov v anglickom, francúzskom a španielskom jazyku
  • podrobné informácie na: http://www.zamun.sk/

MUN (MODEL UNITED NATIONS)

  • medzinárodná simulácia OSN
  • študenti z rôznych krajín reprezentujú delegátov v rôznych výboroch OSN, kde riešia aktuálny svetový problém
  • vo výboroch sa rokuje v cudzích jazykoch a dodržuje sa diplomatický protokol
  • cieľom práce študentov je dospieť k finálnej rezolúcií
  • učia sa argumentovať v cudzom jazyku, diplomaciu a medzinárodné vzťahy, spoznávajú cudzie krajiny a aktuálne problémy sveta, spoznávajú rovesníkov z mnohých krajín sveta

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