C.U.O.R.E. Project - Hand Book

8/9/2019 C.U.O.R.E. Project - Hand Book

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CooperateUnder theObjective of

RecyclingEnergy

2008 - 2010


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HANDBOOK OFHANDBOOK OFGOOD PRACTICEGOOD PRACTICE

CUORE


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I. INTRODUCTION

II. SCHOOLS PRESENTATION

III. WASTE GRIDS

IV. WASTE CONCLUSIONS

V. WATER GRIDS

VI. WATER CONCLUSIONS

VII. ENERGY GRIDS

VIII. ENERGY CONCLUSIONS

IX. FINAL ACTION PLAN

X. TIPS ON GOOD PRACTISE

XI. ASSESSMENT QUESTIONNAIRE

TABLE OF CONTENTS


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SUMMARY

The sharing of the common issues for the C.U.O.R.E. project is functional to thedidactic stepsand to the activities of European cooperation. The analysis and the comparisonbetween the different environmental saving and recycling energy policies representthe starting point for experiences and information sharing between schools to developpedagogical methods, the management of human resources and also the use of theITC. Didactic strategies, staff skills, sharing of learning evaluation methods will betasted in every partner school. This is a pedagogical project that makes students awareof environmental choices; it also helps immigrants to be integrated, it improvesintercultural unification, European comprehension and tolerance. The project improvesalso the cooperation with local authorities and the teaching quality by using the foreignlanguage. The enhancing, the dissemination and the use of the products will improvethe teachers training and the success at school for students; it will also improve theattention for different cultures, integration of students and it will improve equalitybetween man and women.

CONTEXT AND MOTIVATION

The contexts of the school Partners are different.The coordinator school Pacifici De Magistris in Sezze (Italy) includes 59 studentscoming from Eastern Europe, 5 students being fostered by the local Social Servicesand 25 disabled students. The partner schools from the Eastern Europe (Romania,Poland and Lithuania) work in suburban areas with many disadvantaged pupils; our schools partner in Romania Titu Maiorescu schooland Elena Cuza are integrativeschools for children with special educational needs. They also have 128 studentswhose parents are working and living abroad, many of them in Italy, who follow specificeducational paths. The schools from Salamanca, Portimao and Nurnberg, thoughlocated in big cities, also host students at risk. All the schools involved in the projectshare the need of making a comparative analysis of their experiences, of their differentpedagogical methods and their strategies to improve the school quality and theintegration of disadvantaged pupils.

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COMENIUS PROJECT C.U.O.R.E.(Cooperate Under the Objective of Recycling Energy)

I. INTRODUCTION


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GENERAL OBJECTIVES

To manage the school institution and its service according to management valuessuch as efficiency ,efficacy and quality.To organize the school as an integrated educational system.To develop among school staff social cohesion, active citizenship, tolerance, dia-logue between different cultures, equal opportunities for girls and boys, personachievement in order to arise awareness of common European citizenship thoughpreserving cultural and popular values.

OPERATIVE OBJECTIVES

-To motivate students and make them aware of environmental choices-To acquire and develop innovative methodologies to improve success at learning-To foster environmental socialisation and increasing intercultural awareness-To make the collaboration among school workers easier -To draw school workers attention with clear and shared ideas about organisation-To overcome the difficulties about efficiency and quality through a planned path whichhas to be all-in-one, multidisciplinary and multi cultural ,and has to find its own multi-unity in curricular planning according to multi and trans-disciplinary criteria-To improve the learning of foreign languages and ICT in didactic activities-To realize products and/or good praxis and services to transfer them to others

With the energy and recycling issues we shall plan didactic activities to include or eveninterweave formal and non-formal teaching and learning approaches, such as investi-gations and hands-on activities within a formal education context, but also within aninformal learning environment involving outside classroom activities(e.g on site visits).The involved subjects will be natural science, technology, ICT, geography; history;music and art.A socio-emotional approach and a motivated welcome to quality will be organized. Thesecond step will be learning to know each other and to create positive class-room re-lationships enhancing efficiency and service quality for learning success.The Principal will assign a group of teachers welcoming tasks, logistic organisation

and school system quality assignment. The enquire about habits, conditions and learn-ing methods such as socio-cultural issues, school visits, to be acquainted with theschool building and its description, the exploited tools in order to improve them, inter-view to the school-workers, pictures and comments. Further in-depth analysis, researchand investigation about the project issues.

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PARTNERSHIP AND DISTRIBUTION OF TASKS

In the meeting well talk about further planning of the project and also about the meth-ods to adopt in testing and evaluating the activities ; well share the techniques toreach the aims. All the schools will participate to every phase to reach the commonaims in the curricula. The results of the laboratory activities of the social and culturalstudies, the managements strategies and the didactic organisation will be monitoredand shared with my parents with the partners by ICT in the meetings. The need tolook for other strategies to reach the objectives of the European unification throughstudents will guarantee the development of the project in every school. The expertisesare guaranteed in every school by the project staff and the responsible teachers trustedby the whole group of teachers working in the school and by the Principal.The Principal coordinates everything and guarantees the implementation of the projectresults in and outside the school, involving also the students families as well as thewhole school workers

COOPERATION AND COMMUNICATION

The school Pacifici e de Magistris will managesystematic contacts to ensure effective commu-nication and cooperation among the participantsby means of e- mails , internet, fax, digital cam-eras, telephone etc.

EUROPEAN ADDED VALUE

With this project all the partner schools will expect to have the following impact andbenefits both on pupils and staff and on the participating istitutions :

To encourage the respect for the environment,To increase the motivation to collaborate as well as linguistic competence,To innovate teaching and to enhance teaching quality and project ability to promote in-tercultural dimension.

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RELEVANCE FOR THE OBJECTIVES OF THE PROGRAMME

In addition to the previous objectives the partnership will cooperate :

1)to improve the quality and to increase the volume of mobility involving pupils andeducational staff in different Member States

2)to improve the quality and to increase the volume of partnerships between schoolsin different Member States ,so as to involve at least 3 million pupils in joint educationalactivities during the period of the programme

3)to support improvements in pedagogical approaches and school management

The project originates from partners shared demands and provides for an easytransferability.

Partners agree in starting from an initial experimentation of didactic modules based onresearch-action ( grids, interviews, group and class work ) transferability, use of ICT( forum, email, slide-shows ), pedagogical methods and school managementimprovement.Afterwards, through the experimentation monitoring and eventual necessaryadjustment, it will be affective in each school enhancing multicultural values and thelearning of foreign languages.Meeting are arranged for parents, teachers, pupils, races and confession.The European Constitution will be compared to the constitutional laws of other countriesin order to examine analogies and differences of each people different partner countries

s right so that a unique European citizenship can be created, though regarding differentpopular and cultural values.By means of art and music different cultural values will be studied and will lay thefoundations of a common European citizenship.Visits, pupils, teachers and school staff personnel exchanges will help to share theproject activities.The creation of a positive classroom climate will help to reduce early school leaving,to encourage the learning of foreign languages and to improve scientific competences,(thanks to laboratory activities, video-conferences), equal opportunities for eachstudent will help to overcome socio- economical disadvantages.

EVALUATION

A continuous testing of the project will check the achievement of the aims in everyschool partner.This will be done by measuring:

-the impact on POF(Italian acronym for Piano dellOfferta Formativa schooleducational and didactic plan)classroom group works, organisation andinvolvement of the territorial organism and of the staff;-the efficacy of the European cooperation on staff and students (development of linguistic competences, new didactic practises, intercultural dimension, motivationlearning);

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-the development of the school on a pedagogical and management plan andquality improvement.

Through the ongoing assessment we shall evaluate the procedures to promotefeedback with impartial instruments .Stages will be planned to test and evaluate theresults. This evaluation will be done using grids, interviews, group researches, formaland informal tests, meeting for teachers, principals, students, parents, partners,projects meetings. The efficacy of the project will be valued as well as the researchand the innovations have helped to the improvement of the development and of theschool quality, students learning and teachers work and with the help of the localcommunities. The dissemination and the evaluation will be done during all projectsphases by local media, school web-sites and forum.

ACTIVE INVOLVEMENT

Projects actions originate from the partners systematic didactic plans, in particular from the POF (Italian acronym for Piano dellOfferta Formativa school educationaland didactic plan). All teachers know and cooperate to the evaluation and developmentof the project activities . A dossier of the project will be done to spread all the resultsand to improve the work of teachers, of the administrative staff and of schoolattendants. Both students and teachers share methodologies; teachers, administrativestaff, school attendants and students parents, associations local communities etc. willtake part in the project and the results will be spread during school meetings andassembles organised by the Principal and school teachers.

INTEGRATION INTO LEARNING AND OTHER ONGOING ACTIVITIES

All school partners have shared the common project achievements and all the activitieswill be developed with curricular, extra curricular and interdisciplinary participations.The aims of the project are parallel to the general targets of the annual lessons plans.

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DISSEMINATION AND USE OF RESULTS

Along with the project progress the following products will be done:Environmental safeguarding activities by artistic means(theatre, visual arts and music);public displays, exhibitions,Participation in the European week, digital photographs shows, reports,questionnaires/interviews, CD-ROMs and website products. Results, experiences,methodologies, cooperation, best products will be systematically and easily transferredalong with the project progress by means of mobilities as well as with the use of ICT(e-mail, web-site, forum etc.) to be used in the following actions.In the local communities and schools, including those operating in disadvantageddistricts, the project results will be displayed not only as a final result but also as awork in progress through the use of ICT and through the organisation of serviceconferences, lectures and meetings.A particular attention will be paid to increase motivation in learning success through

the daily teachers work, a constant attention to learning quality that is to act on time tofill gaps in basic education.It is agreed in the partnership that, beyond the dissemination meant as information,spreading at different levels ( local, sectorial , national and European ) even by creatingschool networks, the planned activities aim at the best using of the capitalised results,at transferring to others and at their validation for life long learning.It is agreed in the partnership that , beyond the dissemination meant as information,spreading at different levels ( local, sectorial, national and European) even by creatingschool networks, the planned activities aim at the best using of the capitalised results,at transferring to others and at their validation for life long learning.In fact it has been planned that the spread and evaluation in Europe of that resultsthat more interest the users of the project for the LLP will be under the responsibility of the coordinator school .

TOPICS

1)Environment /sustainable development

2)Comparing educational systems

3)School management,school autonomy

EDUCATIONAL FIELDS

1) foreign language

2 ) environmental education

3) new technologies

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II. SCHOOLS PRESENTATION

ilhelm-Lhe-Schule is a big comprehensive school withabout 2000 pupils and 140 teachers.

The "Hauptschule" is attended by about 500 boys and girls at an age from 10 to 16years.The staff consists of 40 teachers.Our students take their final exams after year 9 or 10, then they either move on to col-lege or take on an apprenticeship.The school has one big building and a small one.

There is no garden because there is a park and a river be-hind the school.Brief History of Nuremberg

Nuremberg was first mentioned in an imperial document in 1050. The Stauer Emperors

extended the castle which had been built on a sandstone hill (Norenberc = rocky hill)into an imperial place. With their support Nuremberg flourished as a centre of trade inMiddle Ages and was granted the status of a Free ImperialCity. By the 15th century Nuremberg was extremly wealthyand provided an ideal climate for the arts and sciences.

Some famous NurembergersPerhaps you know Martin Behaim (1459 1507), the de-signer of the first globe, Peter Henlein (1485 1542), the

inventor of the pocket clock or Albrecht Drer (1471 1528), the famous painter.The darkest chapter The darkest chapter of Nuremberg`s history was ushered in when the Nazis chose itas the site of their Party Rallies and in the 1930`s it became a symbol o National So-cialism. Hardly any other German city was identified with the NS regime in the sameway as the City of the Party Rallies where peo-ple were repeatedly sworn in on the Nazi ideol-ogy every year. On September 1935 theinhumane NS racial laws were proclaimed here.These so-called Nuremberg Laws legalised thepersecution of the Jews and other minorities andthus paved the way to the Holocaust. Ten yearslater, Nuremberg was once again the focus of at-tention, when the International Military Tribunalbegan the trial of the main war criminals on No-vember 20, 1945.

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The old town centre as reduced torubble in 1945 as a result of Allied air raids. (Thanks to more or less -careful rebuilding today`s visitors areagain able to sense the atmosphereof historic Nuremberg).

City of Peace and Human RightsIn memory of the role which the cityplayed during the Nazi period,Nuremberg today attempts to live upto its selfimposed obligation as Cityof Peace and Human Rights.The Human Rights Activities of theCity of Nuremberg are on local level (for example: in-

tegration and inter-cultural-work) on national level (co-orga-nizer of the German Human RightsFilm Award) on european level (europeancoalition of Cities against Racism) on international level: (for ex-ample: Nuremberg InternationalHuman Rights Award)

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ITALIAN SCHOOL

S.S.1Grado Pacifici e De Magistris Sezze (LT)

http://www.smspacificidemagistris.it/

The Pacifici De Magistris School is aquite big school whose students comefrom different parts of the town: citycentre, outskirts and rural areas suchas Casali, Foresta, Melogrosso, Cro-cemoschitto, Sezze Scalo.In the last years the number of stu-dents coming from the East Europeand outside Europe increases a lotand many of them attend our school.There are also many Case Famiglia(Family Houses) which host studentswith serious social and family difficul-ties. This is why in our school you findprojects studied to help foreign and Italian students within integration.

The CitySezze, a lovely town in the province Latina from which it is 20 km far is situated at 319m at the sea level. It covers a surface of 101,38 kmq and counts 22.200 inhabitants, whoare called Setini.Sezze arises from one of the hill sys-tems which come away from theSemprevisa Mountain (the highesttop of the Lepini Mountains: m 1533.The town occupies a hill of the TreviMountain, which looks down to theplain, dominating it, while inside itsterritory goes down toward the wide,green and cool air of the Suso Val-ley.Sezze covers a strategical position

not only among other hills, but also for its mountain and plain itineraries. Itsname is constantly connected with thewar events in which it was involved together with the other neighbour towns.The town centre is furnished by many sport services (such as a football and tennis ground,a basket and a volley hall, private gym halls), a free library, a Toy-hall, an archeological Mu-seum, a social and medical service. In the last one operate some cultural associations.Sezze is also appreciated for the high quality of its artichokes, for some delicious localdishes such as beans soup, local bread and sweets almond and visciole cakes.

Study ProgrammeThe students of the Pacifici de Magistris are from 10 to 14 and they all follow a compulsorycurriculum.


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In our school students attend thecompulsory hours and, if theywant, they receive extra instru-mental music lessons. In thecourse A students learn to playinstruments such as violin, clar-inet, guitar and piano.For the foreign students thisschool guarantees the respect for their religion and creed. Our school promotes and encouragesinitiatives to welcome and protecttheir languages and culture, alsothrough intercultural activities.

Disadvantaged students are not dis-criminated and our school tries to in-

tegrate them in all school activities.For special need students there aremany activities to integrate them(Laboratories, performances) stimu-lating their potential abilities.

POF (some school activities)In our school there are many projectsevery year to enrich students abilitiesand their knowledge.

Among the positive projects activatedin the last year, there are some thatlast 1 year or others more years: Projects on health problems, environment Trinity Travelling with music Sport projects Education to legality Education to the road signs School performancesThese projects are related also to school trips and camps for students.


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POLISH SCHOOL

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Public Primary School run by Salesian Sisters

Our school was founded in 1998 bySalesian Sisters. It is a primary school

but in the same building there is also alower secondary school and a generaleducation secondary school. The schoolis catholic but it is attended by childrenboth catholic and other religions.

The CityOstrw Wielkopolski with the populationof over 72 thousand people is an impor-tant economic, educational, cultural and

sports center in southern Wielkopolska, Poland. It is a capital and pillar of its district.Ostrw is an important economic centre. Numerous firms, companies and banks havetheir seats in the town. In the latest years the development of new industrial branches

has flourished. Predominant economicsectors: trade, electromechanical engi-neering (production of machines for fod-der industry and production of railwaywagons), food processing, chemical in-dustry (production of paints and lac-quers), wood industry.The town offers a variety of educationalservices. Besides primary and lower secondary schools there is a well devel-oped network of vocational and generaleducation secondary schools. Also,

more and more higher education schools come into being here. At the moment fivehigher schools are operative in Ostrw.Ostrw Wielkopolski is a significant cultural centre of South Greater Poland. Thetowns offer includes artistic events of regional, national and international range. Os-trw Wielkopolski is a town where music among other fine arts plays a special role.The towns musical showpieces are festivals and series of concerts, the most impor-

tant of which is International Festival Chopin in the Shades of AutumnOstrw Wielkopolski is one of thosetowns and cities which treat sport in itsbroad sense as an important side of life.In Ostrw Wielkopolski there are over 50different societies, clubs and establish-ments dealing with sports activities. Our town is especially famous for its basket-ball, speedway and handball teams.Study ProgrammeThe primary school is attended by about480 pupils at the age from 7 to 13. Thestaff consists of 40 teachers. Our pupils


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follow a compulsory curriculum. In our school students have more foreign languageclasses than in other schools. English is compulsory from the 1st grade but the stu-dents can choose the second or the third foreign language. They learn German,French and Spanish.

The students take their finalexams when they are 13, thenthey move on to a lower second-ary school. Our students wear school uniforms.

Extra classes and activitiesBesides attending the compul-sory classes our students takepart in some extra classes (theycan choose from almost 50) e.g.such clubs as Art., Crafts,Drama, Dance, Football, Volley-ball, Maths, History, Music.


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PORTUGALESCOLA SECUNDRIA MANUEL TEIxEIRA GOMES

Escola Secundria Manuel Teixeira Gomesis located in Portimo, in the Algarve, aprovince characterized with a strong pres-ence of the tertiary sector (80% of the activepopulation), being the secondary sector notmuch present in the economic activity (17,5%) and the primary sector almost irrelevant(2,5%). Portimo is both the second biggesturban centre in the Algarve and the second main tourist centre: tourism and hospitalityindustry, commerce and services as well as building industry are therefore the activityareas which most contribute to the local job offer.Apart from the scientific and humanistic courses which mainly aim at further studies,ESMTG offers a wide range of Vocational courses (Professional and Technological),which aim at meeting local needs. The school is open from 8:00 a.m. to 24:00 p.m. of-fering day and evening classes. ESMTG also runs a centre for competence certificationof adult population.In the school year 2009/10 this school is attended by 1750 day and evening students,served by a team of 190 qualified teachers and 49 janitors and administrative staff.ESMTG comprises five main buildings, plus a gymnasium and several sports fields.Green areas amount to 4427.5 m2. Facilities include, among others, classrooms, lab-oratories, a library/resource centre, equipped with 272 computers, 12 interactive boards

and 35 video projectors. The school also has bars and a canteen, which provides for 400 meals a day.


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ROMANIAELENA CUZA SCHOOL, IASI

"Elena Cuza" School(whose history dates backto 1892) opens the way toall those who need educa-tion (children, youth andadults). It is located in Iasi,a big city in the North-Eastof Romania.Iasi is the most importantpolitical, economic and cul-tural centre of Moldaviaand one of the oldest citiesin Romania. Archaelogicalinvestigations attest thepresence of human com-munities on the present

territory of the city and around it from the prehistoric age. But the beginnings of urbanlife in lasi are to be found in the second half of the 14th century, the name of the citybeing mentioned for the first time in a document about commercial privilege grantedby the Moldavian ruler Alexandru cel Bun to the Polish merchants of Lvov in 1408.Major events in the political and cultural

history of Moldavia are connected with thename of the city of Iasi. "The city of greatloves", Iasi represents a symbol of Roman-ian history about which Nicolae lorgarightly said "there should be no Romanianwho does not know it".Elena Cuza School is part of a public,democratic and open educational system,characterized by cooperation, stimulationof the spirit of initiative, of creativity and by

the promotion of equal opportunities for allstudents within an open communicationwith all educational stakeholders.The institution seeks to offer a student-centered training, boosts the interculturaland transdisciplinary approach, the com-munity being actively involved in school lifeand the extracurricular activities being var-ied at the students suggestions.The school creates conditions favourable

to learning, can provide an appropriate en-vironment based on respect, mutual dedi-


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The school was founded in 1963being called No 8 HIGH

SCHOOL at the beginning.In 1969, its denomination turnedinto No 23 SECONDARYSCHOOL.Since 1984, it has been known asTITU MAIORESCU school.In addition, the other two loca-tions have been TituMaiorescus extensions since2004 2005: Tudor Arghezi

school, GH. Ghibanescu school.Iasi City is one of the oldest andthe most important sites of thecountry, where there has alwaysbeen strongly pulsated authenticRomanian life. The City, which isthe Moldavian Capital, gave in-valuable material and spiritualvalues to national patrimony, andhas drawn glorious pages in the

history of the country, lasting inpeoples conscience.1. General information about IasiTownSituated close to the Easternbounds of Romania , Iasi will beafter the integration, a main de-

velopment settlement of the Eastern part of European Union.Being an important University Centre, with over 60.000 students annually in 5 publicUniversities and 3 private Universities ( Al.I.Cuza University is one of the oldest in

the country).Being an Cultural Centre (Cultural Capital of Romania it is frequently used) andHistorical Centre (in 2008, 600 years of Iasi documentary attestation will be cele-brated).City with an impressive cultural and religious legacy over 50 churches, e.g. TheThree Hierarchies Church , symbol of the City (Nicolae Iorga said that: Iasi is firstof all, a church The churches Church of our past).Multicultural City , where numerous Foreign Cultural Centers activates (French cen-tre, German centre, Centre of Latin America, British Council) and also there can befound the Italian Community, Jewish Community.

2. Geographical co-ordinates Iasi Town , point of regional interest;160 km, from Chisinau to Iasi;


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410 km, towards Bucharest;460 km, towards Constanta.Population of Iasi town (2006)305.978 inhabitantsThe pupils of "Titu Maiorescu"School are between 7-15 years old,being divided into two schoolgroups: Primary school students: be-tween 7-10 years old Gymnasium students: be-tween 10-15 years oldThe subjects belong to the nationalcurriculum, including the compulsory subjects and curriculum subjects suggested byschool teachers and students' parents.Special programmes have been approached for the children with special needs fromthe B and C locations("Tudor Arghezi" School and "Gheorghe Ghibanescu" School),according to the students' requirements for a better integration.Apart from the compulsory school curriculum, there have been optional subjects,such as:Primary School optional subjects:1. Light and color 2. The little explorer 3. Photographic art4. Education for democracy5. Why not grammar?6. My friend, the computer Gymnasium optional subjects:1. The man and every day life2. Natural phenomena3. My friend, the computer 4. Peoples and civilizations5. French culture and civilization

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Study PlanSecondary Compulsory Educa-tion:4 years. Students aged 12-16Subjects: Spanish language andliterature, Mathematics, NaturalSciences, Social Sciences,Music, Physical Education,Drawing, Technology, English,French, etc.

Secondary Non-Compulsory Ed-ucation:2 years. Students aged 16-18 or more

Studies: Science and Technology. different subjects Maths, Physics, Chemestry, Biol-ogy, etc Social and Humanity: Latin, Greek, Economy, etc.

Vocational Studies: Medium Grade: 2 years. 4 months practices in factories or workshops. Techni-cal title. High Grade: 2 years. 4 months practices in factories or workshops. High title.Allows students to go to university.

Projects Bilingual Section. In the compulsory secondary studies pupils can study 3subjects in English: Social Science, Technology and Music. This is our 4th year. P.R.O.A. (Support classes). Reinforcement classes to help students with prob-lems to achieve their objectives. European Projects: We have participated in Comenius projects for the last 8years. We also participate in a bilateral project for vocational students with NorthPortugal. Extracurricular activities: the school has an award-winning theatre group,dance groups, and a flamenco group (composed of gypsies).

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STUDY OF WASTE IN THE CUORE PARTNER COUNTRIES

A - Families / CommunityB - School

STUDY PROCEDURES1. Design of two questionnaires/Observation grids in all the partner schools

targeted at families and schools2. Data collection in every school3. Data analysis in every school4. Designing action plans at a local level5. Comparing results and plans among all partner countries (benchmarking)6. Agreeing on a Handbook of Good Environmental Practice on Waste

WASTE AT HOME(Collection and recycling habits in our educational communities)I - Survey (vide appendix___)1. Sample


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WASTE - BAD PRACTICEFAMILIES / COMMUNITY


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IV. W A STE CONC LU SIONSA - FAMILIES / COMMUNITY

GOOD PRACTICEIn most schools, a significant percentage of families surveyed State that the collection of selective waste is done within acceptable

frequency by local authorities; Consider that they are relatively well-informed about environmental issues.

BAD PRACTICEIn most schools, a significant percentage of families surveyed Do not select garbage at home; Use paper napkins; State there arent any selective collection points for electric or electronic

equipment; Prefer packaged products; Use bags supplied by the shops; Consider that there arent enough selective collection points in rural andurban areas.

B - SCHOOL

GOOD PRACTICEMost schools Support selective waste collection; Have selective waste collectors; Carry out information/sensitizing campaigns;

Are fully aware of the importance of selective waste collection and use thealready existing collectors appropriately.

BAD PRACTICEIn most schools There isnt any selective collection of batteries and chemical products; Disposable materials such as plastic and paper are used; Waste is commonly found on the floor in some facilities;

There isnt enough use of recycled materials.


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STUDY OF WATER IN THE CUORE PARTNER COUNTRIES

A - Families / Community

B - SchoolSTUDY PROCEDURES1. Design of two questionnaires/Observation grids in all the partner schools

targeted at families and schools2. Data collection in every school3. Data analysis in every school4. Designing action plans at a local level5. Comparing results and plans among all partner countries (benchmarking)6. Agreeing on a Handbook of Good Environmental Practice on Water

WATER AT HOME

(use of water in our educational communities)I - Survey (vide appendix___)1. Sample

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V. WATER GRIDS


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WATER - GOOD PRACTICEFAMILIES / COMMUNITY


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WATER - BAD PRACTICESCHOOL


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A - FAMILIES / COMMUNITY

GOOD / BAD PRACTICE IN FAMILIES AND COMMUNITIESSome good practice are commonly used: for example the use of modern householdmachines such as class A dish washers and freezers as well as the habit of having ashower rather than bathing. Unfortunately a very easy and cheap way of saving water that is to close the taps while soaping or brushing teeth has still to become a daily habitand people also state they like spending long time under the shower. Families shouldremember to start washing machines and dishwashers only when they are full charge.Families usually water their green areas at night or early in the morning and this allowsthe local aqueduct to have cisterns full during the day when families, firms, schoolsneed a larger amount of water; in the same way, in each surveyed country, familyplumbing systems dont have leaks: this is another good practice to save preciouswater. On the contrary saving devices such as timed taps, double-flushes and systemsof collecting rain water are not commonly spread apart from Lithuania.It is also very important to stress that in each partner country local authorities promotecampaigns to save water and to inform citizens about environmental issues and itseven more remarkable that everyone considers school the place where young people,future world citizens, have to be informed and trained to get an environmental aware-ness.

B - SCHOOL

GOOD PRACTICE AT SCHOOLAt the end of this study we discovered that only in the Spanish school the toilets faucetsare timed ones and there are signs and posters near the toilets and bathrooms to re-member a good use of water;In all schools there are no leaks in the plumbing distribution system while there are noleaks in the facilities only in the schools in Romania and Spain;The school watering system is done early in the morning only in Germany, Portugaland Spain but only in Italy and Spain there is a development of awareness campaignstargeted at the school community.

BAD PRACTICE AT SCHOOLIn all partner schools there are no systems of collecting rain water apart from Lithua-nia.and most of the faucets in the school facilities are conventional and not timed ones;Most of the flushes in the schools toilets are traditional ones and only in the Romanianschools there have been projects to raise the students awareness about saving water ;in schools in Italy, Romania and Portugal there are no saving devices for water andsome faucets have leaks; the same schools gardens are also watered manually .The local authorities havent developed awareness campaigns about saving water tar-geted at the school community and in all schools there are no signs near the facilitiesto make users aware of wasting water.


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VI. WATER CONCLUSIONS


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STUDY OF ENERGY IN THE CUORE PARTNER COUNTRIES

A - Families / Community

B - SchoolSTUDY PROCEDURES1. Design of two questionnaires/Observation grids in all the partner schools

targeted at families and schools2. Data collection in every school3. Data analysis in every school4. Designing action plans at a local level5. Comparing results and plans among all partner countries (benchmarking)6. Agreeing on a Handbook of Good Environmental Practice on Enegy

ENERGY AT HOME(use of energy in our educational communities)

I - Survey (vide appendix___)1. Sample

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VII. ENERGY GRIDS


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ENERGY-GOOD PRACTICESCHOOL


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ENERGY - BAD PRACTICESCHOOL


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ENERGY - BAD PRACTICEFAMILIES / COMMUNITY

ENERGY - GOOD PRACTICEFAMILIES / COMMUNITY


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A - FAMILIES / COMMUNITYGOOD / BAD PRACTICE IN FAMILIES AND COMMUNITIESOne of the good practices which is used by most of the countries, is that of usingeconomic bulbs. At the same time, there are communities that still keep usingincandescent light bulbs.Unfortunately, the use of the renewable sources of energy is still limitated in most of the countries, communities keep using the old sources of energy as usual, sourcesthat are not inexhaustible.A good practice is the use of thermostats or temperature regulators in most of thecommunities; Unfortunately there are still families which dont have any thermostats athome.People have begun to understand the importance of energy saving, thats why theyuse electrical and electronic devices which save more energy. Even so, in somefamilies, there is still the habit of not turning off the electrical devices after using them.

B - SCHOOL

GOOD PRACTICE AT SCHOOL

Some good practices are commonly used: for example the lights are on in classrooms only when strictly necessary; doors and windows arent left open if some cooling/heating equipment is on; temperature regulators are used by most of the countries. in schools from countries such as Germany, Lithuania, Poland, and Romania, energy

saving electronic equipments are used; last but not least, the use of the economic bulbs can be observed in most of thecountries.

Acording to our study, we can observe that the school population surveyed is open tobeing informed about energy saving.Another good practice used by the most of the partner schools, is the habit of turningoff the electronic appliances when not used;At the same time, the central heating system is turned off during holidays.

BAD PRACTICE AT SCHOOLMost of the schools involved, dont have signs near electrical devices to make usersaware of energy wastingAt the same time, there are no light sensors in schools, with the exception of thosein Portugal and Spain which didnt ask about their existence.The missing of the renewable energy devices in most of the schools, seems to be acommon problem, as well as the missing of temperature regulators.It is also obvious that gas is one of the energy sources used by schools like Ger-many, Poland, and Portugal.

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VIII.ENERGY CONCLUSIONS


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Ix. FINAL ACTION PLAN

WASTE, WATER, ENERGY ACTION PLAN

SCHOOL / COMMUNITY


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CONCLUSIONSFUTURE ACTION PLAN

All the partner schools are going to publicize the survey results via school site,media, any public educational events, local authorities, other agencies, local com-merce etc. They will all have information campaigns targeted at students, teachersand staff (janitors, administrative personnel) and also families.All the partners are going to highlight good and bad environmental practice using

leaflets, posters, signs, warnings, instructions, data display, meetings with parentsand also share innovation strategies, assessment and evaluation procedures among


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project members.Most of the partner schools (at least six of them) plan to have exhibitions of studentsproject works; to place selective waste containers inside the school buildings and inthe school grounds for: paper/ carton; glass; packages; batteries and to use of for-eign languages, namely via mail exchanges among project students. They also wantto continue having school trips to sites of ecological/ environmental interest planningthe teaching units which involve: research work thinking globally. They are stillplanning to foster intercultural awareness among students involved;project work acting locally ; hands-on outputs;interdisciplinary/ multidisciplinary work and inten-sive use of ITC.Many of the partner schools (at least four) are going to continue having live/ openworkshops on: composting, production of artefacts making use of recyclable materi-als, paper recycling(collaboration of the Biology and Chemistry departments) takingguided tours / ecological walks to areas of ecological interest natural beauty and/or environmental threat.They will also continue to commemorate the national / international days like Water (March 22nd) Solar Day (June 21st) and Earth day (April 22nd ) and share the inno-vation strategies, assessment and evaluation procedures among project members.Many partner schools will continue to raise family members attention regarding envi-ronmental issues like : energy saving, collective waste and water saving and willcontinue to discuss the results of the study by the school authorities (school board, janitors head of staff, students union representatives) in different meetings.Four of the partner schools are thinking to replace progressively the traditional lightbulbs by energy-saving ones, the implement the thermostats or temperature regula-tors, to replace conventional toilet cisterns with double flushing ones and conven-tional turn faucets with timed ones.The majority of schools want to continue to foster students interest to participate incompetitions promoting pro-ecological behaviour connected with waste, energy andwater and to include an optional course of environmental education in the curriculumat schools decision.Regarding the local authorities the majority of partners will continue their work inorder to sensitize them to the need of more/better waste selective collection, energysaving and to the need of campaigns aiming at rising the citizens environmentalawareness on waste selection, energy saving.Unfortunately, only two or three partner schools want to raise students empower-ment through talks/ seminars/ exhibitions or thematic portfolios.Only few of the partners consider saving and reusing rain water and wateringovernight, and organizing activities on a regular basis for selective waste collectionin the neighbourhood with the involvement of the local community.Only three partners are going to encourage the use of the Moodle platform and insti-tutional teachers e-mails as a strategy to diminish the use of paper in the teaching-learning process and also they will explore synergies among different schooldepartments /projects which deal with environmental issues.The progressive implementation of alternative equipments/solar panels for water

heating in the school kitchen and gym bathhouses is taken into consideration only bytwo schools.


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The fact of filling the surveys have led to reopenthe spending of water, or energy at home or school, and the local collecting points or contain-ers to carry out a better recycling of garbage.

Publicizing the survey results via school site,media, local authorities, etc the information cam-paigns highlighting good practices by means of posters, signs, warnings, instructions, meetingwith parents, etc. Exhibitions of studentsprojectwork outputs. All these measures have sensi-tized the school community.

2. The Action Plans carried out in eachschool and with each family has served to im-prove the awareness and sensitivity of the edu-cational community in terms of recycling, water conservation and energy, as proved in the eval-uation surveys in regards to the project that wehave carried out in each school and in the caseof the school in Salamanca (Spain), the workcarried out by the Mathematics Departmentabout the impact of the waste recycling projectswith families.

The improvements in each center have beenable to be carried out and will probably continuein the future, as long as the financial meansallow so, undoubtedly it will improve recyclinghabits and waste separation, as well as energy

and water conservation.3. The Projects carried out by the studentsin each center: from making dresses or inven-tions with recyclable material, to making wastebins, posters, calendars, eco-notes, magazines,etc., besides serving to encourage direct partic-ipation in the project, also entails the objectiveto make samples or presentations about topics

related to the project and serve as an awarenesscampaign about recycling, water and energy


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conservation.

This can be favourably cont contributed to the vis-its to waste and energy production centers and toclimate change exhibitions.

4. The transfer to local authorities the propos-als suggested by the students families in regardsto increasing the collection points or water and en-ergy conservation, we believe has broadened thesocial awareness horizon concerning the workingtopic of our project.

Needless to say, the commitment to energy andthe exchange of studies between the differentcountries in the meetings with all of the delega-tions has led us, and this is very important, to de-velop in other areas such as5. tolerance, an understanding of different cul-tures, improvement of English and other lan-guages and the use of the TICs.


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xI. ASSESSMENT QUESTIONNAIRE

FINAL ASSESSMENT QUESTIONNAIRESTUDENTS

Question 1:Which are the participating nations?

One hundred per cent of Spanish, Lithuanian and Romanian ( Titu Maiorescu) stu-dents were able to choose cooperating countries. The least German students (74%)

were able to answer this question correctly. Students from other schools could do thatin 90% (Romania Elena Cuza, Italy and Poland).


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Question 2:What is the main subject of the project?

One hundred per cent of Romanian ( Titu Maiorescu) and Lithuanian students wereable to indicate the main subject of the project. Ninety four per cent of Italian students,ninety five per cent of Polish students and ninety six per cent of Romanian students(Elena Cuza) knew the main subject of the project. Spanish (82%) and German (78%)students were the least aware of the subject of the project.

Question 3:How did you find the projects activities?

The majority of surveyed students in Spain (78%) was of the opinion that the projectactivities were very interesting. Almost the same number of Romanian students felt thesame ( Elena Cuza -75%, Titu Maiorescu 70%). The project activities were interest-ing for 67% of Lithuanian, 66% of German, 60% of Polish and 58% of Italian students.Only Spanish (1%), Italian (4%), German (10%) and Lithuanian (33%) students recog-nised that the project activities were boring.


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Question 4:Has your English improved ?

Slightly over a half of Spanish students believed that their English improved. Forty fiveper cent of Romanian students (Titu Maiorescu) and thirty eight per cent of Polish andRomanian (Elena Cuza) students were of the same opinion. Only twenty eight per centof Italian, sixteen per cent of Lithuanian and four per cent of German students concurredwith them. The largest number of German students thought that their English didnt im-prove (54%). 50% of Lithuanian and 35% of Romanian (Elena Cuza) students were of the same opinion. The largest number of undecided students if their English improved or not was among Italian students (46%) .

Question 5:Are you today more aware/better informed as regards environmetal issues?


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All questioned indicated that they were more aware as regards environmental issues.The answer yes was chosen by 98% of Spanish and Romanian (Elena Cuza) stu-dents. Only a small percentage answered no for this question 15% of Italian and14% of German students. Less than a half of Romanian (Titu Maiorescu 40%), Polish(36%), German (34%), Lithuanian (33%) and Italian (27%) students were not able toanswer this question.

Question 6:How did your involvement to the project influence the environmental behaviour of your family? Rate the three most important aspects from 1 to 3 with 1 as the most importantand 3 as the least: it changed habits as concerns waste separation it fostered a more conscious use of water it fostered a more consciuys use of energy

The students involvement in the project fostered a more conscious use of water inLithuanian, Polish and Italian families. Students from Italy and Poland indicated chang-ing habits as concerns waste segregation in second position. Fostering a more con-scious use of energy was pointed out in third position by them. Lithuanian studentschose a more conscious use of energy in second position and changing habits con-cerning waste segregation in third position. Students from Spain, Romania (ElenaCuza and Titu Maiorescu) and Germany indicated changing habits concerning wastesegregation in first position. In second position students from Romania (Elena Cuzaand Titu Maiorescu) pointed out more conscious use of energy and more conscioususe of water in third position. More conscious use of water than energy was more es-sential for students from Germany and Spain. Water was indicated in second positionand energy in third position.


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FINAL ASSESSMENT QUESTIONNAIRETEACHERS

Question 1:What overall assessment would you give to the project which is ending?

The majority of surveyed teachers from partner schools gave the project a very goodmark. 90% of teachers from Romania (Titu Maiorescu) and 70% of teachers from Spainand Romania (Elena Cuza) gave the project so high mark . Only small proportion of Spanish (3%) and Lithuanian (15%) teachers who responded, gave the project an un-

satisfying mark. The project was not assessed so low by teachers from other countries.The majority of Portuguese teachers assessed the project as good (57%). Slightly over a half of Lithuanian teachers answered that the project was satisfactory (51%).

Question 2:What are the most significant aspects that you found in the project? the stimulus for learning foreign languages environmental issues european citizenship international contacts

the involvement of pupils the possibility of working with new technologies


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Most of those surveyed from all schools were of the opinion that the most significantaspects in the project were environmental issues. In the second position among rele-vant aspects of the project there were international contacts. The Italian, Polish andRomanian (Titu Maiorescu and Elena Cuza) indicated as significant, the stimulus for learning foreign languages. Spanish, Lithuanian and Romanian (Titu Maiorescu and

Elena Cuza) teachers emphasized the importance of the involvement of pupils.

Question 3:

How did you find the projects activities?

The project activities appeared interesting for Italian, Portuguese and Polish teachers.For Romanian (Titu Maiorescu and Elena Cuza) and Spanish teachers they seemed tobe very interesting. Activities connected with the project were not interesting for Lithuanian and German teachers (15 %). Surveyed teacher from other countries didnot choose the answer not interesting. Only small percentage of questioned fromSpain (8%) and Portugal (5%) were not able to answer that question whereas slightlyover a half of Lithuanian teachers (51%) chose the answer I dont know.


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Question 4:

In what way(s) did this Project help change our school into a more envitonmentallyfriendly one?

it made students aware of the importance of environmentally friendly behav-iours it raised awareness about the school facilities for waste separation and energyconservation it raised awareness of good practice rules it changed habits as concerns waste separation it fostered a more conscious use of water it fostered a more conscious use of energy

In all cooperating schools teachers indicated that first of all the project made studentsaware of the importance of environmentally friendly behaviours. There was also oftenpointed out that the project made school staff aware of the importance of environmen-tally friendly behaviours. Those who questioned from Romania (Elena Cuza), Spainand Poland chose the aspect of raising awareness of good practice rules. For Ro-manian (Titu Maiorescu) and Lithuanian school changing habits as concerns wastesegregation appeared to be very important. Moreover Lithuanian school indicated amore conscious use of energy as essential.

Question 5:

Do you think a Project like this is an incentive for pupils to learn foreign languages?


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The least teachers from Spain indicated that a project like this is an incentive for pupilsto learn foreign languages (72%). All questioned from Romania (Elena Cuza) chosethe answer yes. A large proportion of German, Lithuanian, Polish, Italian, Portugueseand Romanian (Titu Maiorescu) questioned was of the same opinion (at least 80 %).As many as 20% of those surveyed from Germany and Lithuania were convinced thata project like this was not an incentive for pupils to learn foreign languages. Only avery small percentage of teachers surveyed from Portugal (5%) and Spain (11%) wasof the same opinion. 16% of Spanish and Polish and 14% of Portuguese and Roman-ian (Titu Maiorescu) did not know if a project like this was an incentive for pupils tolearn foreign languages.

Question 6:

Do you think a project like this is an apportunity for teachers development?

Question 7:

If yes, why?


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Answer 1: Because you can learn about other countries and cultures.Answer 2: Because it provides incentives to assume and/or implement changes Intheir working style

Teachers from all cooperating schools emphasized that a project like this was an op-

portunity for teachers development. At least 74% Spanish and 100% Romanian(Elena Cuza and Titu Maiorescu) teachers were of thas opinion. Lithuanian teachersdiffered with them on that question. The majority of Lithuanian teachers (45%) indi-cated that the project like this was not an opportunity for teachers development. Ger-man teachers differed on that question. 55% chose answer yes and 40% - no. Theanswer no was chosen only by 5% Portuguese and 18% Spanish surveyed. Thosewho answered yes admitted that a project like this was an opportunity for teachersdevelopment because you could learn about other countries and cultures. The major-ity of surveyed indicated that answer. Only teachers from Lithuania (100%) and Ro-mania (Elena Cuza) decided that the project like this provided incentives to assume

and / or implement changes in their working style.

Question 8:

How effective was the communication of the project activities within the shool commu-nity?

Only a small percentage of Italian, German (10%) and Lithuanian (15%) teachers indi-cated that the communication of the project activities within the school community wasnot effective (10%). Those who questioned from Lithuania (85%) and Germany (65%)stressed that communication was fairly effective. Romanian (Titu Maiorescu) teachersanswers differed. 55% believed that communication was effective whereas 45% were

of a different opinion. Teachers from other schools emphasized that the communicationwas effective (at least 50% - Spain, Portugal, Poland, Romania Elena Cuza).


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Question 1:

Question 3:

Question 5:


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Question 6:

Question 7:

Question 8:

Not all of surveyed answered all questions.292 teachers were questioned.


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English chorus:We are CUORE eco-team,We try to save the planet Earth.We have CUORE biggest heart

For the clean future of the world.Italian stanza:Se la tua terra vuoi salvare,noi tutti abbiamo un grande CUORE,e riciclare e risparmiarequesto il progetto dell'Amore.

English chorus:We are CUORE eco-team,We try to save the planet Earth.We have CUORE biggest heartFor the clean future of the world.

Portuguese stanza:Louvando o Sol, vivendo a guaSoprando o Vento, rodando as velasNo CUORE juntam-se energiasNo despertar de novos dias.

Portuguese chorus:

Um gesto simples, um poemaAmar a Terra como lemaOlhar atentos em redor Plantar uma rvore com amor.

English chorus:We are CUORE eco-team,We try to save the planet Earth.

We have CUORE biggest heartFor the clean future of the world.

Romanian stanza:Natura-i pentru noi o carte,Pmntul e un dar divin,Prieteni din ntreaga lume,Venii cu toi s-l ocrotim!

Romanian chorus:S ocrotim pduri i ape,Ca florile s rd iar,S dinuiasc astrul zilei,Cci altfel totu-i n zadar.


Lithuanian stanza:Bdami komandoj CUOREMes igelbesime em!Turime irdy mes CUORE

C.U.O.R.E. Hymn lyrics:


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Bus pasaulis ms graus.English chorus:

We are CUORE eco-team,We try to save the planet Earth.We have CUORE biggest heartFor the clean future of the world.

Polish stanza:Powietrze, soce, woda, wiatr I odnowimy razem wiatMakulatura, plastik, szkoCUORE zniszczy cae zo.

Polish chorus:Europo nasza chromy wiatI rbmy wszystko co si daZiele lasw, pikno kNiech bdzie dzieem naszych rk


Polish stanza:I pamitajmy o tym, eSurowce ziemi skocz si

Wic powinnimy oszczdnie yBy zawsze ekologiem by.


German stanza:

Lasst uns unsre Umwelt schtzenDenn wir brauchen sie zum LebenGebt alle acht auf unsere ErdeDenn ohne sie knnen wir nicht sein

German chorus:Wir sind das Umweltteam CUOREWir wollen unsre Erde rettenWir haben ein groes Herz CUOREFr die Zukunft dieser Welt

English chorus:We are CUORE eco-team,We try to save the planet Earth.We have CUORE biggest heart

For the clean future of the world.

Spanish stanza:Salvar la tierra es nuestro retoMas felices nos sentiremosElla nos pide que la amemosHay que cuidar nuestro planeta.



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ITALIAN TEAMLUIGI GALLONI - PRINCIPALAMALIA VALLERIANI PROJECTCOORDINATOR

ANNARITA ROSSI- VICE-PRINCIPALALESSIA DI PROSPEROALESSANDRA CORSETTIMARISA FUCCICINZIA ANDRUZZIOBENEDETO SUPINOANARITA MANCINIDANDREA SAVINA

GERMAN TEAM

JUTTA GEIERMARTIN IRGANGFLORIAN KUBIAKLARISSA OPITZGERHARD MLLERRENATE VON SECKENDORFFANJA STETTNER-DANKERKATRIN HAUSERMARIA WENNINGERMARLIES MARKEL

ANDREA NEUBAUERDAVE MESCHER

LITHUANIAN TEAMALA JERMOSINA COORDINATORBIRUTE RUDZINSKIENEJURGA SAKOCIUVIENEEGLE BILINSKAITEMEILE SERKSNIENEVIRGINIJA BLAZIENE

VALENTINA KUZMINSKIENEPORTUGUESE TEAMESTELA VIEIRA COORDINATORANA GONZAGAMARIA JOSE DUARTEISABEL PEREIRASANDRA GUERREIROISABEL FERNANDESMARIA NELA MATEUS

TELMA LANCA

POLISH TEAMKINGA KUBACKA COORDINATOR

BOGNA SZYMANEKJUSTYNA PIECHOCKABEATA SZCZESNIAKANNA SERAFIN

ROMANIAN TEAMS ELENA CUZA SCHOOL TEAM VIOLETA POPA PROJECT COORDINATORPARASCHIVA MRZA-LEAN HEADMASTER OF SCHOOLADRIAN CHIORESCUEUGENIA UURELUEUGENIA CLARIUGEORGETA BUCOVIN

GETA BUNGIANULUMINIA MURARIUDOINA STEVAVIOLETA BOGDANIRINA NEACUMARICICA MANOLEVERONICA BANTAMARIA STOICACECILIA VELNICCRISTINA-PETRONELA PASAT

FULVIA-GABRIELA HOROBEGABRIELA RAUSCORINA BRLDEANURALUCA-MIHAELA POPOVICI

TITU MAIORESCU SCHOOL TEAM FLORIN MANOLIU - PROJECTCOORDINATORCORINA APOSTOL - PRINCIPALCRISTINA RUSU - VICE-PRINCIPAL

ADRIANA VIDEANURALUCA BUJDEICORINA TECUMIMIA MANOLACHESILVIA DURNEA

SPANISH TEAMJESS V. GARCA PRINCIPAL / PROJECTCOORDINATORANGELA DE DIS

MARA JOS MARTINEZJOS MARA BELLIDOJUAN MANUEL GARCAJAVIER PRIETOJOS L. PERICACHO

CUORE TEAM


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http://www.cuore.isgreat.org/


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Documents

C.U.O.R.E. Project - Hand Book