Comenius/eTwinning school project 2010-12

1. B.E.L.L.
Business Economics
Language Learning
Comenius/eTwinning
2010-12

2. ECOLE PRIVÉE FIELDGEN LUX, BHAK LINZ AUT,
OA a VOSE TÁBOR CZE, GYMNASIUM OHMOOR GER,
GRUNNSKÓLI BOLUNGARVÍKUR ISL, IES LEONARDO DO VINCI ESP

3. Presentation Topics
 Project Idea (Fair Trade)
 Project in eTwinning (online work)
 Training Firms
 Preparatory Meeting
 Integration into Curriculum
 Project Benefits

4. Project idea. Objectives
 Learning foreign languages by offering
fields like economics, marketing,
business, ethics
 Creating training or junior firms (real or
virtual)
 Recognizing the importance of ethical
aspects concerning economic
processes. Fair trade and sustainability

5. Project Meetings
 Alicante
 Tábor
 Bolungarvík
 Hamburg
 Luxembourg

6. Explanation about Fair Trade
 What's Fair Trade ?
 What are the products you can buy
in your country?

7. Questionnaire
Composition of a questionnaire by
the students (during the first meeting
in Alicante)
Survey organized with students,
teachers, friends and family
Results presented during the second
meeting in Tabor

8. Project in eTwinning
 TwinSpace as
portfolio
according to
topics
 Project diary
as project steps

9.  Online communication on TwinSpace
forum application
international groups
Fair Trade research in hometowns
output: FT video on YouTube

10.  Project online promotion
trailers on FlixTime
FairTrade songs
videos on YouTube
 Training firms business
Webnode created
firms, products,
transactions

11. Our training firms
 FairHokat (Austria)
They created an enterprise which was selling
goods for eating as chocolates, bananas,
clothes coming from Fair Trade business
 OA Trade (Czechia)
They deal with online selling Fair Trade
goods and services from Austria, Germany
and Luxembourg. They are an e-shop

12.  Café Horse (Iceland)
They created Café Horse selling Fair Trade
coffee and cakes in horsemanship areas of
Iceland
 Slang (Germany)
They created a school firm offering
language lessons via skype, cooperation
with real FT firm Glovico

13.  Impex (Luxembourg)
Impex was a firm dedicated to import-export fair
trade products and ethnic jewellery from
undeveloped countries
 Ethnica Vinci (Spain)
This firm produced their own designs of ethnic
jewellery and they bought as well in other
countries

14. Preparatory Meeting

15. Integration into Curriculum
Entrepreneurship - a lifelong learning model.
 Basic Idea of our school’s curriculum:
 Entrepreneurship is seen as a lifelong learning
model.
 Entrepreneurship and Sustainability – two
equally important learning goals
 Students learn to see problems from the small
business owner’s point of view.
 Students learn on the basis of projects. They
need/develop skills for project-based learning.
 Students are assessed on their performance.

16. Integration in School Curriculum
Year 10:
 Problem-based learning,
 compulsory focus: The Future of Europe
 students find/choose their own problem
 time allotted: two months (16-18 hours)
Year 11:
 Project-based learning
 compulsory focus: The Future of our Business World I
 time allotted: two months (16-24 hours)
Year 12:
 Project-based learning
 compulsory focus: The Future of our Business World II
 time allotted: two months (16-24 hours)

17. SCHOOL CURRICULUM and COMENIUS-PROJECT I
What did the Comenius-Project add to our
curriculum?
Young Entrepreneurs learn
 to use business English
 about intercultural differences
 the needs of continuous interaction and
communication
 to deal with frustration in interculturally tense
moments
 to solve problems in an international group
 to involve adults in their project

18. SCHOOL CURRICULUM and COMENIUS-PROJECT II
How did our students profit from the Comenius
Project?
Young Entrepreneurs
 are self-confident
 are aware of the importance of sustainability in
business
 take initiative
 developed a positive attitude towards Europe
 are critical consumers

19. LOVE FROM
BOLUNGARVÍK – ICELAND!

21. THANK YOU!
„The project has taught me so much; about Fair trade business, I
have learned to know a lot of new people, my English has got
much better, and I myself have developed personally by going
abroad. I am more seccure in speaking in front of others and have
more self confidence“.
Sigríður Magnea
„ I have learned to know new countries, I have got new friends and
can be in contact with them through the Internet, and I have also
developed a lot personally“.
Konrad
„It was a great experience to stay in another home and learn
about new habbits. Also practising English, learning to know a lot of
great people and experience the country I visited“.
Thelma

22. Teacher‘s view!
Being a teacher living in a rural area means it can be quite difficult to get retrained. It
can then be the cause of job dissatisfaction , which can then affect your teaching
ability. I personally was at this stage in my work. The comenius project has changes all
that. Since joining the project I have found my job satisfaction again and this reflexes
on my teaching. After each visit abroad I come back home full of new Ideas, which
have helped me becoming a better teacher and this benefits my students.
Thank you to the Comenius for the opportunity to travel , to get to know other
countries, people, their culture and customes. I have been able to see different sides
of my students, have seen them blooming, speak English like their own language og
just finding other ways to communicate. Finally I would like to say that since joining
the Comenius the self confidence of my students and I has increased more then I
could ever imagine which is one of the greatest benefits of this. My students will
benefit from this experience in the future. (Halldóra Dagný).

23. THANK YOU FOR LISTENING!
We´re now together in E5: