OUR SCHOOLS' PROJECT | weshareandpreserve

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Gymnázium Jana Blahoslava

I.E.S. Pérez Comendador

Liceo L. Garofano

Riga Anglu Gimnazija

OUR MOTIVATION

The project "Cultural heritage: a precious treasure to be preserved, shared and passed on to future generations" provides an opportunity to bring cultural heritage to school and to promote dialogue between different cultures.

Cultural heritage is the legacy of physical artifacts and intangible attributes of a group or society that is inherited from past generations. Not all legacies of past generations are "heritage", rather heritage is a product of selection by society.

Cultural heritage includes tangible culture (such as buildings, monuments, landscapes, books, works of art, and artifacts), intangible culture (such as folklore, traditions, language, and knowledge), and natural heritage (including culturally significant landscapes, and biodiversity).

OUR PROJECT

This project named Cultural heritage: a precious treasure to be preserved, shared and passed on to future generations is based on sharing and preserving our cultural heritage. The aim of the project is to improve conditions for successful learning and offer a variety of activities and methods which focus on life skills.

Gymnázium Jana Blahoslava a Střední pedagogická škola

Our school is a union of two schools, the Grammar School of Jan Blahoslav and Secondary Pedagogical School. There are students between 13-19 at the grammar school and students between 15-19 at the pedagogical school. Those students are supposed to be teachers at kindergartens (their main subjects are pedagogy, art, music, drama and PE), while students from the grammar school attend general educational programmes and continue their studies at universities. There are about 850 students and about 70 teachers. The school provides students with the opportunity to study foreign languages (English, German, French and Russian), and offers preparatory courses for Cambridge exams (FCE) and Goethe Zertifikat. Several teachers do Etwinning projects with their students. In our school there are students with different cultural background, handicapped students, students with learning difficulties and talented students and all of them need individual approach and innovative methods are needed to find a way how to improve their results and help them to feel satisfied with their studies. Inclusion is the school´s priority

I.E.S. Pérez Comendador

IES Pérez Comendador is a High School in Plasencia (Spain) that offers secondary studies, vocational training and baccalaureate to more than 600 students. Our bilingual section has been working for 14 years trying to foster increasing concern about languages and it has been providing our everyday work with international dimension. Our more than 60 teachers are constantly searching for new ways of improving the teaching/learning process and so getting involved in projects with pursue enriching our students' lives and acquiring new methodological skills and above all, they try to foster creativity in them.We strongly believe in the importance of cultural heritage in the process of becoming a good citizen aware of our European common history. Being able to show our students that those things that join us are far more than those that separate us within the European community is our motivation to join this ambitious project. Although there is a group of 15 teachers leading the project, especially those connected to the bilingual section and ICT teachers, the whole school is willing to take part in all the activities programmed. We have already held several meetings to lay down the different roles and to discuss the criteria to select the group of students who will be more closely involved in the project.

Liceo L. Garofano

Our school is located in Capua, a large town in the southern Italy. The school was founded in 1972 as "Liceo Scientifico " , now it has sections for Liceo Classico , Scientifico, music, sports and Cambridge international (IGCSE) to promote new disciplines which can involve students and allow them to enter the world of work.The school is very large, it counts almost 1400 students and about 145 teachers. Our students are aged between 14-19, and they attend school in the morning. There is no drop-out rate or absenteeism. Teachers instil in students that heritage does not mean just property of beautiful monuments or buildings but property of culture, values and traditions, which give a sense of belonging to a community. Moreover students have realized that many stereotypes and pre-concepts abut some nations are completely wrong .Cultural heritage represents the history and identity a community, it is a bond to the past, to the present, and the future. The school is also site for the music school, our flagship, located in a restored old church which dates back to 1230 (XIII) , a restoration strongly wanted by the entire community and in partly sponsored by the school. This is to demonstrate that our school wants to be an example for the students, a guide to make them understand ( in practice not just in theory ) how with a common effort , working together it is possible to preserve our past and save our future.

Riga English Grammar School

Riga English Grammar School is a public comprehensive school located in Riga (1064 students in 37 classes from 7 to 19 y.o.) and provides K12 education as well as extra-curricular activities for local community (in Latvian). Our graduates are competitive, responsible and self-confident people - ready for studies and are able to fulfill their potential (knowledge, skills, talents and resources). They are good at working in teams and reaching common goals. The results of graduates are above the national average grades. Riga English Grammar School focuses on reinforced English language teaching, content and language integrated learning (CLIL), as well as on finding new approaches for ICT integration in schooling and fostering European dimension by active participation in international projects. Our vision is study process and environment that is grounded on modern and collaborative teaching and learning where students can acquire high-level study skills. REGS has strong focus on academic performance and reinforced English teaching. CLIL is one of the approaches that has been and still is one of the competence development area for teachers. International projects like Cultural Heritage are enhancing their opportunities to share knowledge and learn new skills through internationalization process (students learn languages at school, but they rarely practice them in real life situations and learning).

Cultural Heritage

CULTURAL HERITAGE:

A precious treasure to be preserved, shared and

passed on to future generations

School Exchange of Good Practices

A precious treasure

OUR MOTIVATION

The project "Cultural heritage: a precious treasure to be preserved, shared and passed on to future generations" provides an opportunity to bring cultural heritage to school and to promote dialogue between different cultures.

Cultural heritage is the legacy of physical artifacts and intangible attributes of a group or society that is inherited from past generations. Not all legacies of past generations are "heritage", rather heritage is a product of selection by society.

Cultural heritage includes tangible culture (such as buildings, monuments, landscapes, books, works of art, and artifacts), intangible culture (such as folklore, traditions, language, and knowledge), and natural heritage (including culturally significant landscapes, and biodiversity).

Cultural Heritage

A precious treasure

OUR MOTIVATION

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The project "Cultural heritage: a precious treasure to be preserved, shared and passed on to future generations" provides an opportunity to bring cultural heritage to school and to promote dialogue between different cultures.

Cultural heritage is the legacy of physical artifacts and intangible attributes of a group or society that is inherited from past generations. Not all legacies of past generations are "heritage", rather heritage is a product of selection by society.

Cultural heritage includes tangible culture (such as buildings, monuments, landscapes, books, works of art, and artifacts), intangible culture (such as folklore, traditions, language, and knowledge), and natural heritage (including culturally significant landscapes, and biodiversity).