summary

Our starting point was that all participating countries (France, Germany, Italy, Bulgaria, Poland, Romania and Turkey) have experienced immigration. Some countries have witnessed primarily the movement of people away from their country, others towards it. Our aim is to study the phenomenon, and by bringing our students into direct contact with some of the actors, to help them better understand the reality and help decide whether we’re moving towards greater integration.

Initially each school will collate statistics and information concerning their own citizens who have moved abroad as well as those immigrants having settled in our own countries. Graphs will be prepared and texts written to explain the changes. We’ll examine the measures taken by our respective governments to control immigration and to ensure successful integration of those already settled. We’ll design surveys to find how positively immigrants are perceived. Students will use the surveys to interview parents and classmates, conclusions drawn and comparisons made.

Each student will be set the task of finding an immigrant and interviewing him or her. These testimonies will be translated into English and the most interesting included on the common website that we shall create.

During Comenius meetings immigrants will be invited to school and students will dialogue with them.

context and motivation

The Lycée du Granier prepares students to take the Baccalaureate and the Brevet de Technicien Supérieur. The pupil population includes disadvantaged students on a number of levels. Some are handicapped with challenging behaviour and there is a multicultural mix.

Since opening in 1992 the Lycée du Granier has been deeply committed to European Cooperation activities. Exchanges with schools in Holland, the Czech Republic and Germany are now long established and enjoy popular support among students, teachers and parents alike. The third axis of our ‘Projet d’Etablissement’ is entitled ‘International Exchanges’. The ‘Conseil d’Etablissement’ actively encourages projects such as this one which aim to improve students’ communication skills, make them aware of other historical, political, cultural and sociological realities while showing them the importance of English as a tool of international communication. The theme of immigration features prominently in the French political debate and at the Lycée du Granier many of the students are first or second generation immigrants. All activities envisaged will contribute to making students understand their own identity as well as migration and integration.

Georg Büchner-Gymnasium is a grammar school. Within the divided German school system, it is the highest of the three school types (Gymnasium, Realschule, Hauptschule). Only those students that want to and are likely to achieve the “Abitur” are admitted at the age of 10. So obviously, the number of immigrant children is limited, as most of them do less well at school than their native German classmates. Only about 5 % of our students are immigrants, as compared to a much higher percentage in German society. However, their number has risen considerably over the past years.

The topic of migration is part of our curriculum for the final two years in subjects as diverse as English, French, German, Politics and History and is therefore important. The Comenius project could help them to gain a more personal insight into the topic.Georg Büchner-Gymnasium has a long tradition of exchange projects with schools in the following countries;UK, Belgium, France,USA and Poland. Making students aware of other cultures and open for their different histories and mentalities has always formed an integral part of our school’s teaching aims. This new project seems very suitable for our aims, since so many countries are involved, among them many of the new members of the European Union. There is a general need to make students more sensitive towards the topic on a European scale, especially by coming into direct contact with immigrants. At the same time there is a need to show students the importance of English as a tool of international communication.

Italy The immigration situation today is a part of the Italian society, where different cultures are increasingly living together and where integration represents a fundamental objective. It is a dynamic situation, with growing numbers, which causes problems which have to be faced in a realistic way.

The continuing incrimination of some local reality active in the north east part of Italy has created the necessity to tackle those new changes with an attitude, which initially was limiting itself to provide an answer to the emergency and therefore to create suitable tools for the immigrants first integration. Nowadays it is important to create intercultural citizenship wide intercultural projects.However, the strong point remains the choice of cultural reception and integration as a common horizon, the evaluation of the many identities and making the multiplicity of these cultures dialogue within shared values . Formative actions in these cases are of great importance to promote the rights of citizenship as such, which should be the prime aim undertaken by a social State as is constitutionally decreed, seldom characterizes the interventions as regards immigration.

The Romance Languages Secondary School (Bulgaria)is situated in the town of Bourgas on the Black Sea coast. The development of the town is a natural result from the preceding social, economical, political and cultural development of the region. The town is in a well developed industrial and tourist area, which attracts many people to come to live and work here. There are many job opportunities in the region but many people search better living conditions abroad.

Our school in Burgas Bulgaria, has had much experience of participating in different European projects since 2001. The students in our school regard the work on the European educational projects as being part of the normal educational process. Based on their creative intentions and under the guidance of their tutors work groups are formed, the priorities of each group are established, common grounds are looked for and a work schedule is worked on. We would like to exchange ideas and methods in dealing with the pressing problems of immigration today. First we want to generate enthusiasm about being part of the European community. And to break down misconceptions and the intolerance of people from other countries and cultures. We also want to develop enthusiasm across the school community for the learning of European languages and to build and exchange knowledge on school systems and educational purposes. The subject matter of this project will create grounds for immediate and on-going contact between the students from different countries. On the net they can share their impressions, the activities and achievements of their exploration work, the field work, their meetings with various experts and how it all changes their way of looking at life.

Liceum Ogólnokształcące in Tarnów, Poland is located in a poor area where the unemployment rate is high, most students attending the school come from small villages where their contact with foreign culture and education on higher level is limited, a lot of students face and suffer from the problem of emigration as their unemployed parents often leave the families to seek employment abroad.

Due to the participation in the project the students will improve their foreign languages and their motivation to learn more, improve their social skills, meet new foreign partners and promote intercultural education through a process of awareness of others and the encouragement of a mentality of respect, openness and integration

Mihai Eminescu National College,situated in the NW of Romania, in a region where the mining industry used to be the main economic industry. Due to the recession following the closing down of mines, many people became unemployed. Thus, the population of Maramures was dramatically affected by this situation and many parents left their homes to look for work abroad. Many children remained with their grandparents and brothers or sisters,having a negative impact upon their life and upon their school results. The media keep presenting sad stories of Romanians who do not integrate well abroad and have problems with the local authorities in different European countries. This became even clearer after Romania joined the EU in 2007.This type of news affect the people living in Romania, experiencing a feeling of frustration for being considered second rate Europeans.

The situation of immigrants being so complex, seen from different perspectives, we consider it is very important to study together with the other partners the impact of immigration within a globalised world and with the integration of Romania in the European Union.Our students have to find out the real problems immigrants are being faced with and try to explain them that no matter where they live and work they have to be be well trained and well behaved European citizens. By taking part in this partnership we could help our students understand the process of immigration and the culture of the partner countries and we will contribute to improving the way our country is perceived by presenting our rich culture, the beautiful scenery and the progress in improving the standards of living.

Bursa Polis Koleji / Bursa Police College, Turkey The students come from different regions of Turkey. Some of them come from city centres and the others from suburb areas. So there are some students in an economically disadvantaged position at school.

The administrative staff and students will be able to see the best practices via this project. As a result the awareness of EU will improve both on the administrative staff and the students. Activity Clubs at school give rise to the inclusion into the society of the students as an active citizen. This project will strengthen their activities with their awareness of EU. Their team- work/ cooperation with partners will support their English language as well as their communication skills with foreigners which will also break down prejudices against other cultures.

objectives of the partnership

What are the concrete objectives of the partnership?

Obviously a key objective is linguistic. English will be the common language and students will see its importance as a tool of international communication.

By studying closely the movement of peoples within Europe and by coming into contact with immigrants who have spent prolonged periods of time away from their homeland we aim to develop an understanding of the intercultural dimension in European societies.

In today’s expanded Europe, given the increasing ease with which people can cross borders and find work outside their own country, it seems vital that our students be able to communicate constructively in different social situations and tolerate the views of those whose origins and background are different from their own.

We shall work on the measures taken by governments throughout Europe to overcome stereotypes and prejudices and ensure that immigrants arriving are as well integrated as possible

What subjects or problems do you intend to address?

The central issue is whether we are moving towards greater integration of the immigrant population within the EU in general and each country in particular. The question of identity will be of key importance in any discussion involving closer integration of the immigrant population. Is it desirable for immigrants to strive to remain loyal to their origins or should they aim to assimilate the culture, language and traditions of their adopted land? What are the consequences of the opening of borders within the EU and the freedom to move and work elsewhere? How do indigenous populations react to the influx of EU nationals in large numbers? How have West European governments reacted to the arrival of increasing numbers of Eastern Europeans? What are the consequences for Eastern European countries which have witnessed a massive outflow of citizens away from their country towards the West? What problems has this emigration created and how are they dealing with it?

What approach will you take to achieve your objectives?

As outlined in the summary students will initially study the statistics of immigration and emigration to understand the extent of the phenomenon. Graphs will be produced and texts written to explain what has been happening in each country over the past 20 years with regard to migration.

We shall take our students to the cinema to watch Ken Loach’s ‘It’s a Free World’ firstly during our meeting in France and subsequently in each country. This film deals with the problem of illegal immigrants working in Britain and suffering the most appalling exploitation at the hands of unscupulous employers. Once it has been screened, members of Amnesty International will be invited to debate the issues with the students. Amnesty International will explain to students how they assist asylum seekers such as those portrayed in the film arriving in European countries with the administrative and material problems they face. The debate following the screening of the film in each country will be summarised and these summaries will be included in the common web site enabling students from each country to compare debates and issues raised after watching the film.

The film is an excellent preparation for the planned interviews in the second year of the project in which students will come face to face with immigrants who will relate their experiences arriving in a new country.

The answers to the questionnaire we will have prepared during our first Comenius meeting in France will stimulate debate concerning students’ and parents’ attitudes towards immigrants. Some students in some countries may be shocked by the results that emerge after questionnaires have been collated. This will in turn stimulate debate concerning issues of tolerance, prejudice, integration and cultural identity. Antidiscrimination and antiracism issues will inevitably be raised and by coming into direct contact and listening to immigrants at first hand describing their personal experiences, fears and difficulties, students will become more tolerant.

partnership and distribution of tasks

Partnership and Distribution of Tasks

1.Each school will produce individual presentation sheets for each student participating on the programme. These files will appear on the common web site.

2.Students will also produce a leaflet giving information about their branch of studies, their school as well as information concerning the region where it’s located. There will be a paper version as well as an electronic one which will be included on the web site.

3.Romania will deal with all aspects involved in creating and servicing the web site on which all work will be posted.

4.Each school will collect data on immigrants living in their country and abroad.

5.We shall get students to prepare a questionnaire during our first meeting to find out how pupils and parents perceive immigrants.

6. During the first meeting in France, students will be taken to the cinema to watch 'It's a Free world' by Ken Loach. A debate will be organised after. Students will be given the task of writing a report on the film and the debate on the issues raised in the film and in particular the plight of some Eastern European immigrants having settled in Britain.

7.Each school will use the questionnaires to interview students. The results will be collated and presented in the form of graphs using Word/ Excel. These will appear on the web site.

8.Every student will be given the task of interviewing an immigrant. What difficulties did he or she experience on arriving in his or her adopted country? How integrated does he or she feel? What contact does he or she have with his or her homeland? Etc. These testimonies will be translated into English and the most interesting included on the common website.

9.At Comenius meetings students will have the opportunity to dialogue with the immigrants who will be invited.

Efforts will be made to ensure all schools contribute actively in common partnership activities. The e-group will provide an excellent tool to achieve this aim. Participants will be encouraged to inform colleagues of progress in achieving deadlines set during the first project meeting.

cooperation and communication

We have already established an e-group for participating teachers which is functioning well with colleagues commenting and contributing ideas.

At the start of the next academic year students will prepare profile sheets which will be sent to the common website and they will communicate with each other using emails.

All work will feature on the common website.

English will be the common language between members as it has been, very effectively, in the preparation stage of the project. Colleagues have been sharing ideas via the e-group we have already created. The pupils in France participating on the project will also be involved in an exchange with a school in Brno (created as a direct result of a previous COMENIUS project). This exchange (financed by the Rhône-Alpes Region) has already existed for five years and has grown in popularity among parents, students and teachers over the years. As part of their preparation they will learn about the culture and traditions of the Czech Republic. They will also receive a crash course in Czech to help them deal with the most elementary every day situations.

european added value

By reflecting on the subject of immigration, by coming into close contact with immigrants, by learning about its causes and consequences and by making comparisons with other European countries’ immigration, pupils will become better informed concerning the problem, more tolerant towards people whose culture and traditions are not the same as theirs. These objectives simply cannot be met without coming into direct contact with other Europeans and other immigrants.

We wish to learn through shared activities about the customs and cultural heritage of other European countries. In addition there will be special emphasis on the use of modern technology bridging the gap between western and eastern European countries as integration of the new member countries of the EU is a major concern of our project.

relevance for the objectives of the programme

X	To improve the quality and to increase the volume of mobility involving pupils and educational staff in different Member States
X	To improve the quality and to increase the volume of partnerships between schools in different Member States, so as to involve at least 3 million pupils in joint educational activities during the period of the programme
X	To encourage the learning of modern foreign languages
X	To support the development of innovative ICT-based content, services, pedagogies and practice in lifelong learning

contribution to the european priorities set out in the call for proposals

X	any of the eight key competences set out in the 2006 Recommendation
X	awakening and reinforcing creativity and innovation

All students will use English to communicate with each other, to produce their profile sheets, to interpret statistics, to make comparisons, to draw conclusions, to translate immigrants testimonies and to write texts for inclusion on the web site.

The production of all documents will require information technology skills from the sending of profile sheets to partners, to the designing of graphs and other Word documents to the creation of the internet site.

Fear, distrust and even hatred of foreigners in some extreme cases continue unfortunately to plague many European countries’ political debate. The activities we propose, particularly the meetings with immigrants we envisage, will help foster understanding between peoples and contribute to cultural awareness and the fight against racism and discrimination.

Students’ sense of initiative will be stimulated by the requirement to find, interview and summarize their meeting with an immigrant. Their creative gifts will be stimulated by the production of documents for the web page and the posters illustrating the anti-racist message.

evaluation

The processes and results of the project will be evaluated on a constant basis. This evaluation will serve to point out the quality of the project and to show the extent to which its objectives have been reached. It will be necessary to identify the obstacles which could prevent the project from running as planned and to make sure everything is done to improve its development from one year to the next.

Thus we will evaluate our plan of work and the organisation of our activities. Partners have agreed that the following questions will be posed throughout the project:

- Is there clarity and balance in the sharing out of tasks?

- Can the students act, create and become autonomous learners?

- Are the tasks spread out evenly between the different partners?

- Are the deadlines respected?

- Is communication between colleagues within each school and between participating

schools satisfactory?

- To what extent have the objectives in terms of learning and skills been met?

active involvement

Teachers will have initially planned the project activities submitted to COMENIUS for approval and finance. Teachers will play a central role in providing the impetus so that the project progresses and involves students by stimulating them. So there is no denying that teachers will have to invest much time and energy into all aspects of the project.

Nevertheless its success depends to a large extent on the degree to which students are active in the implementation of project activities. All the activities we have envisaged involve student participation from the production of graphs to the interviewing of immigrants and the writing of reports and the production of a web site.. The students attending project meetings will be in charge of synthesizing work so far produced and of presenting it to other European partners at these project meetings. They will also have to report back to their class their experience using PowerPoint presentations. These presentations will also be used at school open days to demonstrate the work produced thanks to COMENIUS finance

integration into learning and/or other ongoing activities

France

The work will be cross curricular involving the History teacher and the Civic Legal and Social Education teacher (ECJS) as well as English teachers. Antidiscrimination and antiracism issues will inevitably be raised and by coming into direct contact and listening to immigrants at first hand describing their personal experiences, fears and difficulties, students will become more tolerant.

The theme also ties in neatly with the French geography syllabus of ‘Premières Sciences Economiques et Sociales’ in which the study of closer European integration as well as immigration are an integral part.

Germany

The topic of migration is part of our curriculum for the final two years in subjects as diverse as English, French, German, Politics and History. There is a general need for students to deal with the topic of migration and integration. The Comenius project could help them to gain a more personal insight into the topic.

We will also have a special class of students (“Seminarfach” in years 12 and 13) who will take part in the activities of the Comenius project. So this group, who will stay together for two years and will have time to work on long-term projects. They also have to write an extensive essay (“Facharbeit”) in the second semester (spring 2009). This will combine neatly with the Comenius project.

Italy

The characteristic of the Italian model OF IMMIGRATION has been the rapid change induced in schools, sometimes unforeseen in some areas with understandable difficulties in defining the new educational strategies.The school plays a very important role promoting the common sharing, fight against stereotypes to start a real process of intercultural integration. This project aims exactly to fit this point, impacting on the society setting up a new model and attitude towards immigrants within the educational context to help the immigrants to become future active citizens . The interculture is already very much present into the Italian curricula because only the school can overcome all the social prejudices and attitudes.

Bulgaria

The work on the project will be carried out systematically and purposefully during our regular classes in English, Spanish, French and Bulgarian languages, as well as History and Geography. Each of the teachers will prepare a project plan where the best thematic units and the appropriate time limits for them will be fixed. We will try to find the common grounds in different subject matters. Good examples of this are the essays in different languages with the same subject matter; photography; information technologies; arts and literature; arts and new technologies. During history and geography lessons a parallel will be made focusing on different lifestyles, culture, traditions. A special group will be formed for the most motivated participants in the project; the group will coordinate the ideas and activities, generate new initiatives, keep in touch with the partners and respond immediately to all different situations. Our project “Immigration” will be presented to beginner teachers and discussed at pedagogical staff meetings and didactic seminars. Our project will have a special place on the school website. We will organize exhibitions and seminars in the school and in public buildings.

Poland

Due to the participation in the project the students could improve their foreign language and their motivation to learn more, improve their social skills, meet new foreign partners and promote intercultural education through a process of awareness of others and the encouragement of a mentality of respect, openness and integration.

Romania

The topic of migration is a key subject in Romania nowadays as some of the Romanian citizens do not have an appropriate behaviour abroad. Our school started to introduce the topic of immigration and its impact during the Curriculum of Crossing Cultures 2 years ago. History and political sciences teachers and literature teachers will include the topic within the school curriculum. Our school is involved in another Comenius project meant to raise the quality of education with family support. That is how we noticed the problems of students whose families are abroad. This project will help us get more information from the partners and elaborate a school strategy to teach our students the impact of immigration as a whole.

Turkey

In Bursa the percentage of immigrants amounts 40 to 50%. Pupils at school come from different regions of Turkey. Activities are organized in order to establish a good communication among them so the project will contribute to this. While working on project activities and during meetings their outlook will positively change. The students are training to become police officers, meaning they can expect to be confronted with immigrants during their career. A project in this period will affect their approach to immigrants in the future. They will try to understand their feelings and conditions.

dissemination and use of results

As already specified a website will be created thus giving each participant access to the work carried out by partners to assist with good communication.

Through communication via email and the common website students will be able to share practice.

Exhibitions will be held during school ‘open days’ and the local media will be invited during COMENIUS meetings to disseminate their work, to outline the project its aims objectives and achievements.

The regional school authorities will be invited to these presentations.

A COMENIUS space will be created in each school to keep members of each school informed concerning the project’s developments, results will be presented to the School Governors.

topics

Nr.	Topic
1	Tpc-21 European citizenship and European dimension
2	Tpc-25 Foreign language teaching and learning
3	Tpc-29 History and social science

educational fields

Nr.	Field
1	1014 - History
2	1016- Civics
3	1018- Foreign Language

proposed activity data

work programme: planned activities, including mobility activities, of each participating organisation

Educational activities

Approx. starting date	Activity/mobility description	Destination country (for mobility only)	Which partners involved
2008/10/1	Organization of teams. The e-group for students will be created ( Romania)Students involved in the first motilities will produce individual profile sheets. Students will produce leaflets giving information about their schools, regions and countries. Preparations for the first project meeting will be made( leaflets and PowerPoint presentations about each school, travel and accommodation arrangements).	Not the case	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2008/11/11	Project Meeting. Getting to know one another.Students will present their schools, their countries using the leaflets (a paper and electronic version will be produced)Teachers will elaborate calendar of activities and schemes of work for following two years. The partner teams will elaborate two questionnaires : one for the school students and one for the students who have contacts with this phenomenon- parents or relatives abroad.- Poland, Bulgaria, Romania, Turkey. For Italy and France, immigrant families in their school, town, region. All teams including students and teachers will be taken to see 'It's a Free World' by Ken Loach. The screening will be followed by a debate. Students will be given written work based on their impressions of the film and the issues raised during the debate	FRANCE	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2008/12/1	The Romanian team will design and create first the BLOG of the project and start preparing the project web site. Students’ profile sheets can already be stocked in the files of the students’ e-group.	Not the case	-COLEGIUL NATIONAL “MIHAI EMINESCU”
2008/12/1	Students will be taken to local cinemas to see ‘It’s a Free World’ by Ken Loach. Debates will be organised after the screening on the theme of immigration raised in the film. Groups of students will be given the task of taking notes during the debate and writing summaries. These will be translated into English for inclusion on the common web site. Students will be able to compare the debates held in each country. What issues were raised? What conclusions can we draw from the different topics discussed during the debates in each country?	Not the case	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2009/1 /1	Students from all countries will collect data on immigrants from their country who have left home to live abroad as well as those who have settled in the students’ country . Graphs will be made to illustrate this data. Comparisons will be made and conclusions drawn. The groups and the school students will be invited to answer the questionnaires.	Not the case	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2008/1 /1	The project website will be finished by Romania. All products so far created, graphs, texts, summaries of debates, leaflets, questionnaires will be stocked there.	Not the case	-COLEGIUL NATIONAL “MIHAI EMINESCU”
2009/2 /1	Results of the questionnaires will be collated by each school Graphs will be produced and texts drafted to explain results	Not the case	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2009/5 /19	Project Meeting Groups of students will present the results of their questionnaires.A synthesis material will be produced by the coordinator. And this material will be presented to the media. And to the participants.The press will be invited to inform the local community of the work financed by COMENIUSStudents and teachers will evaluate the progress so far.Have objectives been reached?Is the project running as planned?Are tasks shared equally?What difficulties have we encountered? What lessons can be drawn so that the second year is successful	ROMANIA	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2009/10/13	Project Meeting. Immigrants will be invited during this meeting to present their life story. Students will have the opportunity to dialogue and exchange with them. The press will be invited to inform the local community of the work financed by COMENIUS.	ITALY	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2009/12/1	Students will be given the task of interviewing an immigrant they know.Questions will be prepared in class to guide students in the questions they ask.	Not the case	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2010/1 /1	Each student will translate the life story of his or immigrant into English.The most interesting will be sent to Romania for inclusion in the common web site.	Not the case	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2010/3 /1	During school ‘Open Days’ the work produced by students over the two years will be exhibited for visiting parents and school governors	Not the case	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College
2010/5 /18	Project Meeting. Immigrants will be invited during this meeting to present their life story.Students will have the opportunity to dialogue and exchange with them.The press will be invited to inform the local community of the work financed by COMENIUSFinal products will be collected and put together in a paper and Online magazine.	TURKEY	-lycee du granier-Georg-Büchner-Gymnasium-Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''-Гимназия за романски езици „Г.С.Раковски”-III Liceum Ogólnokształcące im.A.Mickiewicza-COLEGIUL NATIONAL “MIHAI EMINESCU”-Bursa Polis Koleji / Bursa Police College

number of pupils and staff involved in the partnership in each of the participating organisations

Name of participating organisation

Country

Total nr of pupils involved

Total nr of staff involved

lycee du granier

FRANCE

Georg-Büchner-Gymnasium

GERMANY

Polo Europeo della Conoscenza – Istituto Comprensivo Fumane “Lorenzi B.''

ITALY

200

Гимназия за романски езици „Г.С.Раковски”

BULGARIA

150

III Liceum Ogólnokształcące im.A.Mickiewicza

POLAND

350

COLEGIUL NATIONAL “MIHAI EMINESCU”

ROMANIA

150

Bursa Polis Koleji / Bursa Police College

TURKEY

expected results, including products if relevant

Approx. date

Description

2008/10/1

Individual profile sheets

2008/10/1

Leaflets produced by each school

2008/11/18

A common questionnaire

2008/11/18

Students’ e-groups and blogs

2008/12/1

Summaries of debates held in each country following the screening of the Ken Loach film

2009/1 /1

Sets of data in the form of graphs and explanatory texts from each country concerning immigration

2009/2 /1

Questionnaire results in the form of graphs and texts

2009/5 /18

Film of meeting in Romania with students presenting their results

2009/10/23

Films of the meeting with immigrants in Italy

Texts outlining life stories translated into English

2010/1 /1

Texts by each student summarizing interview with his or her immigrant.

Texts translated into English

Each school will choose the best 3 texts produced by students outlining the immigrants’ life stories following interviews

2010/5 /19

Films of the meeting with immigrants in GermanyTexts outlining life stories translated into English

requested eu funding

Participating organisation

Country

Partnership type

Nr of planned outgoingmobilities(pupils)

Nr of planned outgoingmobilities (staff[4] )

Total nr of outgoing mobilities

Grant amount requested (€)

lycee du granier

FRANCE