PROJECT   TITLE         www.seasonal.glocal@eu.com

START  DATE   JANUARY 2021          END   DATE   JUNE    2021

PARTNER SCHOOLS: 

1. C. CROSIA, Italy: Headteacher, Mrs Rachele Anna Donnici, Mrs Vulcano Carmela, Mrs Maria Grazia Arcidiacone , Franco Ausilio

2. Gymnázium, Jírovcova 8, České Budějovice, České Budějovice Repubblica Ceca Deputy Headteacher Mrs Lenka Kudrlickova, Mrs Tereza Hniličková

3. Agrupamento de Escolas D. Afonso Henriques, Vila das Aves, Vila Das Aves Portogallo
   Deputy Headteacher    Mr  Paulo Costa
   Mr  Fernando Maia   

PLANNING         

                  It is an ambitious partnership project between schools of the same level, which aims to

• enrich the personal and professional career of educators and students

• internationalize what is local to open it to a wider sector

• map and analyze, collect and organize a large amount of data and materials;

• find out what surrounds us as citizens and consumers;

• know what is positive and genuine in our lands

• acquire a broader perspective of LITERACY  through the use of technologies resulting in the creation of an important and unique database of partners, beneficiaries and local and international institutions, thus adding research and experimentation to the internationalization of brands, names of local producers and descriptions of locally produced foods, procedures, traditions and methods; aimed at raising awareness of the beauty and wealth of our lands.

Innovation is:

• the high potential and richness in terms of natural landscapes, mild climate and tourism

• in a consortium of partners that decides to work deeply on the sense of belonging to a wider community: the European Union

METHODS

• COOPERATIVE LEARNING

in multicultural and multitasking groups that share the same aim: communicate and do something in the language they love to be DIGITAL - YOUNGER --- SMARTER - CREATIVE

• DEBATING

• ROLE PLAY

• FIELD RESEARCH

ACTIVITIES / TIME   OBJECTIVES

Creation of a Food&Beauty Map

ü  a first group will create a slogan "THINK OF IT .. VISUALIZE IT ......... HAVE IT DONE"

ü  a second will work on the category: Food/ Monuments /Traditions

ü  a third will divide foods into  groups, with nutritional data in order to promote healthy eating, with the support of local actors and producers

ü  a fourth will schedule the events to be organized; for example:  market stalls in local squares, advertising campaigns on seasonal products

cooking race at home with family and grandparents

ü  A fifth will plan a multimedia propaganda through the creation of a website / blog or interactive platform

  Edu – food smart LITERACY

ü  achieve Literacy

ü  foods will be divided into groups, with nutritional data in order to promote healthy eating, with the support of local actors and producers

ü  food and edu events will be scheduled in market stalls of local squares, for             

example oil and wine tastings

fruit and veg

bread and cakes

typical items

monuments

Partners’ exchange

    A small group of students and a teacher will be invited by the promoter town to spend there a 5 days activities (  travel + stay paid by the municipality )

ü   use and mastery of LISTENING / SPEAKING / READING / WRITING skills ---- according to the CEFR

ü  Creation of interactive resources:

ü  Paper brochures

ü  Publications

ü  Sharing of self-produced teaching materials in L2: communicative functions cards

ü  Linguistic - communicative database

ü  Activities scheduled in town

SCHEDULED ACTIVITIES

  WHAT HOW …. Food&Beauty Map

January/April

according to the seasonal product

 -    Students will create a database of local producers, sellers and traditional restaurants through images of places, recipes and typical items.

-    Data will be published on the website / blog / platform created and exchanged between partners

-    Traditional producers, sellers and restaurants will be mapped on Google Maps.

-    Students will do a survey to classify the products according to their taste, beauty and nutritional facts  

-    They’ll collect data on traditional local food

-    interview the elderly about eating habits and products belonging to everyone’s roots

 LOCAL LITERACY

January/ April

 -    Students, teachers and local users will organize LOCAL literacy week in terms of:

Food products

Monuments

Traditions

Typical items

through

o   competitions

o   exhibitions

o   short pantomimes

-   The final publication with information and images on the project will be shared among the various partners

OUTPUTS

• Videos

• Students’ talks in a blog

• L2 formats shared on a website

• Chats and blog activities

• Monthly students’ videoconference with Zoom or Gsuite

• Linguistic survey with google forms

• Power point presentations

• Booklets

• E-books

• PDF documents

• Assessment grids

CHECKING  PHASE

will be run through google forms surveys:

LA1- A2 Communicative skills

NOW  I  CAN - WITH  A  LOT  OF  HELP - WITH  A  LITTLE  HELP - WITH  NO  HELP

LISTENING

I can recognize words and phrases when people speak slowly and clearly.

SPEAKING

I can interact in a simple way

I can ask and answer questions in areas of immediate need or on familiar topics.

I can use simple phrases and sentences to describe where a given topic

READING

I can understand familiar names, words and very simple sentences

WRITING

I can write a short, simple passages.

I can fill in forms about given topics

CITIZENSHIP  SKILLS   SURVEY ….

I am an

informed

European

citizen who

can access,

process and

evaluate

knowledge

relevant to

Europe and the wider world, and act upon it.

I have basic knowledge of the geography in

Europe and a general idea of European history.

I have an idea of the variation within Europe per country: natural condition, size of population, language

I know in which fields European and international institutions exert an

important influence, and can explain the consequences for citi- zens, giving concrete examples.

I can collect and organize general information on Europe and the wider world.

I can collect and organize information on current European and international affairs.

I can defend my opinions on European affairs in discussions with others with

well-informed arguments.

I am aware of the principles of democracy in European countries.

I can share knowledge with my classmates on my own country ( politics, geography, economics, history, science and technology, culture / national heritage) in relation to Europe.

I have an idea of the importance of lifelong learning and the steps to take towards personal fulfillment, active citizenship and employability in Europe.

SCARICA PROJECT 2020 - 2022.docx

https://it.padlet.com/runner06/cwafrfa9acyv8i0m

2007 / 2021 e oltre …… CERCANDO – CREANDO – TROVANDO AND UNDOING MOTIVATION / INFORMATION

Questo è un percorso di osservazione, costruzione e destrutturazione del processo di comunicazione, veicolo di informazioni alla base dell’apprendimento attraverso l’uso della L1 Italiano e L2 Inglese.

Pertanto, è stato creato un padlet contenitore dell’evoluzione nel tempo del nostro percorso formativo bidirezionale: dal docente al discente e dal discente al docente. Il processo è un work in progress iniziato nel 2007. I docenti coinvolti sono il prof Ausilio Franco, docente di Italiano, Storia e Geografia; la prof.ssa Carmela Vulcano docente di Inglese, la prof.ssa Maria Grazia Arcidiacone prof.ssa di Italiano, Storia e geografia (quest’ultima nel progetto di gemellaggio con studenti dal Portogallo e dalla Repubblica Ceca in corso)

Il padlet è stato inserito in un TIMELINE a partire dal 2007 al 2021  e oltre, un arco temporale all’interno del quale gli studenti ed i docenti hanno acquisito consapevolezza dello strumento di comunicazione cercando, creando, trovando e destrutturando la motivazione, che si è rivelata la chiave di volta al punto di stallo: PERCHE’ SI OPPONE TANTA RESISTENZA ALL’APPRENDIMENTO DELLA LINGUA L1 – L2 che sia? Pertanto, abbiamo deciso di sperimentare diverse strategie di comunicazione: sensoriale e intellettiva, ossia coinvolgendo i 5 sensi: vista, udito, olfatto, tatto e gusto uniti alle fasi di codifica/decodifica delle informazioni all’interno dei processi cognitivi.