PRO – EEEEK – Practice, advantages and disadvantages of travelling by public means of transportation Erasmus Project

Project Title

PRO – EEEEK – Practice, advantages and disadvantages of travelling by public means of transportation

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2020

Project Topics

This project is related with these Project Topics: Creativity and culture; Environment and climate change; Disabilities – special needs

Project Summary

The participating schools in this project are EEEEK in Chania in Greece and Gomarus College PRO in Groningen in The Netherlands. Both schools teach pupils with lower than average intellectual and physical possibilities. The education in both schools aims at an independant place in society. Therefore the lessons and the whole educational approach in mainly practical. They learn how to fulfill a task and how to behave in all kinds of daily situations. This is done through a wide range of activities in and outside the school.
In a world where distances are decreasing and trips and holidays abroad are becoming more and more normal, the schools also want to prepare the pupils for a journey to a place at a bigger than normal distance.
This preparation of a trip or holiday abroad is the subject of this project. During the project there are three main phases. The first one is the preparative phase for a trip. The pupils will get information about means of transportation, how to choose the right way of travelling, get geographical and touristical information about the destination. In addition to the information they will be taught how to find a ticket, find timetables, length of the journey and all other necessary information for the transportation. After that they will learn about regulations related to such a trip. They will learn about the maximum amount of luggage, especially when travelling by plane. As the indended trip abroad is by plane, the pupils will learn to pack a suitcase with a maximum of 10 kg and choose the right things to bring. They will produce a short film of this packing process, which they’ll share with the partner pupils. For the Greek pupils travelling by train will also be subject of the project, as there are no railways on their island.
The second phase is the trip abroad. More than for any other pupil it’s important for these pupils to bring the things they learned to practice. This is for them the most important and sometimes even the only way to learn things. During the stay abroad the pupils will meet eachother, do all kinds of activities together and they will learn how to behave and to survive in a foreign country. Some of the pupils will be able to practice foreign language skills learned in school. For others this will be a step too far. At the end of the trip they will have to repack the suitcase, which for some of them may be a great challange, which they can only fulfill with the teacher’s assistance.
During the trip they will make another film and take photos.
In the third phase of the project they will make a complete report of the project. The report will be written by the pupils with assistence of the teachers. In the report they will at least describe how to pack a suitcase for a week’s trip abroad, how to book a trip by plane, how to travel to Crete or The Netherlands, what they have learned during the excursions during the trip abroad, how food differs from the food at home and the overall learning aspect of the trip (why was the trip worthful for you?). The results will be shared with the partner school.
The schools will also share the results with the local press and with other schools of the same type and with institutions interested in the results.
During the second year of the project the layout of the project will not change. Other pupils will participate and the subjects of the first year are also important for the new pupils. The main differences between the two years are the result of the intermediate evaluation of the project. The evaluation will certainly bring ideas for improvement of the project. Both schools want to learn from the project and improve the methods of teaching constantly.
EEEEK Chania and Gomarus College PRO both wish that more schools of this type of education can benefit of international contacts and would be happy to share the results of this co-operation with them.

EU Grant (Eur)

Funding of the project from EU: 65580 Eur

Project Coordinator

Gomarus College PRO – 02UV-10 & Country: NL

Project Partners

• E.E.E.E.K.CHANIA