“Rückbesinnung kann Fortschritt einleiten” – gezeigt an Spielen der Jugend zweier europäischer Nationen Erasmus Project

Project Title

“Rückbesinnung kann Fortschritt einleiten” – gezeigt an Spielen der Jugend zweier europäischer Nationen

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 : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2016

Project Topics

This project is related with these Project Topics: Early School Leaving / combating failure in education; Teaching and learning of foreign languages; Inclusion – equity

Project Summary

In these days almost everyone communicates virtually with mobile phones or computers. The computer games of young people favour social isolation. The opportunities for socialization through real encounter, communication, sharing of emotions of any kind are missing. Motoric creativity remains on the line and physical activity is blocked, while the eyes are overused. These factors are among others the causes of adolescents´ problems in their relationships and especially at school. Therefore the bilateral project of two schools has emerged: the German as coordinator and the Italian partner school. During the identification phase of the project to the main topic “A retrospective view can be the first step to progress”, which, through interviews with parents and grandparents, should trigger a family conversation about communication and playing once and now, have been subordinated other topics that seem very important to us at this time. We wanted to consider the situation of energy production in both countries and the students should be sensitized for the protection of the planet and the prevention of climate change by the use of renewable energies, a topic, which is related to geography or science education. This requires language skills. Through the playful learning of the German and the Italian language and the use of English barriers in the EU were reduced. There was also introduced a basic vocabulary of mathematical tasks and mathematical bodies. The two schools elaborated the activities by exchanging ideas, didactic material and curricula, thus achieving the objectives of the project: 1) acquire basic skills through types of learning based on real play 2) improve communication skills 3) develop the ability to think about the protection of our planet and alternative energies 4) enhance the learning of foreign languages by the intercultural aspect 5) strengthen the quality of education through the use of inclusion in the fight against early school leaving. In order to prevent early school leaving and promote intercultural integration, the project activities involved students with impairments such as ADD/ADHD, learning disabilities, diabetes or allergies, from migrant families or with a low social background. The heterogeneous groups were extensively supported by the teachers. To create the educational games information was collected, vocabulary was developed, questions and answers were formulated and – in German and Italian – incorporated into the games. These innovative didactic tools have made the students´ learning process more effective and less tiring and have led the teachers at both schools to new teaching practices. The pupils who participated in the activities were of different ages: from 12 to 16 at the German secondary school and between 3 and 15 at the partner school. Kindergarten and elementary school are united with the Italian scuola media. These little pupils showed us traditional moving games of the past and invented stories about environmental protection and waste separation. The same age students from both schools worked eagerly on the project. They have: A) reflected critically their relationship with smartphones or computers, evaluated the questionaires, created diagrams, compared together the adolescents´ behaviour in both countries, interviewed parents and grandparents about their youth without these devices, summarized and compared the results, rediscovered traditional and current games and played them together with the partners B) designed and manufactured different learning games based on traditional ones: Black Peter of production of energy, Memory of the names of the different energies and types of production, kits for mathematical bodies, big board game of the project with four topics: energy, math, languages, exercises and a quiz about the alternative energies C) collected vocabulary of types of energy and their generation for educational games, got to know by own view the situation of energy production in the partner country and innovative solutions for it D) learned foreign languages by exercising playfully the vocabulary while developing and playing the learning games, deepened this process with a little dictionary E) got to know as hosts or guests in four mobilities culture and mentality, gained intercultural experiences and acquired European skills F) designed and selected project logos. The documentation of the activities carried out is placed on the Erasmus+ platform by the coordinating school and can be used by anyone after the end of the project. In addition, the distribution takes place via the websites of the two participating schools: https//www.rs-geo.de and https//www.icgavorranoscarlino.it, the local press and digital information carriers such as e-mail, USB stick, CD or DVD.

EU Grant (Eur)

Funding of the project from EU: 43530 Eur

Project Coordinator

Ludwig-Derleth-Realschule & Country: DE

Project Partners

• Istituto Comprensivo Statale “G.Pascoli”