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Goodoooooppppoooli
Yeeeeeee , la città di troia. Bellissima. Da visitare

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vi ricordate di me ehhhhhhhh i tempi brutti sono passat afammokkkkkkkkkkk loteeeeeeeeeeeeeeeeeeeeeeeeeeee

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b²-4ac

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Hallo

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I am not a teacher and i do not have class.But i believe that project learning is very useful and interesting for students .t

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The key competencies are becoming increasingly important in today’s world of business andeducation. The most significant is the meaning of the concept the key competencies, because here itspersonal factor that can be highlighted. 

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The key competencies are becoming increasingly important in today’s world of business andeducation. The most significant is the meaning of the concept the key competencies, because here itspersonal factor that can be highlighted. 

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Key cometences are very important for all students .

Maria Grazia Giammorcaro

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I think that key  competences are very important for all students, especially for those with some difficulties.

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I think that key  competences are very important for all students, especially for those with some difficulties.

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TERESA-NAPOLI

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I work in lab of navigation. Cooperative learning is the method used by me.

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I work in lab of navigation. Cooperative learning is the method used by me.

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My project is thought to be an eTwinnng project in collaboration with other European school. I think we could contact a psychologist to deal with stress, anxiety and depression and an expert in relaxation techniques. We will also refer to the relevant websites on the topic, depending on the students' investigation. Our audience will be our school community, families and other neighbour schools.

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In our school we involve a lot of stakeholders in our projects. We are part of the eTwinning network and we always take part in the "Impresa in Azione" JA program where the students have a real "problem": they have to set up a company and think about a product or service they want to launch onto the market.

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I believe that it is very importatn for our students to effectively communicate and learn from other people.
Unfortunately it is not always possible to create these types of relationships with professionals. It is indeed quite rare for my students to meet people from outside who come to our school to transfer their knowledge.

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In my school we have had a project named "Piday" where our students explain alternative and creative ways to find math basic skills to study a common strategy in order to cooperate and create opportunities of learning and gaming.

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Lucia Elena, Italy In our school we work on a project to "fight" bullism, the title is "S.o.S.Evacuazione Bullo" in secondary school starting from the Primary school. The creator of the project is trying to create a group of children that work, enjoy and learn together in order to respect eachother

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Lucia Elena, Italy In our school we work on a project to "fight" bullism, the title is "S.o.S.Evacuazione Bullo" in secondary school starting from the Primary school. The creator of the project is trying to create a group of children that work, enjoy and learn together in order to respect eachother

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here's the link
https://www.youtube.com/watch?v=9qqhtlepjmA

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It is very important that our students successfully learning related audience or partners outside of the classroom , or even better than school .
In our school days we have parents (parents show their profession , to make a variety crafts together and ect.)

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I agree with Marco Pianotti, we'd have to involve more local economic and social community in our projects, in order to share knowledge

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I teach Maths in a primary school. According to me, a collaboration between the school and the Professional Chess Association could be efficient for the learning process. Chess game is an exercise of infinite possibilities for the mind: it develops mental abilitities such as concentration, critical thinking, abstract reasoning, problem solving. Chess also improves children’s cognition and logic, because it fosters thinking directly about the problem at hand and using the simplest solution to solve a complex problem.

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The local community involvement has already been started long ago, I personally I deal with the 3-4-5 start to the stage of my high school classes.

There are many offices and associations who offer to work with my school, such as libraries, associations and other ONLUS offices.

I think that this involvement is increasingly implementing and some of the alumni have found jobs thanks to these moments of exchange.

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eTwinning is the way we have a Europe inside our classrooms. Classrooms without walls.. For the project I'm working on, that is based on Urban environment and imagining a better cities to live in, involving local authorities, the larger school community and families is a need

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Our school is a living organism, open to society and based on the principles of collaboration and mutual offer.

We always try to involve our students in actions that give them the opportunity to feel members of the local community and make them more social. For example we collaborate with the Municipality of Karpenissi in order to plant trees in our school yard -you can see our work in the following video-or in other environmental projects-(cleaning local parks, getting to know about recycling in our town etc).

We also bring professionals in our school or visit them in their workplace, getting useful information about their jobs (e.g. the bakery next to our school) or being informed about safety issues in our lives (e.g. discussing with a fireman, a policeman or a doctor).Also book presentations and theatrical plays take part in our school, often in collaboration with the Parent Association.

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Μαρία Τσιαμτσιούρη

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3ο Δημοτικό Σχολείο Καρπενησίου-Δενδροφυτευση

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https://live.etwinning.net/projects/project/97988
My Projekt idea:
Baroque Castles across Europe
The central topic of the project is the Baroque period with its habits and behavioral norms.Pupils will also have an insight into the everyday life of a Baroque castle.
Level : Intermediate
Age group : 15 - 18
Duration : 1 school year
Languages: German

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I call my friend to deliver out a speaking lesson once a week.He is a native speaker of English.It is very useful for my students to get the accent.

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I guess that most of our students are not able to see the real benefits of what they are learning so, whenever you engage them with their community, they start to think their work and learning has a meaning. They have got a real audience so what they do is not only a piece of paper or outcome that will disappear after it has been graded but it will remain on them because they will have learned more. I also agree with what it was said on the video, that is that when they know there is a real audience, their level of detail in their work is higher; they try harder.

In my case, an ESL teacher of teenage learners, I could engage the following people:

- somebody from a job recruitment office to come and explain our students why speaking English is so important in today’s world.

- a chef from a restaurant could come and evaluate the recipes that the students have prepared (recorded in a video) and explained in English

- a fashion designer who comes and sees the catwalk the students have prepared.

Obviously, the audience would be so real that my students would definitely work in much more detail and attitude.

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We collaborate sometimes with volunteers or consulting from Junior Achievement Program.

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We always try to involve people outside the classroom. We think it's the best way to bring the real work to the class.

We look for all kind of professionals and if we don't get one, we look for someone among the families.

I always begin projects asking them what problems they have and if they want us to give them ideas or prototypes to solve them. During the process, we work using PBL and once we have some developed ideas, "the expert" comes again and helps us with the "knowledge" they have and in this way we can check if we are working well or if we have to make changes.

The final product is given to the professional that has been collaborating with us.

In this picture you can see my pupils given the final product to a bookshop owner we were working with.

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My school has carried out different international projects within the Lifelong Programme framework, namely Comenius Multilateral Projects, and in other international projects, such as projects under the Youth in Action Programme and under Erasmus +.
My school has been developing a considerable number of national partnerships, protocols and projects, namely with the City Hall of Lamego and the Parish Councils, Europe Direct from Lamego, the Commission for Protection of Children and young people of Lamego, Parents and Friends of the Mentally Handicapped of Vila Real - Sabrosa (CRI Douro), the Health Centre, the Teacher Training Centre from Lamego, Armamar, Resende e Tarouca ( CEFOP-LART), the University of Trás-os-Montes and Alto Douro (UTAD ), the School of Technology and Management of Lamego, the Theatre of Ribeiro da Conceição, in addition to a wide range of business local entities within the training of the pupils from professional courses.
I would say we have our school doors open to community but we can always do much better, involving community in a different way. I've never invited community members to PBL events. We could start visiting some local volunteer organizations and discuss with the people who are charge of them, activity suggested by one of our peers, Maria Georgiadou in her assessment to my learning design. (My driving question is "How can we convince students to become volunteers?"). They could help us organize the Food and Clothing Drive and be involved in our PBL.

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We collaborate with Georgian Association of History Educators. This association is member of Euroclio. It's very useful for me and my students...
GAHE

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I have been collaborating with eTwinning partners since January 2014 and every year my students can find new partners to share projects and ideas. In this photo I show a very happy day for students: this year's meeting on 21st April between Italian and French students

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I teach in a vocational secondary school so the students get in touch with local bussinesmen on regular basis - work placements. Teachers ask proffesionals from our local comunity to give lectures or presentations on different topics, especially on  entrepreneurship. A few teachers cooperate with ngos in running bigger projects, eg. healthy style of living or how local authority works.
I joined one of our local ngo and we are going to run 2-3 projects in the next school year.

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We collaborate with the local theater, gardening shops, robotics organization and astronomical association.
But we have never tried to ask for students help. It may be a great idea.

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In our school we work with environmental foundations due to the fact we are visitng places with great interesting in such kind of subjects!

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In our school , the parent association participate in lots of activities.

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Teamwork network:

http://www.twiddla.com - team work on the Internet. Interactive board.
http://titanpad.com - Invite students to co-edited the document, follow the creative process.
http://liveminutes.com - team work online, create co-editable documents, maps, Shema.
http://www.awwapp.com - board to your work on the Internet.
http://en.linoit.com - stickers. It can be used for organizing brainstorming, creating interactive sorting / grouping task and so on.
Mind map:
http://mind42.com - mind map browser. The ability to insert the link above.
https://coggle.it - mind map has generated by Google.
http://www.text2mindmap.com/ - the text in the mind map.
http://drichard.org/mindmaps/ - mind map, which use the same lessons. Unnecessary registration, and saves the PNG file as editable.

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In my school often the teachers involve the parents during the

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I work in a professional training center, our students learn builder, cook, seller and other specialties. We have the ability to organize activities in stores, construction, catering, hotels and others.

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I know artist and designers and they could come to school to speak with students but I'm really interested for the next school yearto participate in a project with another class through the eTwinning community. I didn't know this community and I think is great and it can be engaged

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As I work in primary school the most efficient collaboration partners are students' parents. They often collaborate designing lessons about professions, their hobbies. Sometimes they come to our classroom to teach  Art or Geography if they travel a lot. Once my students had a lesson when a parent, who is an architect, taught them how to create their own house plan.

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I would involve in my activity with the students the local associations that work with different sporting activities

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Our school has good contact with local community. As a vocational and not only  grammar school our schools tries to have good contcats to local and regional NGOs, companies, local shops etc. where our students to their training and practice. This is good for both the school and the town. In my LD I have planned a collaboration and involment in the local or regional NGO member who would talk to the students about the topic of voluntary work etc. I think having good relationship with the local community is of utmost importance for all.

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Students working on eTwinning projects on a healthy diet, mathematics, tourism and help people in need. At the end of the project they drew up a joint leaflet, videos, and e- magazine .

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Here is an experience of involvement of the local community which can be turned in a successfull PBL

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Greece
I work in a primary school. In my opinion what schools mostly need is good communication with parents. Parents can offer a wide range of cooperation opportunities and can be of great help. At the same time teachers create a good platform of communication which can help their educating role.

Moreover, a school can create links with university representatives. A cooperation with young people can have a very important effect on children development.
As far as English language teaching is concerned, it's good to bring students in contact with international organisations and involve them in actions with a worldwide effect.

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I work with students aged eleven, twelve and thirteen and during my eTwinning project I tried to engage local organisation, such as the city. For example I tried to create with my students a tourist guide of their city and asked the tourist office to help us.

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I teach at a small university. We sometimes invite people who are members of local community, but it's not on regular basis. I found many interesting ideas here, which I'm going to use next year.

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Maria Lucia -We could   involve the local environmental groups (like Greenpeace and WWF) and pupils' parents  in our environmental activities (for instance, cleaning beaches).

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Maria Lucia -We could   involve the local environmental groups (like Greenpeace and WWF) and pupils' parents  in our environmental activities (for instance, cleaning beaches).

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We have some NGOs which my school collaborates with and students do seem more involved when it comes to doing extracurricular things. I hope in the future we could actually have more time in our schedule (students', as well) to do such activities.

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In my school Teachers invite volounteers of our community (student's parents and friends) to speack about social problems, health, ICT

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I teach in a small town, near Perugia. It's very difficult to involve the community in educational projects. There are some activities about theatre, sport, but there isn't a real engagment.

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My school has collaborated with ex-students ,publishing houses, the theatre company, with
parents , representatives of different companies who came in the classroom and gave presentations on different topics from real life.I've noticed that students became interested and more motivated.
It would be a good idea to have people from NGO or volunteers to work in projects as PBL together with our students.I would like to find more motivated people from the community who would be able and eager to involve themselves in educational projects to support the educational system  to blend the classroom activity with the outside classroom activity.We are also involved in Etwinning projects.

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As far as my school is concerned it is usual to find collaboration outside the classroom. We work with other schools, but we also work with the local health centre, with writers, members of the university, with cultural organizations theatre groups, for example, and also local shops and industries. we also have a real connection with the parents' council and local authorities. I think it very useful and it is a way of connecting school with real world. For my own project I think to work cooperatively with the health centre and the nutritionist of that centre.

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In the primary school I work in we have connections with the parents of the children and the people working in the municipality. A thing to bear in mind is that the buildings of the public schools in Greece belong to the municipalities where the schools are and they are responsible for the good condition of the buildings. We therefore engage children in activities "beautifying" the building and invite members of the municipality to participate

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Students of the Fashion Section of my school organize a real Fashion Show. Students of Vocational Section organize a Street Festival. Students of Business Section organize selling projects for charity .

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Stefania Costanzino In my school (6-10 years old) we invite some grandparents to know better our traditions, old stories or to learn about old job. We also invite parents who came from other countries to know each other and the other cultures. We also have some "expert" who teach us something. In the future I would like  work at some project with another school.

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Stefania Costanzino In my school (6-10 years old) we invite some grandparents to know better our traditions, old stories or to learn about old job. We also invite parents who came from other countries to know each other and the other cultures. We also have some "expert" who teach us something. In the future I would like  work at some project with another school.

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Last year at school my students took part in several projects engaging local organisations. For example the  students worked on a history project about  the refugees during the first world war.

The town police officers were invited to have seminars about road safety, while digital experts had some lessons about cyberbullying and legality. So, thinking about the PBL activity I'd like to carry on with my students I think I might ask for support to several people.

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Due the recent School reform in Italy stage in firms has become recently a sine qua non to qualify from the third year in Secondary Schools, whereas external companies are not ready to assume responsibility for such an commitment. However, a lot of enthusiasm is being shown by the School External Committee where professors, local professionals and internal teachers meet periodically to plan initiatives aiming at promoting entrepreneurship. I'm posting some material about that.

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In this section, you can find selected Good Practice Schools and Case Study Schools with examples of visions, plans, job descriptions and frameworks to learn from and to use in your own school.

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In this section, you can find selected Good Practice Schools and Case Study Schools with examples of visions, plans, job descriptions and frameworks to learn from and to use in your own school.

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I teach Math and Science. My students are 11- 14 years old. I like PBL lessons.

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Frédérique MAIRE, Ankara French School,
Turkey 

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Frédérique MAIRE, Ankara French School,
Turkey 

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Working as an English teacher in a French school in the Turkish capital, the school being in a suburb of Ankara which used to be almost desert still a couple of years ago, I must admit that we do not have so many neighbors who could be able to come and work with us in French !! Sometimes we have the police (their station is 200m away from the school) come and talk to the kids about risky behaviors... Very recently, actually yesterday, we had a 'Refugee day » at the school. The students from Year 11 organized a donation campain in the school for clothes, shoes, toys, color pencils... for three days. I was amazed how well it worked. They also invited French ; Turkish or English speaking people from UNICEF, PAM, and a few other NGO's involved in the crisis relief for conferences or workshops. A few weeks ago, we had an Environment Day, the students also managed to get someone from Greenpeace Turkey come and talk, and a Year 12 student did a great presentation. The kids also organized a few workshops : collecting the trash in the school and separating it, but also actually making recycled paper from discarded paper collected from the photocopy room... These two days involved both other people from inside and from outside the school, and it seems to me that they did a good job. I am stil thinking how I could get people in my classroom to help engage the students !

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In my school, there are teachers who have asked parents to join their PBL lessons. I expect to do so in short. Our community is quite small, as our schools is placed in a young and new quarter. We also have some schools nearby, and we might collaborate in the future.

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Recently, school in Italy has been increansingly interested in establishing connections with the local area. What's more, older students are expected to do a work training period. For eample, my students at Human Science Liceo are attending a nursery school. In my casa, as an English teacher an opportunity to collaborate with partners outside the classroom could be meeting an immigrant or a foreigner writer.

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I teach in a evening school and my students are adults that return  to school to improve their skills in order to find a job or to get a better job. I usually don’t involve partners in

my educational activities.

I’m thinking I might involve professionals or people who work  in human resources in order to explain to my students how to write a curriculum vitae and how to sustain a job interview .

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It is not always easy to contact with local community. We often look for help in our own friends. For example I have involved two friends of mine who own a tourist company to evaluate the project I would like to implement in my class of English as a second language. They are English native speakers . They are very keen on the idea because our school has sometimes offered them the building when they have groups of students visiting the city.

We also have the support of a local theatre. As some of our students have been extras in some big plays which were performed there, and the students of the school go to the theatre as spectators on regular basis. They always offer the theatre facilities and staff for plays we perform.

It is difficult to find the support of the local community, but it is true that when you offer these organizations, companies… something on exchange, they are willing to participate.  You don’t need to offer too many things but just something they might need. ��

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At primary school weusually invite parents and grandparents to present their job or the history of our town.
Then we usually have contacts with the University, some students come to our classroom and organize activities.
After that we go to some museums and to experiment some activities .
Our communities are very interested to involve children in activities such as agricoltural activities as the cultivation of basil in order to prepare the "pesto" a green sauce for pasta or fisherman activities as anchovies conserved with salt.

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I usually invite professionals to present their job.
This year for the first time I with my students visited the University of Macedonia in Thessaloniki and especially the group of university students who organize the Tedx University of Macedonia. It was a great experience for my students and me too. So creative minds and full of energy.
For the next year I would like to invite profesionals who get involved with creating digital games. It is quite difficult because I work in a small village, but I am going to try.

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Oftentimes it is difficult for professionals and visitors to take a trip to a rural Irish school. A fantastic resource to overcome this problem is Skype in the Classroom or Mystery Skype to connect with professionals or schools all over the world. This resource gives further access to children beyond their own locality to globally.

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In our kindergarten class we very often invite professionals to discuss about their jobs, it depends on the project we have, like a dentist, a baker, an astrophysicist etc. we also collaborate with the university and have students teach in the classroom. And of course we collaborate with

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As a village school or should I say a country school it is very hard to find professionals which are willing to engage to our projects in school. But there are some good examples - often I organize Guest lectures so my students can learn from professionals, for example a policeman,  a doctor, a entrepreneur, etc.

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In our kindergarten class we very often invite professionals to discuss about their job it depends on the project we have, p.e a dentist, a baker, an astrophysicist etc. we also collaborate with the university and have students teach in the classroom

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I am a teacher in science area. In our school, we have established partnerships with universities of the region with whom we have developed different experimental science projects. We also make Skype calls for students interview and contact with scientists and other specialists in order to motivate students and show them how to do science in the real world. We also use Skype to make study visits to different places like the zoo or museums where students interact with the people who work at the places.
In our school there is a communication department and the students contact with the people who work there. The elements of the department dynamize journalism, audiovisual and multimedia clubs allowing students to acquire other skills.
The school also has partnerships with local football club and a bakery / pastry shop called Broinhas.

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I've been thinking about this for a while. In my opinion the involvement of a professonist from the community the students live in has to deal with something rather appealing to their eyes. So, I've taken my time to survey the options my community can offer. This is the result of it: I think we might involve our students in the creation of a multimedia presentation of our local basketball team. They're quite popular right now and they've already​ collaborated with the team, taking students to watch the trainig sessions and interviewing the players. in this way I was thinking about having the students interiew the players and dubbing some of their most spectacular tricks during the various matches. To support them and evaluate them we might invite a couple of sport journalists from local TV channels, who usually collaborate with schools. It would be interesting to have them give advice to the students about the most effective questions to ask, or the best way to comment a meaningful moment of a very important match.

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In my school (a second grade Secondary School) we have had a project called "Made in Italy" where our students studying Ceramic art, of the fifth course (so near to the Maturity Exam) met in Spain local artist and local politicians to study a common strategy in order to cooperate and create opportunities of training and working.

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During this course we have had lots of activities in contact with different members of our community. Some of them have been:
-          Talk about gender violence.

-          Recycling games with some volunteers.

-          Theaters in the school.

-          Visit the animal shelter.

-          Visit a natural park with guides.

Parents who come to school for explaining different works.

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In my school we use Skype in the classroom to visit museums to get inspirations for the adresses, for example.

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In my school we have had language assistants ​for the past four years and I found it very interesting for the students to meet those young people who are not teachers and who have a different experience : some were English, another one was American and we are going to have a Canadian assistant next year. They all did activities and games together. It was different from what I could do as a teacher.

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I have experience with etwinning projectsas I have already developed two of them with partner schools from Europe. As a feedback to those activities I can honrstly say that the students were realy involved in them and were more motivated in doing the necessary wok th they would be on a regular school project

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Parents are invited at school meetings for the e- twinning projects presentation. Teachers invite professionals to talk about teeth, healthy food, safe internet, smoking, love e.t.c. We try to involve community to school facts but sometimes this over pass the limits and the results are not so good as we want.

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Collaborating with the community will take a lot of forward planning and skill to build up good relationships but will be a valuable learning experience for students.

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with other comMy school is engaged with eTwinning projects this year.I and my colleague begin being active in etwinning platfrom and we change our mission of school ,student and parents.Now they want to be involved in international activities and support digital citizenship.And they believe we can achieve the real success with the help of connection ,university,.Also some peoplewith other communities and peers.Online Interaction  with world , exchanging ideas ,collaboration,partnership and entreprenerurship are guideline of impressive and permanent learning and being versatile person.Besides, some teachers make a short trip to present the students real world atmosphere such as museum ,university.Also some people like writer, academician visit  us to tell about their occupation.We go on discovering,sharing and creating original project ideas with the power of collaboration

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1) Our school subscribed an agreement with 2 IT local businesses, a couple of year ago. The agreement states that pupils of our school will develop software program, ordered by the industrial partner. It is not that easy to combine the project development and the school-year curriculum, but working for a real result required from out of the school s very stimulating for pupils
2) Last school-year some pupils have been engaged as young teachers in a set of lab lessons for old people, in a project partially supported by Poste Italiane.

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During my last project in which we tried to find good role models for young people I asked our ss who finished school to come and have a talk with ur ss (medical sister - member of Red Cross). We take our ss to some building companies or presenters from others come to school and discuss with ss and show them what are they doing.

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Elisabetta Margaria, Italy              Reflecting on "which people from our community my or my students could engage with", I've immediately thought about a cultural association ("trame", weaves) in our small city that works with migrants and refugees. Illegal immigration is nowadays a critical issue and a political, social and humanitarian problem. Both the professionals working in the association and the refugees hosted by the association could be invited to our school first of all to talk about their experiences and then to share with students their ideas, projects and needs.

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Elisabetta Margaria, Italy              Reflecting on "which people from our community my or my students could engage with", I've immediately thought about a cultural association ("trame", weaves) in our small city that works with migrants and refugees. Illegal immigration is nowadays a critical issue and a political, social and humanitarian problem. Both the professionals working in the association and the refugees hosted by the association could be invited to our school first of all to talk about their experiences and then to share with students their ideas, projects and needs.

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I find engaging outside professionals in the Project Based Learning work of the students really interesting and exciting.

​It would be great, for example, to contact people that have to do with the Spanish culture and language. For instance, the students could contact on Skype people from Spain and Latin America and ask them to contribute in their way to their projects. These people could be their teacher's friends and thus, they could be easily contacted.

Moreover, chefs working in Spanish or Mexican restaurants here in Cyprus could be invited. In addition, as their teacher I am trying to be up-to-date regarding any cultural events taking place. We could contact artists, writers, dancers or singers that come to the island to present their work and they could make their contribution to the students PBL work.

Furthermore, the Embassador of Spanish speaking countries could be invited to take part in PBL events in our school and they could see the students' work and they could give their feedback.

Finally, we could participate in eTwinning programmes and organise joint projects with other schools in other countries. As the basic language of my students is English they could exchange ideas and speak with students whose native language is Spanish and they could do a PBL project together. It would be great!

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GREECE
I work at a small primary school in northern Greece with students coming from different socio-economical ranks. With reference to the school curriculum, a lot of experiential activities take place throughout the school year. Certainly, the SS themselves are rather young to be able to contact any professionals, except being their own relatives or family friends. Anyway, usually teachers come in contact with people of the community and invite them at school or visit them with their Ss at their own place. The so called "KPE" all around Greece, (Environmental education Centres) organize educational programmes for Ss of all ages with the aim to make them learn, study, appreciate and love nature, the earth and its resources. Professionals or talks on mouth hygiene or nutrition also take place at school for Ss aged 7-9, as well as visits of psycologists to focus on challenging issues of school/life for older Ss. (sex, bullying,etc)

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Our school is situated in a territory which is very rich in natural, historical and artistic ‘treasures’. Quarto d’Altino itself stands in the middle of the Natural Park of Silis River, has a very important archaeological museum and a wide archaeological area still mostly unexplored. Moreover, the town is at a short distance from Venice, Treviso, Padua, the Dolomites, the sea and other significant natural & artistic realities. Tourism is (could be?) an outstanding resource of our territory and its nearby territories, it represents a real possible chance for a future job for our students; yet most of them are completely unaware of where they live and what is around them – both as a resource and a heritage to protect and take care of. I think the school could and should engage more in this field, creating more effective contacts with specific professionals, with nearby communities and schools (especially those technical vocational high schools focusing on tourism), with other EU and extra-EU schools, in order to design more effective projects which might be grounded on a network of shared resources and collaborations. Our school took part in three Comenius Projects, in a number of E-Twinning Projects and has just applied for an Erasmus+. Some of us deeply believe in the positive value of collaborating with different school reality and work together to create new opportunities for our students.

Our school already has contacts with a number of networks; most of them are ‘institutional’, with other schools, in order to improve more effectively some common objectives such as drop out, students’ EU KC improvement, bridging the students’ passage from different school levels, inclusion of SEN and foreign students. We’ve also positive interaction with sports and cultural organizations and associations operating on our territory (and in Venice province as whole) which have always been willing to collaborate with the school and have definitely contributed to improve the school learning offer – together with the added value of bringing forth different points of view on what the idea of Education can be and be carried on. Which might be very useful, when (and if) teachers were able to listen to these different points of view.

In our school alumni are involved only to present the high school they are attending to our final classes students; the gist of their ‘lecture’ might be summarised in the idea that high schools Require studying, while before it could be, “I’ll go on, no matter what I don’t do or don’t know” J

“Identifying the right people”? The “right people” might be easily identified, and even approached. The Real problem is having the Right people within the managing school staff – which is only very rarely the case.      �O

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People from the community that we could engage with:

I believe that the most efficient way to engage the community with the school is to use student's parents. Parents, professionals in their areas that they could find the time to come to the school or invite the students to their work environment to share their expertise.

In the past year, we already engage in my school we already with one expert which is one of our  student's parents from the field of renewable energy where he came in the school and did a presentation about renewable energy. Also the students visit the lav of its company and spoke with a lot of scientists there.

More people from the community that we could engage are professors and scientists from universities in Nicosia.

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My school is girl vocational high school in a central city. We have gastronomy, ICT, Graphic design.  İ would like to cooperapte for a project on educating on global entrepreneurs and innovators.

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I teach in a centre for adult education, that is trying to strengthen cooperation with external partners. Students are from different countries, mainly Africa and Asia.  This year the centre engaged with different cultural institutions, to organize a special event on migration with film presentations, art exhibitions, musical, dance and theatrical performances.  The event was a success and saw the participation of many people. It brought into focus on the one hand the refugee crisis, on the other hand the long way towards inclusion. For the next year, we hope to approach networks of local professionals to work with, in order to offer students real opportunities to (re)enter the job market.

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In our school, we have many projects that involves the community. In some of these projects, the students talk with specialists about the subject of the project. The students also use Skype in the classroom to talk with students from other schools and can share their work.

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The school where I teach is a vocational secondary school. Our students specialise in agriculture, veterinary medicine, food processing (bakers/butchers), environmental protection, and industrial pharmaceutical technology. So, we cooperate with a number of local businesses where students get some professional experience. Outside experts sometimes attend their final practical exams.

As a teacher of English, I have not cooperated with anyone from the local community so far. Since the project I have planned for the next school year deals with raising environmental awareness, I plan to get in touch with the corresponding department in the municipality. The target audience for the project is school staff and students, but I am sure we can expand it with the help from local officials.

Up to now the projects I have initiated have been aimed at other students from school or other schools (eTwinning).

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The primary school where I teach is open to the territory.

We have good collaboration with local authorities and professionals:

with the local police authorities we organized projects related to road safety education and bicycle driving;

with local health authorities, in particular with a nutritionist, we made the "laboratorio del gusto” (taste laboratory): the children could experiment different aliments and tastes, then brainstormed about healthy and non-healthy foods and about what they like/dislike;

with IT professionals we run a short course on PC languages and coding principles using Scratch;

with a baker, we organized a workshop named "mani in pasta” (hands in the dough) to teach children how to make bread.

Additionally, we have many partners that help us with different projects throughout the year: educational associations, musical, theatrical and sports experts who collaborate with teachers on many topics, using a few hours every week. Children take part actively in these experiences, both in the class with the experts and outside, on the territory.

Finally, in the Italian high school there is the “alternanza scuola lavoro” (school-work alternation), a collaboration between school and the work world were the high school students, during they third and fourth year, should spend 3 weeks doing a “real” job: when the school is an educational lyceum, their work period could include a project run in primary school.

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This year we have developed an eTwinning project about the  Healthy eating.

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Share  idea  is  winning

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I teach in a secondary school in a prison house and tried with thematic projects on discipline and a poetry workshop to create a partnership between pupils of different schools present inside  the prison house. The type of collaboration between students has been successful not only in the acquisition profile of skills and skills 'but because' one of the many realized projects reported 3 times the first national award