The new blog is online

The new blog "Building Europe From Roots" is here:

http://buildingeuropefromroots.blogspot.com/

Come and join us...

Building Europe From Roots is on....

Hello everybody,
our project has been approved by all our National Agencies. Congratuations for all of us.
Now we can start working on it, even if most of us are on holidays until September.
I suggest to look at the project and see if we have to rearrange anything of it. Any other suggestion is welcome.


Bruno

Good news from Turkey...

Erdem said...

Hello everyone,
I came with great news. The results have been announced by our national agency. It is positive we are on the list:))
hope to hear from you soon

Erdem

Alea iacta est

Hello,

As I know, the form has been posted by all the partners.

Alea iacta est.

Salutem plurimam, again.

Paloma

Very Important Things to Remember

Please,

- don't forget to check with your National Agency what you have to do to send the application form.

Last year we had some problems with it.

For example, in Italy we have to send by post the application form, the submission confirmation and our Director declaration, but it is not the same for all the National Agencies.


- The deadline for the project is the 19th of February 2010.


Bruno

Application Form from Paloma

Hello everybody,

I am sending the application form and the submission confirmation (this is the real name). As all of you know, we can't modify anything. You should read the submission confirmation in order to know exactly what to do:

1- Don't modify anything.

2- Don't submit the application form on line (I have already done it).

3- Print the form and the submission confirmation.

4- Post both documents to your national agency (I have to send it to my national agency in Madrid and to my regional agency in Santiago).

When you have posted it, would you let me know?

I hope to meet all of you in October or November.

Buena suerte

Boa sorte

Buona sorte

Good luck

Salutem plurimam

(You can complete it)

Paloma

Application form

Hello everybody.

I am sending the project so that you can check it. Would you mind reading it and checking your data? As you know, I have downloaded a new application form, now in English, and I have copied and pasted all your data.

I don’t know if you have read the instructions of sending, but all of us have to send the same application form. When you modify an application form, a number is created, so all of us have to send the same form with the same number.

When all of you agree with the form, I’ll send it on line and, then, I’ll receive a sending code. I must send all of you both the application form and the sending code by email, so that you can print them and post your national agency (before February 19^th).

1- Don’t send me back this application form. When you have read it, please, delete it, because I still have to send you the definitive form with the sending code.

2- Don’t send this form to your national agencies.

3- DON’T CLICK ON THE KEY either SUBMIT ON LINE or VALIDATE.

4- Check the section E, because it is new. You can click on the different options, but, if you want to change something (because you don’t like it or it is wrong), write it down and let me know about your proposals by email. I'll do all the changes you want in my own form.

5- I didn’t know which topics or fields to choose, so give me your opinion.

6- I tried to demonstrate our project fulfils the objectives of the LLP programme, but I am a little tired and new ideas don’t come to me.

7- I need to know how many teachers and students are going to be involved in the project (not only in mobilities). Could you send me this data by email? Perhaps you have already sent and I have lost it. I have the data from Romania, Italy and, of course, Spain.

If you don’t understand anything, please, ask me. I’ll try to explain it if possible.

I hope to hear from all of you as soon as possible.

Greetings,

Paloma

More News from Paloma

Hello everybody,

As Nicoleta told me she needed the application form in English, after asking my national agency I downloaded a new form in English.
I have filled it in with your data by copying and pasting.
I have also filled in the sections D and F and now I am thinking about the work programme and the section E.
I hope to finish it tomorrow afternoon.
When I have finished, I'll send it to all of you before sending it on line, so that you can check it.

Greetings,

Paloma

News from Paloma

Paloma says:
Hello, everybody.

We have already filled in the application form with all our data. I had to copy the data from Greece, Poland and Turkey in my own application form because the forms these countries had sent me back came with something wrong, I don't know why.

Romania and Poland, could you please send me the data, including the number of your previous Comenius during the last 5 years? My school took part in other Comenius projects but that was more than 5 years ago, so we can't include our projects.

I understand that you all are willing to take over the coordination of the partnership in case the application of the nominated coordinator is rejected.
I'd like to complete the application form next week, so could you please answer the following questions?

1. Do you agree with the draft of sections D end F that I sent you and which Bruno uploaded on the blog? Or would you like to change anything?
2. Would you mind reading the draft of the work programme and the outcomes I am sending in an attachment and telling me your opinions?

Looking forward to hearing from you,

Paloma

WORK PROGRAMME

September 2010
Each school will make up a quiz with 20 questions about its own country and carry out an essay competition on the topic “Who we are” about their national identity and customs.
October 2010
The best essays will be presented on the blog and on the website. A control team will be formed at every school in order to supervise and evaluate the progress of the project
October
November 2010
Meeting in Spain, where activities will be planned and organised. The winner of the essay competition will be given the prize.
December 2010
“Spanish Week” in all the participant schools: projection of the video recorded by the students during the meeting in Spain and reading of the students’ report.
Other activities to be held: Watching a Spanish film, listening to Spanish music, reading Spanish literature…
* The same kind of activities will be held during the other weeks
January 2011
Opening the quiz on line about the subjects of the first year: the comfort of urban life, Maths, Greek art, Roman roads, Roman art, city planning (all of them can be connected)
February 2011
Exhibition of the work-in-progress at the school library and uploading it on the common websites
February 2011
First evaluation
March 2011
Meeting in Italy. Analysis of the first evaluation
April 2011
“Italian Week” in all the participant schools
May 2011
Meeting in Romania
June 2011
“Romanian Week” in all the participant schools
June 2011
Uploading the first power point presentation on the common web page and on the web pages of all the participant schools.
June 2011
Presentation of the first results of the project to all the school and local communities.
June 2011
Second evaluation
September 2011
Meeting in Poland. Planning and organising activities for the second year. Analysis of the 2nd evaluation
October 2011
Opening the quiz on line about the subjects of the 2nd year: Democracy, Physics, the Olympic games, Mythology, the influence of Latin and the waterway system
October 2011
“Polish Week” in all the participant schools
January 2011
Exhibition of the work-in-progress at the school library and uploading it on the common websites
February 2011
Evaluation
March 2012
Meeting in Greece
April 2012
“Greek Week” in all the participant schools
May 2012
Meeting in Turkey
June 2012
“Turkish Week” in all the participant schools
June 2011
Uploading the second power point presentation on the common web page and on the web pages of all the participant schools.
June 2011
Presentation of the final results of the project to all the school and local communities.
Sending reports to the mass media

OUTCOMES

September 2010
Opening our blogs
September 2010
Essays written by students, describing their own country
Releasing the winner essay on the web pages of all the participant schools
November 2010
Creation of our own web page
December 2010
Opening of our magazine on line after the first meeting in Spain, with the publication of a report about the meeting
February 2011
Publishing of first reports on our evaluation results in our magazine on line
May 2011
Releasing the score of the quiz (about the topics worked on during the first year), including the names of the students involved in the project
June 2011
Uploading the first power point presentations on the web pages of all the institutions and on the common websites
September 2011
Publishing of second reports on our evaluation results in our magazine on line
February 2012
Publishing of third reports on our evaluation results in our magazine on line
May 2012
Releasing the score of the quiz (about the topics worked on during the second year), including the names of the students involved in the project
July 2012

Uploading the second power point presentations on the web pages of all the institutions and on the common websites
After every meeting
Videos or/and reports about each meeting
Uploading the final results on our web sites

Important Changes

Please

read carefully sections D and F, because they have been changed after Paloma's modifications.

Bruno

Important things to know

Hello everybody,

I am sending the sections D and F of the project. I have tried to add your ideas and I hope you like it.The only part is not complete is D.5 Results and outcomes.

I need suggestions, but something specific, concrete, with an estimated date.


I'd like to know how many teachers and students are going to be involved in the project and how many mobilities you want to do. I think the best thing will be to ask for 24. 10 teachers and 14 students would be right, wouldn't it?

And as for the dates of the meetings, we could meet six times, three times every year. I've suggested the first meeting could be in Padrón, since we are the coordinating school. What do you think? And the following ones?

Please, let me know your opinions by mail or through the blog.



Paloma

C.2.4. DESCRIPTION OF PARTNER(S)

C.2.4. DESCRIPTION OF PARTNER
Description of organisation, role in the project and general and specific social context as for example: being in a disadvantaged area, having participants with specific needs (e.g. participants at risk of social exclusion, migrants, refugees).

Nicoleta from Romania gives her example:

Our school is a vocational secondary school with almost 600 pupils on roll.

The school is located in an urban area but most of our pupils come from the neighbouring villages which lie in a rather deprived area as it has suffered economic decline due to unemployment. The area also has a poor living standard, low adult literacy and low aspirations. Only a small percentage of adults have further education qualifications. The average annual income per family is rather small so the pupils commute to school as they cannot afford to live in town. .

The urban area where the school is located is undergoing rapid industrial and economic changes as more and more foreign companies have set up modern factories and look for well-trained work force. As a result of this economic development there will be better job opportunities and also higher demands from the employers. Our school is trying to reflect these changes in its curriculum, by adapting its courses to allow the students to be better prepared for the demands of the emerging job market.

Our role in the project will be to carry out an investigation into the origin of discoveries in Math and Physics, how the Greeks refined and expanded the subject matter of these two sciences, how the ancient knowledge was preserved and developed by later scientists to make the move towards a rational understanding of the natural world.

Last but not least, we will try to show how, from ancient times, through the Middle Ages, new mathematical developments, interacting with new scientific discoveries were made at an increasing pace that continues through the present day in all European countries.

I think is what they ask us in the form. I will write something like that.

If...

If you are not on holyday...
If you are not travelling...
If you stay at home...
If you don't want to be anymore on your sofa drinking a warm cup of tea and reading a marvellous book...
If you are not sleeping while the tv is on...
If you are alone and your family is out...
If you don't see your cat or your dog and they are somewhere else...
If your phone or mob don't ring ...
If you are not chatting...
If you don't have anything else to do...

please, read these pages:


http://ec.europa.eu/education/comenius/doc854_en.htm general call 2010

LLp guide: part_1en: pages 38-39 55-62

part_2en: pages 4-6

http://ec.europa.eu/education/comenius/doc998_en.htm

Comenius partnerships, faqs, and so on...

hehehehehehehe

Do you want to change anything?

If you want to add, to change, to remove or rearrange something of the blog, for example if someone wants to write a post... just give me a message.

Or if someone wants to receive an email every time someone leaves a message on the blog, please, tell me. It could be useful.

I would like to put the links for every single school involved in the project. Please, give me yours if you want to appear on the list.

Do you have any other idea to improve the blog?

G.2. WORK PROGRAMME

G.2. WORK PROGRAMME

Please summarise in the table below the planned partnership activities and mobilities for all institutions in the partnership.
Please present the activities for the 2-year lifetime of the partnership in a chronological order. The eligibility period of activities starts on 1 August 2010 and ends on 31 July 2012.
Please note that mobility activities can only take place between organisations receiving funding to participate in the partnership, or to events organised by Lifelong Learning (or predecessor) Programme projects or networks.
Mobility can be undertaken by staff and pupils/learners/trainees of the participating institutions and - in the case of mobility involving persons with special needs - accompanying persons such as parents, guardians or carers. What is counted as "a mobility" is one trip abroad by one person. Only transnational mobility (i.e. travel abroad) counts for the calculation of the minimum mobility numbers.

No. ...........

Activity / mobility description ........................

Destination country (for mobilities only) .......

Approx. start date ...........................................

Partners involved ...............................

G.1. PARTICIPANTS

G. PARTICIPANTS AND ACTIVITIES
G.1. PARTICIPANTS
Please enter the details about the number of participants involved (persons taking part in partnership activities, both local
activities and/or mobility) in the partnership in each of the participating organisations.

F.6. DISSEMINATION AND THE USE OF RESULTS

F.6. DISSEMINATION AND THE USE OF RESULTS

How will you disseminate and use the results, experiences and, where applicable, products of the partnership?
- in the participating organisations?
- in the local communities?
- in the wider lifelong learning community?


In order to disseminate the results, the experience and the end products of the project the partnership will:
Publish articles in local and educational press.
Make exhibitions about the countries involved in the project (watching films or documentary films, listening to their music, reading some literary texts, organising conferences, inviting people from these countries, if possible…), which will take place at the school libraries before each meeting and will be opened to all the school community: pupils, families, teachers…
Hold presentations of the project open to the public (parents, pupils, local community, educational authorities…) twice during a school year. The first of these presentations will take place during a project meeting in each school and the second one on another appropriate date during the school year.
Present the process, the results & the final end products of the project on the internet (web sites of the schools).

F.5. EVALUATION

F.5. EVALUATION

How will you evaluate, during and after the partnership, whether the aims of the partnership have been met and the
expected impact has been achieved?

The evaluation of the progress of the partnership and its impact on the participants will be achieved through:
Regular evaluation of the project through the filling of questionnaires by the participating pupils and teachers and interviews taken from some parents of the participating pupils. The coordinating school will give a deadline (in the middle and at the end of the course) to the other partners in order to do the evaluation simultaneously.
Regular evaluation reports written by the participating schools after each project meeting. The evaluation report will include the impact of the project and of the project meetings on the pupils. It will be based on the questionnaires filled.
These reports will also help to spot problems during the implementation of the project and try to find the appropriate solutions.

F.4. INTEGRATION INTO ONGOING ACTIVITIES

F4. INTEGRATION INTO ONGOING ACTIVITIES


If your partnership focuses mainly on pupil/learner involvement, please explain how the project will be integrated into the curriculum/learning activities of the participating pupil/learner/trainee in each of the participating organisations.
And/or
If your partnership mainly deals with pedagogical or management issues, please explain how the project will be integrated into the ongoing activities of the participating organisations.


Since the partnership focuses mainly on pupil involvement, this project will successfully be integrated into the learning activities of the participating pupils. We should mention that all the topics are already incorporated in the curriculum subjects:
We can work on democracy in Philosophy, History, and Civic Education, and we can learn and improve our democratic habits by working in group.
We can study Mythology through Literature, Music, Art, History, and Philosophy.
The comfort of urban life, the waterway system, roads, city planning... can be studied from a technical (Maths, Physics, Technology), artistic (Art) or historical point of view (History).
We can approach Greek and Roman Art from an artistic or historical point of view. Besides, we can analyse the role Maths played on sculpture or architecture. And the materials and tools Greeks and Romans used in sculpture, architecture, ceramics, engineering will be also studied in Technology, Geology or Chemistry.
The contribution of Greeks to Maths and Physics can be analysed in those subjects, or in Philosophy and History.
We can work on the influence of Latin on all the partners’ languages studying Galician, Spanish, Italian, Romanian, French, English, Polish, Turkish, and German language.
PE teachers could organise games known since ancient times, like discus or running.
Information Technology: we will use ICT Tools in order to seek information, communicate, analyse, process and present the results.
The school library will be also involved in our project by offering a lot of material (books, computers, DVD players, projectors…) as well as a nice place to work and meet.

Our aim is to provide inspiration to pupils so that they not only look into information but also analyse it, compose it and finally fuel their creativity into the fields of science and arts.

F.3. PARTICIPANTS' INVOLVEMENT

F.3. PARTICIPANTS' INVOLVEMENT

If your partnership focuses mainly on pupil/learner/trainee involvement, please explain to what extent they will be involved in the planning, implementation and evaluation of project activities.
And/or
If your partnership mainly deals with pedagogical or management issues, please explain how all relevant staff will be actively involved in planning, implementation and evaluation of project activities.

The active involvement of pupils and/or staff will be ensured through all the phases of the project:

Planning: The activities which have been described in this project’s application will be structured and distributed accordingly with the cooperation of pupils and teachers.
Implementation: As our partnership focuses mainly on pupil involvement, the students must be the main actors of the partnership while the teachers will be only the guides.
As for the annual topic, they will make the powerpoint presentation by themselves, so they will have to search the data, choose the images, write the text and upload the final product.
As for the quiz, they must decide which questions they will propose every month and then find out the answers.
As for the presentation of each school to the other partners, they will take part in the selection of material.
As for the meetings, all the students involved in the project will participate in the one which takes place in their own school and a few will go abroad and take part in some of them.
Evaluation: The pupils and the teachers will fill in questionnaires and will reply to interviews which will refer to the experiences stemming from the project, their negative/positive attitude towards it, their mood to continue to participate in this project or in similar projects in the future etc.

F.2. COOPERATION AND COMMUNICATION

F.2. COOPERATION AND COMMUNICATION

Please explain how effective cooperation and communication between participating institutions will be organised.

The effective cooperation between the institutions will be ensured through ITC:

Blogs:
We are going to open two blogs: one for teachers and another for students. Actually, the blog “Building Europe from Roots” has already been created to promote the communication and the cooperation among the partners. This blog will be used not only by the teachers responsible for the project, but also by all the teachers involved in it.
The students will use their own blog to take part in the quiz: through the blog they will make their monthly question and also write their answers to the questions made by the other schools.
Furthermore, they will use this blog to pick up data from their partners and to upload data their mates could need.

Social nets:
We will encourage students to use the social nets in order to improve their English and to encourage the exchange of experiences among students from different European countries.
E-mail communication will be active during the whole project and will ensure that the partners can communicate immediately and effectively in order to overcome problems, if any turns up.

Project meetings:
During these meetings students and teachers will be able to plan the work, organise activities and evaluate how the project is going on. The possible difficulties and the problems will be discussed, while the examples of good practice will be emphasized.

F.1. DISTRIBUTION OF TASKS

F. PROJECT IMPLEMENTATION

F1. DISTRIBUTION OF TASKS

Please explain the distribution of tasks between participating institutions and the competences required from each of them.
Also explain how you will ensure the active envolvement of all partners in common partnership activities.

As we have explained above, each school will choose two different topics and work on one topic a year. The distribution of topics among the participant schools will be as follows:
Poland will study democracy and the comfort of urban life
Rumania will study Maths and Physics
Greece will work on Greek Art and the Olympic Games
Spain will work on Mythology and the Roman roads
Italy will study Roman Art and the influence of Latin in the languages spoken by all the partners
Turkey will work on the waterway system and the city planning

The final aim will be to make a power point presentation about each topic and to upload them in the web pages of all the other participant institutions. Although each school will deal with only two different topics, the students and the teachers involved in the project will have to take into account the topics their mates from the other countries will be working on. In order to achieve this, we will organize a global quiz: each school will propose a question about their topic to the students from the other schools every month. All the schools have to take part in the quiz.

All the partner schools will equally take part in the project and carry out all the work and the activities described in this application. Variations may of course turn up due to facts such as the chosen topics and the special characteristics of each school, the human resources available, the school’s infrastructure and the previous experience in European projects.

The coordinating school will motivate and ensure the effective communication between the partners. It will also plan the activities.

The participating schools will also make the aims and conclusions of the project known to the school community, welcome the visitors and define the schedule during the project meetings in their schools.

D.6. IMPACT

D.6. Impact
What impact do you expect partnership activities to have on persons (pupils/learners/trainees and staff) and on the participating institutions?


Firstly, this Comenius project will help all the participants (students, students’ families, teachers and institutions) increase the knowledge of our common history and will strengthen our conviction of belonging to the same cultural tradition; as a result, it will contribute to bringing our countries closer.

Secondly, teachers will have the opportunity to find out the differences between the different educational systems and to know how schools from different parts of Europe work. Sharing experiences is a good way of creating a deeper European feeling. Moreover, they will be able to improve their English because this will be the language of communication in the project.

As for students, it will be a very good experience to share their time with other students who were born in different countries of Europe and speak different languages, but who live almost like them. They will be able to find out that what we share is much more than what makes us different. If they discover our union is so old and real, they may learn to value the differences, such as the language or religion, as something which makes us richer.

Finally, this Comenius project will give the participating institutions the opportunity to live a real intercultural exchange and will let us show our schools as a place of concord and friendship between the different European people, going beyond the barriers of language or religion.

D.5. EUROPEAN ADDED VALUE

D.5. EUROPEAN ADDED VALUE
What is the added value of your project towards a more intensive European cooperation?

A lot of the European citizens often ignore their real roots and tend to emphasize the differences that divide them from people from other countries, that is, people from the North or the West usually feel far away from people from the South or the East. And this ignorance causes deep-rooted prejudices about foreigners. Our aim is to remove those ideas about foreign people based on prejudices or ignorance from our students’ minds in order to make them become a new generation of European citizens.

If we discover everything Europeans share, if we find out we have been European citizens for more than two thousand years, we will understand there are no differences, so the only barrier we will have to face is the linguistic one and languages can be studied.

Besides, the project will lead to a better understanding of the culture of other European countries and will link people from different European areas. The mobility measures will lead to an enhancement of tourism and intercultural exchange. It will motivate both students and teachers to learn foreign languages and establish long-lasting friendships across borders as well as bring diverse parts of Europe closer together.

D.4. RESULTS AND OUTCOMES

D.4. RESULTS AND OUTCOMES
Please fill the following table with the expected results, including products if relevant.

May 2011 - to make public the score of the quiz (about the topics worked on during the first year), including the names of the students involved in the project
June 2011 - to upload the first power point presentations on the web pages of all the institutions
May 2012 - to make public the score of the quiz (about the topics worked on during the second year), including the names of the students involved in the project
July 2012 - to upload the second power point presentations on the web pages of all the institutions

D.3. PROJECT OBJECTIVES AND STRATEGY

D.3. PROJECT OBJECTIVES AND STRATEGY
- What are the concrete objectives of the partnership?
- Explain what subjects or problems you intend to address.
- What approach will you take to achieve your objectives?

What are the concrete objectives of the partnership?


As for the project:

1. To know how much the different European countries have in common
2. To identify how many of these common characteristics have their roots in the classical world
3. To discover/value the Roman and Greek tradition as the origin of the European way of life
4. To go deeply into the knowledge of the European culture
5. To study how the different countries have developed the classical tradition
6. To increase the European feeling among young people by identifying everything Europeans share.
7. To remove feelings of repulsion towards foreigners or immigrants
8. To contribute to the building of Europe.

As for students:

1. To develop among our students the sense of tolerance and solidarity towards the others by knowing each other
2. To develop the ability to work together (in a group) so as to fulfil an objective
3. To improve communication and socialization through the use of the new technologies and a common language

As for teachers:

1. To learn from each other by exchanging different methodologies
2. To learn and improve how to work in a group
3. To elaborate new teaching material by using ITC
4. To improve foreign language speaking


As for the schools:

1. To improve mobility among students and teachers
2. To promote intercultural exchange
3. To become a meeting point among civilizations
4. To improve the use of ITC


Explain what subjects or problems you intend to address.


We would like to make those who are sceptic about the building of Europe aware of its reality as well as fight against xenophobia by working on the influence of Greek and Roman heritage on the following aspects of our lives:

• Democracy and the comfort of urban life
• Physics and Maths
• Greek Art and the Olympic Games
• Mythology and Roman roads
• Roman Art and the presence of Latin in different European languages
• The city planning and the waterway system.

We will try to demonstrate how the most characteristic features of our lives are common to all of us, from Turkey to Spain, because they were born in an ancient world we have all inherited.


What approach will you take to achieve your objectives?


Each school must choose two aspects of our lives that are common to all the European countries and have their origin in the classical world. Our project aims at looking for what we share, not what makes us different. Besides, the topics each school chooses must be different in order to get a global view.
The way of approaching each topic will depend on its nature but, in general, we will go from the past to the present and then analyze our present. If we talk about democracy, for example, we could follow these steps:
• To look for the origin of democracy.
• To study what Greek democracy was like
• To compare the democratic systems of the European countries with the Greek one.
• To value the importance of democracy in their own lives.
• To value the importance of democracy in the building of Europe.

D.2. RATIONALE

D.2. RATIONALE
Please describe the motivation for this project and why this project is needed.

When some movements or parties with no faith in the building of Europe are starting to turn up in different countries, when Europe is thinking about its next enlargement, it seems suitable to emphasize everything that all Europe have in common. And, surprisingly, almost everything that Europeans share sets its roots in the ancient Latin and Greek societies. And this is important because it helps us think about Europe as a very old reality, not as something politicians have just made up.
On the other hand, the new social European scene makes it urgent to get the pupils understand the different European people are one, not many, in order to prevent feelings of repulsion against foreign people. In that sense, we hope that, if we achieve to establish a direct and active relationship with other European schools, we will help the whole school, not only students and teachers but also the students’ families, improve their attitude towards foreigners or immigrants by realising that those we thought different are just like us.

D. PROJECT DESCRIPTION

Please note that this section mustbe completed jointly by all institutions participating in the Partnership and must be identical in each copy submitted to each National Agency.
D.1. SUMMARY
Summary of the planned partnership in the communication language of the project. This description may be used by the European Commission and/or the National Agency when providing information on selected projects, so please be clear and precise.

If we look around us and analyse the origin of our way of life, we can discover a great part of it was born in Greece and Rome: democracy, the comfort of urban life, the calendar, roads, engineering, science, philosophy, literature, art… Almost everything which is common to all the European countries is due to the Roman and Greek heritage. So, we would like to demonstrate Europe is not a modern creation but a very old reality that has its roots in the Greek and Roman culture. Everything we have in common (everything we share) is old, not new; Europe as a cultural and political reality is old, not new. We could even consider the Roman Empire as the first try of the European Union.
Our project aims at helping our students find it out by themselves. Each school must choose two aspects of our lives that are common to all the European countries and have their origin in the classical world. The topics each school chooses must be different in order to give a global view. Teachers and students will work about them and share their findings with the other participant countries. In this way, the future citizens of the European Union will discover how old their European way of life is and we hope this finding will contribute to increasing the European feeling and, eventually, to building Europe

WELCOME TO THE BLOG:
"Building Europe From Roots"

Ideas, proposals, suggestions....Please, read carefully all the posts and leave a comment on everything you want.
It would be nice if each one sign on as a "follower", just to know us better. Just clic on "follow", on the left top side. If you need a gmail account, just create it in a few minutes with the name you want to appear on the blog. Of course, you can leave a picture of you.
I will post every single part of the form we have to fill in and that it must be identical.
The first part in italics is what is on the Comenius Project Form (of course, it can't be changed).
The second part is what I have received from Paloma and it is possible to change it.

Please, if you notice a mistake, please tell me. Actually I am a Spanish teacher...