Comenius multilateral 2009/2011 Intercultural Competences Across the School Curriculum Report 1 The common subjects in all schools, to develop intercultural

Comenius multilateral 2009/2011

Intercultural Competences Across the School Curriculum Report 1

The common subjects in all schools, to develop intercultural competences, are:

● Native Language;● History;● Geography;● Philosophy ;● Foreign Languages.

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● The Romanian and Bulgarian schools have more subjects for the development of multicultural competences which are part of more school years and of different courses (general and professional).

● The Italian school studies the intercultural competences in the courses, both general and professional.

● In the Greek school, the development of the intercultural competences is in done two years.

● The Sciences are present in Bulgaria, Turkey and Greece (Mathematics), while in Romania the spectrum extends to Physics and Biology.

● The areas of Social Sciences and Languages are present in all countries.

● The Arts are present in Greece, Portugal and Poland. 2



• There is a theme that goes across all schools: Identity and Belonging.

• History, traditions and national culture are present in all countries and a sense of belonging to a European culture and history repeats itself, except in Turkey, where European history and culture are not studied.

● In the Italian school, regional knowledge is a reality in education.

● Human Rights and Responsibilities is another theme in Poland, Bulgaria and Turkey.

● Romania studies the topic ‘conflict resolution’, by the dialogue between religions.

● In Portugal, this dialogue extends to transnational issues.

● Greece focuses on immigration, the place of the other, the similarities and the differences.

● The Italian school faces the source of tensions in human relations.

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In what concerns the strategies used in each school project, there is frequent similarity.

Thus, we can highlight the use of ICT as the most popular:

● Presentations from various PPS (by students and teachers);● Film making;● Production of multimedia works; ● Viewing movies and documentaries; ● Several activities (building Internet pages , Internet use for research, responding to quizzes, virtual tours);• Listening to music and to its lyrics.

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Essay display is also common: ● Writing, photographs, biographies, posters with different information, maps, etc. and celebrations, a week devoted to the culture of other peoples.

● Reading and text analysis is done in all schools (magazines, newspapers, guides, synopses of films, etc.) and so is literature studies, though mainly in the library ( writing texts, newspaper articles, biographies, screenplays, visits, interview scripts , surveys, argument building, glossaries, dictionaries, translations, questionnaires and interview guides, learning, development of brochures, reports, tests, descriptions, photos, people, etc.).

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● Oral communications are characterized by reading, information sharing, debates, dramas, contests between classes, community communications, interviews, participation in conferences and seminars.

● Individual or group work-oriented strategies are also frequent, such as building frames, tables, maps (drawing and analysis), filling in spaces on different subjects. Analysis of statistical tables, charts, graphs, tables and images as well as graphic organizers and portfolios are also carried out quite often.

● The classes abroad for knowledge of local heritage, solidarity action, meditation and religion, or activities to simulate professional situations are not common activities at different schools..

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Example of specific activities , done in different schools

● English (regular and professional):

• Making PPS on national cuisines;• Writing a hotel description, making comparisons and contrasting hotels, researching three or four local hotels;• Observing the rules concerning the European curriculum vitae;• Researching a company on the Internet and writing a profile of it for a trade magazine;• Learning more about Indians from history and through pictures;• Learning more about London through pictures;• Writing compositions: "Families Around the World";• Organizing a discussion on the topic: "What can give rise to tensions in different relationships?"• Celebrating the English-speaking peoples culture– films, gastronomy, music, traditions, etc.

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Romanıan literature• Comparative reading of the novels of both authors: "Toate pânzele sus!" and "Little Prince".

Greek languageFILMS: 'Eden is West‘ 'Odyssey‘ 'Brides‘ 'A Touch of Spice‘;Movie synopsis;Movie Viewing.

Portuguese as a foreign languageLanguage learning is done both before and after having viewed the movie to improve foreign students knowledge of the Portuguese language.

Economics• Visiting the local Golf-course.

Biology• Internet research regarding the viruses, specific diseases and treatment;• Case interpretation.

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Cuisine• Making a glossary of international cuisine and menu terms.

Hotel and Food Service Marketing• Making PPS: "Giving Gifts in Different Countries.Language Arts• Comparing traditions across cultures;• Translating parts of the fairy tale 'Odyssevah' in English.

Social and Political Studies• Graphic organizer / using the online Bio-Cube tool to summarize Onassis’ life wanderings.

Physics• Writing an essay on the theme: “The philosophy of Archimeds the physicist“.

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Philosophy• Analyzing the shift in human approach to knowledge acquisition and recognizing the cultural influences on the way we learn;• Film / documentary presentation and discussing the synopses of ‘Billy Elliot’ - Stephen Daldry (2000);• Role play of the story "The most magnificent mosque" by Ann Jungman (2006) • Writing the biographies of Maimonides, Alfonso X, Ibn Arabi and Averroes.

Religion• Caring about your neighbour;• Respecting and understanding neighbours of different beliefs (denominations) and Religious convictions.

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History:• Exploring national accounts of historical personalities;• Building a table: people who have occupied and lived in the Iberian Peninsula as well as their legacy;• Film / documentary presentation, synopses reading and discussing "The Gladiator" - Ridley Scott (2000) and "Julius Cesar“, by Uli Edel (2002);• Comparing different points of view of contemporary authors on the Islamic occupation of the Peninsula;• Listening to classical music written by different composers from different countries and categorized in different subjects;• Discussing transnational issues: migrations, security and environment.

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Geography• Characterizing the geographic location and boundaries and working with information sources (the wall map, the contour map, the atlas);• Identifying photographs, imaginary travelling;• Writing an essay on an ecological problem;• Charity actions for children from Kenya;• SWOT analysis on the colonization of the American, African and Asian territories by the Major Powers in The Middle Ages.

Theatre:• Taking part in the seminar 'Getting to know the difference';• Short dialogues to practice empathy, individuals ability to "put themselves in another's shoes";• Using training material about 'European Diversity in the Workplace’, published by the European Intercultural Workplace Project;• Map of immigrants' wanderings, similarities and differences.

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German

• Preparing a presentation on a typical German meal, writing a text and choosing pictures;• Organizing a leaflet (text and photos) about the parties at the beginning and the end of year;• Preparing a pamphlet with photographs and cartoon balloons; • Presening relevant personalities;• Outlining a map of the capital’s monuments.

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●The subjects of the vocational courses focus on activities of everyday life situations, mainly in Romania, Italy and Bulgaria.

● Greece comes up with activities related to theatre.

● Portugal studies the dissemination of classical music at different times.

● Poland suggests activities to help other people and cultures.

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Music

Eduardo PaniaguaEn Las Cantigas de Alfonso X El Sabio/In The Songs of Alfonse X The Wise (1221 – 1284)


Documents

Comenius multilateral 2009/2011 Intercultural Competences Across the School Curriculum Report 1 The common subjects in all schools, to develop intercultural