Erasmus + project meeting
Third project meeting in Czech Republic

The third meeting took place from 5 to 10 November 2017 in Kdyne, Czech Republic.


For of the third project meeting all Erasmus+ partners met in Kdyne in Czech Republic. In total, 16 teachers from 5 countries were guests at Masarykova zakladni skola Kdyne.
On Sunday evening the last guests arrived. All were required to be there at the latest for dinner and to stay until Friday. An earlier arrival and later departure depending on the flight connections was of course possible. Since it was not possible to find accommodation for all in the same house in Kdyne, the Czech colleagues booked a hotel in Klattau. There took place the first working dinner with the discussion of the program and the tuning in for the week.
The first program on Monday was a guided hike through Klatovy / Klattau with a special focus on the project topics of water supply, waste disposal and energy supply. Then the group drove to the partner school in Kdyne. After a tour of the school building with a warm welcome from the teaching staff and the students, the entire afternoon was reserved for the first project work session. The goals which had already been achieved and the schedule were discussed. Special attention was paid to the conformity with the application and to the achievement of the final result described therein. Difficulties in implementation were discussed. The presentations of the schools showed that the project is carried out goal-oriented, and additional actions were initiated in line with the topic. Günter Peifer from the German partner school, who moderated the workshop, was pleased about these additional activities. One could see that the project is being brought to life in the partner schools. He emphasized, however, that despite all the welcome additional activities, one should not lose sight of the desired goal. At the end, each partner school has to deliver a learning circle in PDF format in English and in their own language, which can be used without problems in the classroom. In the end mainly in relation to this result the project will be evaluated by the national agencies. These PDF files must be available at the next meeting in spring. After that, the learning circles that were created by the partner schools still have to be translated into the national languages. However, this last step should not be so time-consuming, because during the test phase translations have already been made and only corrections are required.

m3 workshop
Erasmus + projects always require a special commitment from the teachers involved. In particular, the participants experience a boost in motivation through the appreciation of their work by those responsible for school education. Therefore, it was a special honor for the participants in the project meeting to be invited in the district office to Pilsen on Tuesday. Here they were warmly welcomed by Jaroslava Havlíčková, the director of the Education, Youth and Sports Department of the Pilsen Region, and Michaela Černá, a consultant for the organization of education. Havlíčková was very interested in the project work and underlined the importance of this international cooperation in terms of broadening the horizons of the students and for a common Europe. Günter Peifer, the spokesman for the group, introduced the participants from the six countries and described the tasks of the partner schools within the project. For each country there was information material on the Czech Republic and in particular on the Pilsen region. The representatives of the partner countries also brought informational material about their schools. The presentation by Michaela Černá on the education system in the Pilsen region was very informative. The teachers of the Erasmus+ partner countries were able to see many things in common, but also different organizational structures. On the return trip to Kdyne, the group visited the Center for Environmental Education in Prusiny at the gates of Pilsen. Tomas Pruner, the head of the center, gave an overview of the work in close contact with the schools of the region.
In line with the theme of the host country and the Greek school, Wednesday the focus was on water, thermal energy and energy transfer. After discussing the topics and their importance with regard to the learning circles, the group first went to Karlovy Vary. The development of the sophisticated city is mainly related to the hot springs. In addition to the healing powers of the mineral-containing water, the heat energy is also used for heating. The main advantage over other hot water heating systems is that the water comes out of the ground already hot and the energy does not have to be generated first. A very vivid impression of how the heat energy is transported, one could get on this day. The pipe system with the heat-insulating sheaths in the center of the spa resort under the footpaths along the river Eger has just been renewed. Next station was the nature reserve Soos in the basin of the river Eger. Soos means moor or swamp. The special feature of this nature reserve are the natural mofettes, carbon dioxide exit points, and mineral springs associated with volcanism in this tectonically stressed area.
The morning of the next day was again dedicated to project work. After visiting a biogas plant near Kdyne, the participants visited various school classes engaged in working on the learning circles. In the afternoon, the last working session was scheduled. The participants used the time spend together during the week intensively to exchange ideas about the learning circles. One could clearly feel how important such meetings are for the project work. The statements of the partner schools showed that the focus is now clearly on the final product. Günter Peifer summed up the most important points again. In particular, he emphasized for image, sound and film material as well as texts from external sources in the learning circles, it is absolutely necessary to provide source information and copyrights. In the end, the learning circles should not only be for one's own use, but also be generally available.
Fixing a joint appointment for a project meeting is always particularly difficult. The schedules of the participating schools have to be reconciled, and with 7 partner schools this is not so easy. Ultimately, however, an appointment was found that is feasible for all without much difficulty. All partners meet in Turkey from April 15, 2018 (latest arrival) to April 20, 2018 (earliest departure).
During the day, on Friday, guests returned to their home countries according to their flight connections. The time to departure was again used to visit the students when working with the learning circles in their classrooms. A very special thank goes to the Czech teachers Stáňa Ticháčková and Petra Černá for the organization of the meeting.

Responsible for the protocol: Guenter Peifer, Eichenlaubschule



Erasmus + project meeting

The fourth project meeting with all partners will take place from 15 to 20 April 2018 in Kayseri, Turkey.




Fourth meeting


For the fourth project meeting all Erasmus+ partners met in Kayseri in Turkey. In total, 12 teachers from 5 countries were guests at Yahya Kemal Beyatlı Ortaokulu KAYSERİ MELİKGAZİ. On Sunday evening the last guests arrived. There, the first working dinner with the discussion of the program and the tuning in for the week took place .

The week started with a warm welcome at the Turkish partner school through director Muhittin Findikci, the teacher staff, the students and members of the parents' association. After that, the Erasmus group had a meeting with Mehmet ULUSOY, Director of the National Education for the District. Director Ulusoy thanked all partner schools for their commitment to the Erasmus project. Thus, the schools make an important contribution to the international understanding and to broadening the students' horizon. Günter Peifer, spokesman of the group, underlined that Erasmus + projects always require a special commitment from the teachers involved. In particular, the participants experience a boost in motivation through the appreciation of their work by those responsible for school education. Therefore, it was a special honor for the participants in the project meeting to be invited by Director ULUSOY.




After lunch, the Turkish teachers showed their guests the city center of Kayseri. The settlement area in Central Anatolia on the old Silk Road is today one of the economically most important cities in Turkey. Kayseri has many historical monuments that testify to the importance of the city over the centuries. The city is 1000 meters above sea level and is located at the foot of the always snow-covered extinct volcano Mount Erciyes that towers 3916 metres over the city and is one of the volcanoes that contributed to the formation of the Cappadocia region.

After this short visit and historical information about the city, the group drove back to school for the first project workshop of the meeting.


Günter Peifer from the German partner school, who moderated the workshop, was pleased about the results. As in several emails before the meeting, he once again referred to important criteria that the learning circles should fulfill. At the end, each partner school has to deliver a learning circle in PDF format in English and in their own language, which can be used without problems in the classroom. He pointed out again that a teacher should be able to use the finished learning circles as easily as possible in their lessons. “Usually, the students in the class are divided into groups and work at different stations at the same time. It is important to be able to check the results after completing a station. For this purpose, students are provided with sheets with the expected solutions. The teacher acts only in the background, organizes and supervises the work of the groups, gives hints and is available for questions. If you have not already done so, please add the solution sheets. Only then teachers will like the learning circles and use them in their lessons. And that's exactly what we want to achieve.” The learning circles were tested as part of a soft opening in the partner schools with school groups. Especially the feedback from students and teachers was of particular importance. Are the tasks clearly formulated and tailored to the target group based on the level of difficulty? Is the effort for the teachers to use the learning circles in the classroom not too big? The German partner school wrote its learning circle not only as a PDF file but also as an ebook and platform-independent widgets. Students like to work with this form of worksheets. Peifer suggested that parts of all learning circles should be offered in the form of widgets. Drafts that are structurally similar to those already published on the homepage could be sent to him. He would then create the widgets. All agreed with the proposal. Even if this form of worksheets is not mentioned in the project application, it would be a useful supplement and show the dynamics of a project.

 The next morning, the visit to the Town Hall of Melikgazi was on the program. Melikgazi is a district of Kayseri with about 500,000 inhabitants. During a guided tour of the town hall, visitors were given an insight into the administrative structures of the district. Matching the project theme, a film about the city's energy concept with a special focus on solar energy was shown in the large conference room. Mayor Memduh Büyükkıliç was also present and welcomed the teachers very warmly. He underlined the importance of such projects for broadening the horizons of the students.

Büyükkıliç 1

He thanked the teachers who are involved in this cross-border school partnership, enabling their students to make friends with young people in other countries. “You make an important contribution to international cooperation.”

Mustafa Koç, responsible project teacher of the Turkish partner school, introduced the participants from Luxembourg, Germany, the Czech Republic, Greece and Romania and described their tasks in the project.

After the town hall, the teachers visited the roof of a nearby cultural center, which is fully equipped with solar panels for generating electrical energy. An expert explained how the system works.

solar 2

The afternoon started at school. In preparation for the final report, the project members discussedit what had been achieved since the start of the project in autumn 2016, what worked well and where there were difficulties. All noted that it was a special experience for the students to work with peers in other countries on the same topic. Everyone regretted that there unfortunately was no funding to take students to the project meetings. The biggest difficulty in all partner schools was the lack of time for project work. To carry out the project, all teachers involved had to invest a lot of time in addition to their normal work. It was sometimes difficult to maintain motivation. Without the project meetings and the resulting friendly, trusting and responsible relationships, there would have been a risk of giving up the project.

Ultimately, the project was an extension of the horizons not only for the students but, above all, for the teachers involved. Not only the topics of the project were important. The experience gained by meetings in the partner countries was more important and more sustainable. Everyone underlined the importance of friendship, mutual understanding and trust across borders. On this basis, goals can be achieved despite difficulties. And it was important to show that to the students.

Because the workshop took more time than planned, the trip to the hydroelectric power station on the imposing Yamula Dam outside the city was only virtual with pictures, videos and information from the Internet.

Due to the good wind speed, the region around Kayseri is also well suited to generate electrical energy with wind power. The participants were able to convince themselves of this the next day when visiting the windmills in Yahayali. But first there were sports activities in the morning with students, teachers and parents, as a special example of the reliability and renewability of human energy. This was an extraordinary experience for the students of the Turkish partner school. Meeting people from so many different countries in the schoolyard is unique. The children were very curious and took the opportunity to ask the guests many questions.

sport 5 sport 7

sport 9 sport 6


Due to the schedules in their schools, Greek and Romanian teachers had to leave on Thursday morning. The last workshop on this day dealt again with forms of alternative energy production by wind and sun and waste prevention, separation and recycling concepts in particular in a metropolis like Kayseri and in the touristic Cappadocia region. The group was now prepared in a very special way for a trip through the UNESCO World Heritage Cappadocia with its unique rock formations.

With the sad certainty that this was the last meeting of the project and the group will not meet again in this way, but with unforgettable memories, the last guests returned to their home countries on Friday.

A very special thanks goes to Mustafa Koç for the organization of the meeting.

Responsible for the protocol: Guenter Peifer, Eichenlaubschule

Pictures: Peifer/Koç




Viertes Treffen

Erasmus+ Projekttreffen in der Türkei

Das vierte Treffen fand vom 15. bis 20. April 2018 in Kayseri, Türkei, statt.

Zum vierten Projekttreffen trafen sich alle Erasmus+ Partner in Kayseri. Von der Eichenlaubschule Weiskirchen nahmen Biologielehrerin Julia Maurer und der ehemalige Schulleiter Günter Peifer an dem Treffen teil. Insgesamt kamen 12 Lehrer aus 5 Ländern zu ihrer Partnerschule, der Yahya Kemal Beyatlı Ortaokulu KAYSERİ MELİKGAZİ. Am Sonntagabend trafen die letzten Gäste ein. Das gemeinsame Arbeitsessen wurde dazu genutzt, über das Programm zu sprechen und sich auf die Woche einzustimmen.

Die Woche begann mit einem herzlichen Empfang in der türkischen Partnerschule durch Schulleiter Muhittin Findikçi, die Lehrer, die Schüler und die Mitglieder des Elternvereins. Danach traf sich die Erasmus-Gruppe mit Mehmet ULUSOY, dem Direktor für Nationale Bildung des Distriktes. Direktor Ulusoy dankte allen Partnerschulen für ihr Engagement in einem Erasmus-Projekt. Damit würden die Schulen einen wichtigen Beitrag zum internationalen Verständnis und zur Erweiterung des Horizonts der Schülerinnen und Schüler leisten. Günter Peifer, Sprecher der Gruppe, betonte, dass Erasmus+ Projekte immer ein besonderes Engagement der beteiligten Lehrkräfte erfordern. Es tue gut und bedeute einen Motivationsschub, die Wertschätzung der Arbeit durch die Schulverantwortlichen zu erfahren. Daher sei es eine besondere Ehre für die Teilnehmer des Projekttreffens, vom Direktor ULUSOY eingeladen worden zu sein.


Nach dem Mittagessen zeigten die türkischen Lehrer ihren Gästen das Stadtzentrum von Kayseri. Das Siedlungsgebiet in Zentralanatolien an der alten Seidenstraße gehört heute zu den wirtschaftlich bedeutendsten Städten der Türkei. Kayseri hat viele historische Denkmäler, die die Bedeutung der Stadt im Laufe der Jahrhunderte bezeugen. Die Stadt liegt 1000 Meter über dem Meeresspiegel und am Fuße des ganzjährig schneebedeckten erloschenen Vulkans Erciyes, der 3916 Meter über der Stadt thront. Er ist einer der Vulkane, die zur Entstehung der geologisch einzigartigen Region Kappadokien beigetragen haben.

Nach dieser kurzen Erkundung des Stadtzentrums und den historischen Informationen über Kayseri ging es zurück in die Schule zum ersten Workshop des Treffens.


Günter Peifer von der deutschen Schule, der den Workshop moderierte, zeigte sich sehr erfreut über die bereits erzielten Ergebnisse. Wie schon in mehreren E-Mails vor dem Treffen wies er noch einmal auf die Kriterien hin, die die Projektbeiträge erfüllen sollen. Am Ende muss jede Partnerschule einen Lernzirkel im PDF-Format in Englisch und in der eigenen Landessprache vorlegen, der problemlos im Unterricht verwendet werden kann. Er wies darauf hin, dass ein Lehrer in der Lage sein sollte, die fertigen Lernzirkel so einfach wie möglich in seinem Unterricht zu verwenden. "Üblicherweise sind die Schüler in der Klasse in Gruppen eingeteilt und arbeiten gleichzeitig an verschiedenen Stationen. Es ist wichtig, die Ergebnisse am Ende der Bearbeitung einer Station überprüfen zu können. Zu diesem Zweck werden den Schülern Lösungsbögen mit den erwarteten Antworten zur Verfügung gestellt. Der Lehrer tritt nur im Hintergrund auf, organisiert und überwacht die Arbeit der Gruppen, gibt Hinweise und steht für Fragen zur Verfügung. Nur wenn diese Voraussetzungen erfüllt sind, werden die Lernzirkel auch eingesetzt, und genau das wollen wir erreichen." Die Lernzirkel wurden in den Partnerschulen mit Schülergruppen getestet. Um letzte Korrekturen vornehmen zu können, ist das Feedback von Schülern und Lehrern besonders wichtig. Sind die Aufgaben klar formuliert und vom Schwierigkeitsgrad her auf die Zielgruppe zugeschnitten? Ist der Aufwand für einen Lehrer, die Lernzirkel im Unterricht zu nutzen, nicht zu groß? Die deutsche Partnerschule hat ihren Lernkreis nicht nur als PDF-Datei, sondern auch als E-Book und in Form von plattformunabhängigen Widgets verfasst. Die Schüler arbeiteten gerne mit dieser Form von Arbeitsblättern. Peifer schlug vor, Teile aller Lernkreise in Form von Widgets anzubieten. Entwürfe, die strukturell ähnlich denen sein sollten, die bereits auf der Homepage veröffentlicht wurden, könnten an ihn gesendet werden. Er würde dann die Widgets erstellen. Alle stimmten dem Vorschlag zu. Auch wenn diese Form von Arbeitsblättern in dem Projektantrag nicht erwähnt wird, wäre es eine nützliche Ergänzung, um die Dynamik eines Projekts zu zeigen, und würde sicherlich von den nationalen Agenturen begrüßt werden.

Am Morgen des nächsten Tages stand der Besuch des Rathauses von Melikgazi auf dem Programm. Melikgazi ist ein Stadtteil von Kayseri mit etwa 500.000 Einwohnern. Bei einer Führung durch das Rathaus erhielten die Besucher einen Einblick in die Verwaltungsstrukturen des Stadtteils. Passend zum Projektthema wurde im großen Konferenzraum ein Film über das Energiekonzept der Stadt mit dem Schwerpunkt Solarenergie gezeigt. Bürgermeister Memduh Büyükkıliç begrüßte die Gäste sehr herzlich. Er unterstrich die Bedeutung solcher Projekte für die Horizonterweiterung der Schülerinnen und Schüler.

Büyükkıliç 1

Er bedankte sich bei den Lehrern dafür, dass sie durch diese grenzüberschreitende Schulpartnerschaft beteiligt ihren Schülern ermöglichen, mit jungen Menschen in anderen Ländern zusammenzuarbeiten und Freundschaften zu knüpfen. "Sie leisten einen wichtigen Beitrag zur internationalen Zusammenarbeit."

Mustafa Koç, verantwortlicher Projektleiter der türkischen Partnerschule, stellte die Teilnehmer aus Luxemburg, Deutschland, der Tschechischen Republik, Griechenland und Rumänien vor und beschrieb ihre Aufgaben im Projekt. Nach dem Rathaus besichtigten die Lehrer das Dach eines nahe gelegenen Kulturzentrums, das komplett mit Sonnenkollektoren zur Erzeugung elektrischer Energie ausgestattet ist. Ein Experte erklärte, wie das System funktioniert.

solar 2

Der Nachmittag begann in der Schule. In Vorbereitung auf den Abschlussbericht wurde diskutiert, was seit dem Start des Projekts im Herbst 2016 erreicht wurde, was gut funktioniert hat und wo es Schwierigkeiten gab. Alle stellten fest, dass es eine besondere Erfahrung für die Schüler war, mit Gleichaltrigen in anderen Ländern am selben Thema zu arbeiten. Es wurde von allen bedauert, dass es leider keine Fördermittel gab, um Schüler mit zu den Projekttreffen zu nehmen. Die größte Schwierigkeit in allen Partnerschulen war der Mangel an Zeit für die Projektarbeit. Zur Durchführung des Projekts mussten alle beteiligten Lehrkräfte zusätzlich zu ihrer normalen Arbeit viel Zeit investieren. Es war manchmal schwierig, die Motivation aufrecht zu erhalten. Ohne die Projekttreffen und die daraus resultierenden freundlichen, vertrauensvollen und verantwortungsvollen Beziehungen zwischen den Lehrern der Partnerschulen hätte die Gefahr bestanden, das Projekt abzubrechen. Letztendlich war das Projekt eine Erweiterung der Horizonte nicht nur für die Schüler, sondern vor allem für die beteiligten Lehrerinnen und Lehrer. Nicht nur die Themen des Projekts waren wichtig. Die Erfahrungen und Begegnungen während der Treffen in den Partnerländern waren von unschätzbarem Wert. Alle unterstrichen die Bedeutung von Freundschaft, gegenseitigem Verständnis und Vertrauen über Grenzen hinweg. Auf dieser Grundlage können Ziele trotz Schwierigkeiten erreicht werden. Und es war wichtig, das den Schülerinnen und Schülern zu zeigen.

Da der Workshop mehr Zeit in Anspruch nahm als geplant, fand die Fahrt zum Wasserkraftwerk auf dem imposanten Yamula Dam außerhalb der Stadt nur virtuell mit Bildern, Videos und Informationen aus dem Internet statt.

Aufgrund der guten Windgeschwindigkeiten ist die Region um Kayseri auch gut geeignet, elektrische Energie mit Windkraft zu erzeugen. Die Teilnehmer konnten sich am nächsten Tag beim Besuch der Windmühlen in Yahayali davon überzeugen. Aber zuerst gab es am Morgen sportliche Aktivitäten mit Schülern, Lehrern und Eltern als ein besonderes Beispiel für die Zuverlässigkeit und Erneuerbarkeit der menschlichen Energie. Dies war auch eine außergewöhnliche Erfahrung für die Schüler der türkischen Partnerschule. Menschen aus so vielen verschiedenen Ländern auf dem Schulhof zu treffen, ist nicht alltäglich. Die Kinder waren sehr neugierig und nutzten die Gelegenheit, den Gästen viele Fragen zu stellen.

sport 5 sport 7 

sport 9 sport 6

Aufgrund der Zeitpläne in ihren Schulen mussten die griechischen und rumänischen Lehrer bereits am Donnerstagmorgen abreisen. Der letzte Workshop an diesem Tag beschäftigte sich erneut mit Formen der alternativen Energieerzeugung durch Wind und Sonne und mit Abfallvermeidung, Mülltrennung und Recyclingkonzepten insbesondere in einer Metropole wie Kayseri und in der touristischen Region Kappadokien. Die Gruppe war nun auf eine ganz besondere Art auf eine Reise durch das UNESCO Welterbe Kappadokien mit seinen einzigartigen Felsformationen vorbereitet.

Mit der traurigen Gewissheit, dass dies das letzte Treffen des Projekts war und die Gruppe sich in dieser Zusammensetzung nicht wiedersehen wird, aber mit unvergesslichen und nachhaltigen wertvollen Erinnerungen, kehrten die letzten Gäste am Freitag in ihre Heimatländer zurück.

Ein besonderer Dank geht an Mustafa Koç von der türkischen Partnerschule für die Organisation des Treffens.

Verantwortlich für das Protokoll: Günter Peifer, Eichenlaubschule

>>Zum Seitenanfang


Videokonferenz mit den Partnerschulen am 14. Dezember 2016

German press report

Erasmus+ Projekt an der Eichenlaubschule Weiskirchen

Wichtig für die Zusammenarbeit ist es, auch zwischen diesen Projekttreffen den Kontakt mit den Partnerschulen zu pflegen und sich gegenseitig über die Projektaktivitäten auszutauschen. Zwischen den Projektlehrern gibt es einen ständigen Kontakt per Email. Jetzt war die Spannung bei den Schülerinnen und Schülern groß, die Gleichaltrigen aus den Partnerschulen auch mal zu sehen und sprechen zu hören. Unter der Moderation des Schuleiters der Eichenlaubschule fand eine gemeinsame Videokonferenz mit allen Partnern statt. 7 Schulen gleichzeitig online, ob das funktioniert? Skype empfiehlt höchstens 5 Teilnehmer bei einem Gruppen-Videoanruf. In den Tagen vor der Konferenz einigte man sich auf ein gemeinsames Zeitfenster von einer Stunde. In Deutschland, Luxemburg und Tschechien von 8:30 bis 9:30, wegen der Zeitverschiebung in Griechenland und Rumänien eine Stunde und in der Türkei 2 Stunden später. Am Tag der Konferenz wurden von Weiskirchen aus die letzten Checks durchgeführt. Moderator Günter Peifer nahm zunächst einzeln Verbindung mit jeder Schule auf und hatte so auch Gelegenheit, in aller Ruhe nach dem Fortschritt der Projektarbeit zu Fragen und wichtige Absprachen zu treffen. Kurz vor 9 wurde dann von Weiskirchen der Gruppenanruf gestartet. Es gab ein riesiges Sprachengewirr und von überall hört man herzliche Hallo-Rufe und sah viele winkende Hände auf dem Monitor. Die Lehrer hatten sich ja im November schon alle in Rumänien getroffen und so war die Freude übergroß, sich wieder zu sehen und zu hören. Man konnte fast sein eigenes Wort nicht verstehen in dem Sprachengewirr. Die Schülerinnen und Schüler kamen nicht mehr aus dem Staunen, wie herzlich ihre Lehrer sich gegenseitig begrüßten. Wenn das nicht eine hervorragende Grundlage für eine erfolgreiche Projektarbeit ist. Und dann musste Moderator Günter Peifer eingreifen. Bezeichnenderweise lautet sein Skype-Name capo-els (capo hier natürlich nicht im Sinne des Anführers einer mafiösen Organisation, sondern der führende Kopf einer eingeschworenen und von der europäischen Idee überzeugten Gruppe fanatischer Erasmus+ Projektlehrern). Alle hörten jetzt auf sein Kommando. Erste Anweisung war, nur wer spricht hat seine Kamera eingeschaltet, und alle anderen hören und schauen zu. Dadurch wurde die technisch im Grenzbereich ablaufende Kommunikation erheblich entlastet und die Bild und Tonübertragung war fast störungsfrei. Er rief der Reihe nach die einzelnen Schulen auf und gab ihnen so Gelegenheit, sich vorzustellen und Grüße zu übermitteln. Jetzt waren hauptsächlich die Schülerinnen und Schüler an der Reihe. Die Art der Grüße war sehr vielfältig. Die Luxemburger und Tschechen sangen “We wish you a merry Christmas and a happy New Year“. Aus den anderen Ländern hörte man Weihnachtsgedichte und es wurden Plakate mit Weihnachts- und Neujahrsgrüßen hochgehalten. Ja, und alles lief in Englisch ab. Die Weiskircher Schüler staunten nicht schlecht darüber, dass ihr Schulleiter, eigentlich ja Mathe und Physiklehrer, auch flüssig Englisch sprechen kann, und die Videokonferenz moderierte, als würde er das jeden Tag machen. Nachdem jede Schule ihre Grüße übermittelt hatte, durften wieder alle Kameras eingeschaltet werden. Mit vielen zu Herzen geformten Händen von allen Partnerschulen endete die Videokonferenz. Die Weiskircher Schüler waren sehr beeindruckt von dem, was sie gerade erlebt hatten, die der anderen Schulen mit Sicherheit auch. Moritz aus der Klasse 7a stellte abschließend fest: „Das war ja mal spannend. Sowas habe ich noch nie erlebt.“

Erasmus + project meeting
Second project meeting in Greece

The second meeting took place from 3 to 7 April 2017 in Greece (mandantory for all partners).

The partners arrived from 1 to 2 April 2017 and departed from 7 to 9 April 2017 according to available flight optinons.

A project meeting with delegations from all six partner countries took place for the second time in the current Erasmus + project entitled "My Europe, my future, my responsibility - energy and sustainability". The two partner schools from Greece, the gymnasium from the 2000-year-old village Aiani in the region West Macedonia, and the gymnasium Geniko Lykeio in the small town Velestino in the Thessaly region were the hosts for Germany, Romania, Luxembourg, the Czech Republic and Turkey.

After all participants had arrived at the airport in Thessaloniki, the international group went by bus to the hotel in Kozani, the capital of the West Macedonia region. The welcome dinner took place in a typical Greek country restaurant in Aiani. With cordial "kalispera" "kalhspera" the guests were greeted by the teachers of the school and parents' representatives.
Meeting the next morning was at the Gymnasium of Aiani. Great visit was announced. From the Ministry of Education of the West Macedonia region, Secretary of State Konstantinos Konstantopoulos and Vasiliki Vontsa, head of the Kozani Prefecture, one of four prefectures in the region. In his speech Konstantopoulos underlined the importance of education and international cooperation for the future of the pupils, for Greece and for Europe. To celebrate the day the students of dance group had drawn their costumes and performed traditional dances. After the visit of the representatives of the Ministry of Education, the project teachers of the 7 partner schools met for a first workshop in a classroom. The central idea of the project is to show pupils how they can take responsibility for their own future and thus also the future of their country and Europe in different areas of their lives. The partner schools create learning circles on topics such as food and nutrition, waste prevention and recycling, water, alternative energy forms, energy storage and energy transmission. Intermediate results were exchanged and further project work was discussed. Because of the time-consuming work and the high normal load in the participating schools, the schedule of the project was adapted. Ideas and experiences in the implementation of the project were also exchanged at the joint dinner.

The next morning, the visit to the town hall of Kozani was on the agenda. Mayor Lefteris Ioannidis was unfortunately not in the city for schedule reasons. The guests were warmly welcomed by Antonis Kirinas, the President of the City Council, and by Giorgos Valais, Ioannis Grigoriadis and Aristotelis Poutakidis, the deputies of the mayor.

Since the two Greek partnerships deal with the topic of energy and energy transfer, after the reception in the town hall the visit to the district heating plant at the gates of the city took place. In the control center visitors were very clearly explained how the system works and how it can be controlled.

On the way back, the group had the opportunity to take a look at the urban nursery. The little ones had a lot of questions and they were amazed to hear how many different countries the guests came from.

The next morning the bags had to be packed again. The two Greek partner schools are about 200 km apart. The trip, however, should be very exciting. The road passed the Meteora monasteries in Kalampaka, which belong to the UNESCO world cultural heritage. The name Metéora derives from meteorizo, which means "lift up". This name describes the location of the monasteries built on high sandstone rocks. The imposing cliffs with the monasteries have served as spectacular film scenes such as 1981 for the James Bond film “For Your Eyes Only”. After the stopover in Kalampaka the journey continued to the hotel in Magrinitsa, 600 meters above the bay of Volos. This small part of Volos is more like a village in the Alps than a typical Greek village. At dinner the impressions of the day were processed and the next days program discussed. Intensive project work was waiting. After breakfast, the group went back down the serpentines to the small town of Velestino to visit the local partner school. At first, however, the mayor expected the group. Dimitris Nisikas greeted the guests warmly and proudly reported on Rigas Velestinlis, the most important son of the city (* 1757 in Velestino, 24 June 1798 in Belgrade).

Velestinlis was a Greek writer and revolutionary and a pioneer of the Greek Revolution of 1821, which ultimately led to Greek independence from the Ottoman Empire. Today, his portrait decorates the Greek 10 cent coins.
After visiting the town hall, the group went to Geniko Lykeio. All the pupils and the entire teaching staff greeted the guests in the schoolyard. After interesting discussions in the teacher's room on similarities and differences in the education systems of the partner countries, the next project workshop was on the agenda. Uniform structures for the learning circles were defined. The date for the next videoconference at the end of the school year was fixed. The next project meeting in the Czech Republic in autumn was scheduled and the time window for the obligatory attendance of all partners was set.

The time at the second Greek partnership passed very quickly. After the second night in the hotel it went back to Thessaloniki. The Romanian partners already left on Fridays. The flights of the remaining participants did not start until Sunday. The remaining teachers used the opportunity to explore Thessaloniki under the expert guidance of the Greek teachers. The second largest city in Greece has much to offer. The basilica of Hagios Demetrios, the Byzantine city wall, the Arcade of the Galerius, the port and numerous small alleyways waited to be discovered. Visitors were most impressed by the White Tower, the city's landmark. In the interior, you can experience the moving history of the historically significant city from room to room, in multi-media form, before you are rewarded with a magnificent view over the bay and the promenade for the numerous climbed staircases.
With many unforgettable impressions from the Greek partner schools and country and people the next morning everyone went home. The main task of such a project meeting was fully achieved. Despite the time burden of the project work besides the normal school day, the basis for a successful cooperation was strengthened by the friendly relations and the resulting mutual sense of responsibility for the project and the European spirit was intensified.
Erasmus+ is the school-related part of the EU program for lifelong learning. The European Union promotes project work, in particular cross-border exchanges and visits between partners of a school partnership. Unfortunately, only funds for the teacher mobility and not for pupils were made available for this project.

Project workshop at Geniko Lykeio:


Responsible for the protocol: Guenter Peifer, Eichenlaubschule


Protocol of the Workshops

Chairman: Guenter Peifer

  1. Presenting the websiteeu by Webmaster Gunter Peifer, Eichenlaubschule Germany
    1. Menu structure of the website
    2. Partners are invited to send texts, press reports and pictures to the webmaster
    3. Pictures only accepted in reduced resolution (800x600 px to 1024x768 px)
  2. Choosing an overall logo
    1. Discussion about what characteristics the logo should have
      1. Simple to reproduce
      2. Context of the project clear to explain and recognizable
  • Every school can choose a special logo for their learning station or fill in the letters of the common logo with own ideas (national flags, symbols of renewable sources of energy, …)
  1. Suggestion   eufures logo
    1. The shape with increasing heights of the letters symbolize the aim of the learning circle to increase the knowledge of the students
    2. The name of the green color is pantone 360c. This color should be used in all print products
  2. All partners agree!
  1. Inner organization of the stations
    1. Every station can be structured as a learning circle itself with no special order for working on the tasks or as learning ladder with working in a prescribed order
    2. An intro to the stations can be useful
    3. Materials have to be copyright free. All rights are on the school’s side.
    4. Videos cannot be directly uploaded to the projects website. They have to be uploaded on YouTube. The links to the YouTube videos can be put on the website. The webmaster will not be responsible for the content of the videos.
  2. Target group
    1. Students of 12 (+/- 1) years
    2. We should not overload the station with aspects that are not compatible with the age of the students
    3. During the project work there can be lots of activities to create material for the stations. Older students can be involved but always with the target group of the stations in their mind while producing tasks, worksheets, …
    4. The stations must be applicable in all schools over Europe
  3. Time frame
    1. 2 blocks of 2 lessons
    2. Homework between the two blocks possible
  4. Project journal
    1. Because of holidays, periods of exams and other time-packed phases in the normal school life it makes no sense to give a monthly report on project work. Periods of two months are better to realize. The German partner school prepares an adapted word document regarding the problems addressed.
    2. Guenter Peifer will distribute the adapted journal template as soon as possible. He draws attention to the importance of writing the report of the project work continuously and on time and as soon as possible using the provided journal template and not destroying the structure of the template. A crashed structure can be easily rebuilt by using the back button of MS-word. That will be helpful for the intermediate and final project report. Every school is responsible for their own.
  5. Mobility tool
    1. While sending documents to the webmaster of it will be easy to describe the project work. Links to the projects website can be used.
    2. A continuous work with the tool is strongly recommended.
  6. Planning the next meeting
    1. The next meeting will take place in Greece.
    2. It will take more than 3 days because two schools from Greece are involved in the project.
      1. After a long discussion regarding the holidays and taking account of the organizational matters of all partner schools the following dates for the meeting will be from 3 to 7 April 2017. Presence of all partners is required on these days, arrival and departure days excluded!
    3. Dissemination
      1. It is a must to inform the school community and the public about the project work through press reports, flyers, bookmarks or other printed products and during conferences and school and public events.
    4. The national agencies should be informed of structural changes of the project (changing the order of the project meetings …). Project funding by the EU must always be mentioned.
    5. Unfortunately, the EU did not provide funding for student mobility. Therefore, it is particularly important to involve students in the video conferences.

Responsible for the protocol: Guenter Peifer, Eichenlaubschule