LIFELONG LEARNING PROGRAMME

COMENIUS

Application form 2009 for

School Partnerships

PLEASE SEND one original and two photocopies of YOUR APPLICATION FORM TO:

Comenius Applications

British Council

10 Spring Gardens

London

SW1A 2BN

PLEASE also EMAIL A COPY OF YOUR APPLICATION FORM TO:

Comenius.Applications@britishcouncil.org

Please note that the tables referred to in certain fields of this form can be found in the annex.

1. submission data

1.1 to be filled by the coordinator:

LLP Sub-Programme	Comenius	Action Type	Partnerships
Call	2009
Working language of the partnership	EN
Title of the Partnership	It’s all in a drop
Acronym (if applicable)
The application concerns a	X Multilateral Partnership o Bilateral Partnership

1.2 to be filled by each applicant institution only in the copy it submits to its own national agency:

Name of applicant institution

The applicant institution is

o The coordinator

o A partner

general information

Before completing this form, please read the relevant sections in the Lifelong Learning Programme Guide and the 2009 Call for Proposals published by the European Commission. Please consult also the website of your National Agency, which contains additional information on closing dates, National Agency addresses to which the application must be sent, and specific priorities for that year. A link to the European Call for Proposals, the Programme Guide and further information such as Frequently Asked Questions can be found on the Lifelong Learning Programme website:

http://ec.europa.eu/education/llp/doc848_en.htm

This application form should be completed by the coordinator of the proposed Partnership, in cooperation with the partners, giving full details of the Partnership including the details of all partners and all planned mobilities and grant requests for every partner. The coordinator must send a copy of the completed form to each partner. The coordinator and the partners complete and sign the declaration (section 4) and fill the information in part 1.2 on the cover page of their individual copies and submit the form to their National Agencies by 20 February 2009 (date as postmark). The partners must not change any of the information contained in the form completed by the coordinator; all copies must be identical except for the Declaration and the fields under 1.2 which should be filled separately by all applicant institutions on their copies of the form. Please note that the form should be completed well in advance before the deadline so that each participating institution is able to post its copy of the application on time.

Please note that each National Agency may request applicants to submit additional information in support of a Partnership application. Each applicant should check on the website of its National Agency before submitting the form.

checklist

Before submitting the application, please make sure that it fulfils the requirements listed below.

¨ The application fulfils the application procedures and has been submitted respecting the closing dates set out in the Call for Proposals.

¨ The form is not hand written (except for the Declaration and part 1.2).

¨ The form has been completed jointly by the whole Partnership and all partners have received a copy.

¨ The form has been completed in full.

¨ The Work programme (section 6.1) contains planned mobility activities of each institution in the Partnership and the Requested EU funding table (section 7) contains grant requests in euro for each partner.

¨ The form has been completed using the communication language of the Partnership (this must be one of the official languages of the EU).

¨ Multilateral Partnerships: The partnership consists of institutions located in at least three of the countries participating in the Lifelong Learning programme. Bilateral Partnerships: The partnership consists of two institutions, each one located in one of the countries participating in the Lifelong Learning programme. The eligible countries are the 27 Member States of the European Union, Norway, Liechtenstein, Iceland and Turkey.

¨ At least one participating institution is located in a Member State of the European Union at the starting date of the Partnership.

¨ Each participating institution has checked with the National Agency in its country that it is eligible to participate in a Comenius Partnership.

¨ If the application concerns a Bilateral Partnership, it must include in its work programme a reciprocal exchange of classes or groups of minimum 10 days involving pupils aged at least 12 (a class or group from one school visits the other, and vice versa). The minimum size of the group participating in each phase of the reciprocal exchange is 10 pupils in the case of "small group class exchanges" and 20 pupils in the case of "large group class exchanges" (depending on the grant amount requested). The two participating schools cannot have the same teaching language.

¨ The copy submitted to each National Agency has been signed by the person authorised to enter into legally binding commitments on behalf of the applicant institution concerned (or a person duly authorised by the legal representative).

¨ Each participating institution has fulfilled its contractual obligations in relation to any earlier grants received from the National Agencies concerned.

¨ Each participating institution has checked with its National Agency whether there are any national eligibility criteria and/or national priorities and whether the National Agency requires any additional information to be submitted in support of the application.

Please note: It is strongly recommended to indicate in the Partnership application which of the partners volunteer to act as replacement coordinators, should the original coordinator be rejected in the selection procedure. Please tick the relevant box for each partner who wishes to volunteer – if needed, replacement coordinators will be taken in the order they appear in the form. Please indicate as many replacement coordinators as possible.

2. coordinator

Sections 2 and 3 contain the details of each institution/organisation participating in the Partnership.

2.1 organisation

Full Legal Name	Glen House Montessori School
	[In Latin characters - where originals are not in Latin characters]
Type of Organisation	EDU-SCH Nur EDU-SCH Prm EDU-SCH Sec
Legal Status	x Private	o Public				Size (nr of pupils)			25
Commercial Orientation	o Profit	x Non profit
Address	Glen House Cragg Vale
Postcode	HX7 5SQ		City	Hebden Bridge			Region			UK E4
Country	England				Scope			L
Organisation's national ID (if applicable)	381/6008				National Agency of the Coordinator			United Kingdom
Organisation's website (if applicable)	www.glenhousemontessori.calderdale.sch.uk				Organisation's e-mail (if applicable)			glenhouse.montessori@gmail.com

2.2 contact person

Title	Mrs		First name	Margarete
Family name	Scaife
Department	school
Position	Head teacher
Work Address	Street – Number (if different from above)
Postcode		City
Country
Telephone 1	01422 884682				Telephone 2
Mobile					Fax
E-mail address	Margret.scaife@gmail.com

2.3 person authorised to sign the grant agreement

Title	Mrs		First name			Margarete
Family name	Scaife
Organisation	Glen House Montessori School
Department	school
Position	Head teacher
Work address	Glen House Montessori School
Postcode	HX7 5SQ	City		Hebden Bridge
Country	England
Telephone	01422 884682				Fax
E-mail address	margret.scaife@gmail.com

2.4 previous projects

Does the organisation already have experience of participation in Partnership activities? Please indicate Comenius School Partnerships (and former School projects / School development projects / Language projects) funded in the last five years.

Start Year	Type of Action	Agreement number	Title of the project

Add rows if necessary

2.5 is the organisation's involvement in this partnership application the result of contact seminars/preparatory visits?

Grant agreement number

x Preparatory visit

 Contact seminar

 None of the above

2008-1-GB1-COM09-02030

3. partner data

Please make additional copies of Part 3 to add more partners.

partner nr 1

3.1 organisation

Full Legal Name	Freie Montessori Schule
	[In Latin characters - where originals are not in Latin characters]
Type of Organisation	EDU-SCH Prm EDU-SCH Sec
Legal Status	x Private	Public				Size (nr of pupils)			138
Commercial Orientation	Profit	x Non profit
Address	Enderstr.1
Postcode	6844		City	Altach			Region			[Table I – Region Codes – if UK]
Country	Austria				Scope			L
Organisation's national ID (if applicable)	[Table J – School / College Identification Codes - if UK]				National Agency of the Coordinator			United Kingdom
Organisation's website (if applicable)	http://www.vobs.at/pva-altach				Organisation's e-mail (if applicable)			sekretariat@freie-montessori-schule.at

Does the institution volunteer to take over the coordination of the partnership in case the application of the nominated coordinator is rejected in the selection procedure (replacement coordinators will, if needed, be taken in the order in which they appear in this form)?

x Yes

3.2 contact person

Title	Dipl.Paed	First name			Susanne
Family name	Kraemer-Alge
Department	English
Position	teacher
Work Address	Street – Number (if different from above)
Postcode	6844		City	Altach
Country	Austria
Telephone 1	0043 5576 74949					Telephone 2
Mobile	0043 664 1669280					Fax
E-mail address	susanne.kraemer-alge@fms.snv.at

3.3 person authorised to sign the grant agreement

Title	MMag.	First name			Monika
Family name	Dorner
Organisation	Freie Montessori Schule
Department	school
Position	principal
Work address	Enderstr.1
Postcode	6844		City	Altach
Country	Austria
Telephone	0043 5576 74949			Fax
E-mail address	Monika.dorner@fsm.snv.at

3.4 previous projects

Does the institution already have experience of participation in Partnership activities? Please indicate Comenius School Partnerships (and former School projects / School development projects / Language projects) funded in the last five years.

Start Year	Type of Action	Agreement number	Title of the project

Add rows to the table if necessary

3.5 is the organisation's involvement in this partnership application the result of contact seminars/preparatory visits?

Grant agreement number

X Preparatory visit

 Contact seminar

 None of the above

LLP/AT-125/39/08

3. partner data

Please make additional copies of Part 3 to add more partners.

partner nr 2

3.1 organisation

Full Legal Name	Tallinn French School
	[In Latin characters - where originals are not in Latin characters]
Type of Organisation	EDU - SCHSec
Legal Status	o Private	√ Public				Size (nr of pupils)			750
Commercial Orientation	o Profit	√ Non profit
Address	Street – Number Hariduse 3
Postcode	10119		City	Tallinn			Region			[Table I – Region Codes – if UK]
Country	Estonia				Scope			L
Organisation's national ID (if applicable)	[Table J – School / College Identification Codes - if UK]				National Agency of the Coordinator			Great Britain
Organisation's website (if applicable)	www.tpl.edu.ee				Organisation's e-mail (if applicable)

Yes

3.2 contact person

Title	Mrs	First name		Merike
Family name	Saar
Department	school
Position	teacher
Work Address	Street – Number (if different from above)
Postcode			City
Country
Telephone 1					Telephone 2
Mobile	(+372) 5090138				Fax
E-mail address	Merike.saar@gmail.com

3.3 person authorised to sign the grant agreement

Title	Mr	First name			Lauri
Family name	Leesi
Organisation	Tallinn French School
Department	school
Position	principal
Work address	Street – Number Hariduse 3
Postcode	10110		City	Tallinn
Country	Estonia
Telephone	(+372) 6463626			Fax
E-mail address

3.4 previous projects

Start Year	Type of Action	Agreement number	Title of the project

Add rows to the table if necessary

3.5 is the organisation's involvement in this partnership application the result of contact seminars/preparatory visits?

Grant agreement number

√ Preparatory visit

 Contact seminar

 None of the above

hosting country, no grant

partner data

Please make additional copies of Part 3 to add more partners.

partner nr 3

3.1 organisation

Full Legal Name	Ayrancılar Ege-Koop. İlköğretim Okulu
	Ayrancılar Ege-Koop. Ilkogretim Okulu
Type of Organisation	EDU-SCH Prm
Legal Status	o Private	X Public				Size (nr of pupils)			858
Commercial Orientation	o Profit	X Non profit
Address	Ayrancılar Ege-Koop. İÖO. Egekent4 Ayrancılar Torbalı
Postcode	35870		City	İzmir			Region			TR31
Country	Turkey				Scope			L
Organisation's national ID (if applicable)	884190				National Agency of the Coordinator			Great Britain
Organisation's website (if applicable)	www.egekoopioo.meb.k12.tr				Organisation's e-mail (if applicable)			884190@meb.k12.tr

 Yes

3.2 contact person

Title	Mrs.	First name			Nil
Family name	Dura
Department	English
Position	English Teacher
Work Address	İnönü Caddesi No.583/20 Hatay
Postcode	35360		City	İzmir
Country	Turkey
Telephone 1	+902328540144					Telephone 2	+902322482558
Mobile	+905552048194					Fax	+902328540633
E-mail address	nil@dura.com.tr

3.3 person authorised to sign the grant agreement

Title	Mr.	First name			Sinan
Family name	Kapusuz
Organisation	Ayrancılar Ege-Koop. İlköğretim Okulu
Department	Social Studies
Position	Head Master
Work address	Ayrancılar Ege-Koop. İÖO. Egekent4 Ayrancılar Torbalı
Postcode	35870		City	İzmir
Country	Turkey
Telephone	+902328540144			Fax		+902328540633
E-mail address	sinan_kapusuz@hotmail.com

3.4 previous projects

Start Year	Type of Action	Agreement number	Title of the project

Add rows to the table if necessary

3.5 is the organisation's involvement in this partnership application the result of contact seminars/preparatory visits?

Grant agreement number

 Preparatory visit

 Contact seminar

X None of the above

Please make additional copies of Part 3 to add more partners.

partner nr 4

3.1 organisation

	Blistrup Skole
	[In Latin characters - where originals are not in Latin characters]
Type of Organisation	EDU-SCHPrm, EDU-SCHSec
Legal Status	o Private	x Public				Size (nr of pupils)			380
Commercial Orientation	o Profit	x Non profit
Address	Toftegaardsvej, 6
Postcode	3230		City	Graested			Region			[Table I – Region Codes – if UK]
Country	Denmark				Scope			L
Organisation's national ID (if applicable)	[Table J – School / College Identification Codes - if UK]				National Agency of the Coordinator			United Kingdom
Organisation's website (if applicable)	www.blistrupskole.dk				Organisation's e-mail (if applicable)			blistrup-skole@gribskov.dk

x Yes

3.2 contact person

Title	Mrs	First name			Bente
Family name	Guldborg Nielsen
Department	school
Position	Senior teacher
Work Address	Street – Number (if different from above)
Postcode	3230		City	Graested
Country	Denmark
Telephone 1	0045 48392867					Telephone 2
Mobile	0045 20624784					Fax	0045 48716083
E-mail address	bguni@gribskov.dk

3.3 person authorised to sign the grant agreement

Title	Mrs	First name			Brigitte
Family name	Hermann
Organisation	Blistrupskole
Department	school
Position	Head teacher
Work address	Hoftegaardsvej 6
Postcode	3230		City	Graested
Country	Denmark
Telephone	0045 48716433			Fax		0045 48716083
E-mail address	brher@gribskov.dk

3.4 previous projects

Start Year	Type of Action	Agreement number	Title of the project

Add rows to the table if necessary

3.5 is the organisation's involvement in this partnership application the result of contact seminars/preparatory visits?

Grant agreement number

x Preparatory visit

o Contact seminar

o None of the above

PV8-Com-042

4. declaration of honour

DECLARATION

To be signed by the person legally authorised to enter into legally binding commitments on behalf of the applicant institution. This Declaration must be separately completed and signed by each applicant institution in its copy of the application.

I, the undersigned,

Request from my National Agency a grant for my organisation as set out in section 7 of this application form.

Declare that:

· All information contained in this application, is correct to the best of my knowledge.

· The organisation I represent has the adequate legal capacity to participate in the call for proposals.

EITHER

The organisation I represent has financial and operational capacity to complete the proposed action or work programme

The organisation I represent is considered to be a "public body" in the terms defined within the Call and can provide proof, if requested of this status, namely: It provides learning opportunities and

· Either (a) at least 50% of its annual revenues over the last two years have been received from public sources;

· Or (b) it is controlled by public bodies or their representatives

I am authorised by my organisation to sign Community grant agreements on its behalf.

Certify that:

The organisation I represent:

· is not bankrupt, being wound up, or having its affairs administered by the courts, has not entered into an arrangement with creditors, has not suspended business activities, is not the subject of proceedings concerning those matters, nor is it in any analogous situation arising from a similar procedure provided for in national legislation or regulations;

· has not been convicted of an offence concerning its professional conduct by a judgment which has the force of ‘res judicata’;

· has not been guilty of grave professional misconduct proven by any means which the National Agency can justify ;

· has fulfilled its obligations relating to the payment of social security contributions or the payment of taxes in accordance with the legal provisions of the country in which it is established or those of the country where the grant agreement is to be performed;

· has not been the subject of a judgment which has the force of ‘res judicata’ for fraud, corruption, involvement in a criminal organisation or any other illegal activity detrimental to the Communities' financial interests;

· it is not currently subject to an administrative penalty referred to in Article 96(1) of the Financial Regulation (Council Regulation 1605/2002 of 25/06/02, as amended).

Acknowledge that:

The organisation I represent will not be awarded a grant if it finds itself, at the time of the grant award procedure, in contradiction with any of the statements certified above, or in the following situations:

· subject to a conflict of interest (for family, personal or political reason or through national, economic or any other interest shared with an organisation or an individual directly or indirectly involved in the grant award procedure);

· guilty of misrepresentation in supplying the information required by the National Agency as a condition of participation in the grant award procedure or has failed to supply this information.

In the event of this application being approved, the National Agency has the right to publish the name and address of this organisation, the subject of the grant and the amount awarded and the rate of funding.

I acknowledge that administrative and financial penalties may be imposed on the organisation I represent if it is guilty of misrepresentation or is found to have seriously failed to meet its contractual obligations under a previous contract or grant award procedure.

PROTECTION OF PERSONAL DATA (EU)

The grant application will be processed by computer. All personal data (such as names, addresses, CVs, etc.) will be processed in accordance with Regulation (EC) No 45/2001 of the European Parliament and of the Council of 18 December 2000 on the protection of individuals with regard to the processing of personal data by the Community institutions and bodies and on the free movement of such data. Information provided by the applicants necessary in order to assess their grant application will be processed solely for that purpose by the department responsible for the programme concerned. On the applicant's request, personal data may be sent to the applicant to be corrected or completed. Any question relating to these data, should be addressed to the appropriate National Agency to which the form must be submitted. Beneficiaries may lodge a complaint against the processing of their personal data with the European Data Protection Supervisor at any time. (http://www.edps.europa.eu/00_home.htm).

PROTECTION OF PERSONAL DATA (UK)

The British Council will use the information that you are providing in this application form, and in any supplementary application form required, for the management of your participation in the Comenius Programme. The British Council will share data on the named contact point for your organisation, specified in this application form, and on your organisation, with other agencies involved in the funding, management and evaluation of the Lifelong Learning Programme. The British Council will publish a list of organisations receiving grants under the Comenius Programme on its website at www.britishcouncil.org/comenius, including the amounts of each grant awarded.

Under UK Data Protection law, you and the named contact point for your organisation, specified in this application form, have the right to ask for a copy of the information held on you by the British Council, for which the British Council may charge a fee, and the right to ask the British Council to correct any inaccurate information. If you want more information about this, please contact the British Council’s Data Protection Team at dataprotection@britishcouncil.org or see its website at http://www.britishcouncil.org/home-data-protection.htm

I confirm that I understand that the data provided in this application form, and in any supplementary application form required, will be used, and may be shared, as described above.

The British Council will use the contact information provided in this application form to send to the named contact point for your organisation, specified in this application form, details about other British Council programmes and events which may be of interest, including other activities under the Comenius Programme and the wider Lifelong Learning Programme.

If you do not wish your named contact point to receive such information, please tick here:

Signature: _______________________________ Date: ______________________

Name of signatory:

Position within the organisation:

Name of the applicant organisation:

Stamp of the organisation (if required by your National Agency):

How did you find out about / get involved with the Comenius School Partnerships Programme? Please tick as many boxes as are relevant. NB your answers to this question will help us improve our future promotion of the Programme - thank you for your help.

o From the British Council's website

o From another website (please specify)

o Attended a British Council information session

o Attended a British Council application surgery

o Received British Council promotional material

o Through a colleague

o Through a Comenius Ambassador

x Through another organisation / network (please specify)

Montessori network- contacted by Montessori School in Austria

o Through the media (please specify)

o Through prior / current involvement in another Comenius activity (please specify)

5. description of proposed partnership

Please note that this section must be completed jointly by all institutions participating in the Partnership and must be identical in each copy submitted to each National Agency.

5.1 summary

Summary of the planned Partnership. 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 and do not exceed 200 words.

‘It’s all in a drop’ will explore different aspects of water starting with its importance to each participating school and surrounding environment. This will cover aspects of global warming, environmental footprints, green technologies, cultural and sport activities as well as creative writing. Central to the project in the second year will be creative responses by all the students to Hans Christian Andersen’s fairy tale ‘The drop’. Whilst the main language will be English, students and staff will work in a multilingual and non gender specific way.

We want to encourage lasting friendships and collaboration between participants, enabling them to develop and share their experience, knowledge and understanding using modern communications which can break through linguistic and cultural barriers.

The exchange and evaluation of gathered information in form of ‘cultural water bottles’, photo exhibitions, displays and activities, physically shared and posted on the web, will expand a personal experience into one of working together as a United Europe to protect and celebrate its beauty.

Students will take responsibility as ‘World Citizens’ by raising awareness of the global environmental aspect of water and using enterprise to raise funds for the well in Africa.

Symbolically the drops of water will create the well.

5.2 context

What is the general context of each institution involved in the proposed Partnership? Is there a specific context as for example: Are the institutions in disadvantaged areas? Do the institutions have pupils, staff or other groups with specific needs, e.g. pupils at risk of social exclusion, pupils with special needs, migrants, and refugees? If so, please explain.

England

Our school is located within a rural community with a range of students from different socio- economic and religious backgrounds. We have students with special needs such as dyslexia and emotional problems due to bullying and disaffection in their previous schools.

This project will enable them to become more confident alongside students from larger schools and other backgrounds.

We have three age groups, 3 to 6 years, 6 to 11 and 11 to 15, working together.

The Montessori philosophy is based on the concept of life long learning, learning from real life experiences, taking responsibility and becoming a world citizen. Students at our school are involved in the planning, organisation, decision making and evaluation of work.

The school uses solar water heating, has a spring water supply and the future potential for hydro-electric power.

Our school is situated in Calderdale an area leading in environmental awareness, with an Alternative Technology Centre also working with schools (susschools), Calderdale Sustainability Forum, Calderdale Climate Challenge Awareness Project, Project for re-installing micro Hydro in the valley, a wind farm, Carbon Management in Schools Scheme, Treesponsibility, freecylce etc..

Turkey

Our institution is located in a socially and economically disadvantaged area. Our pupils have migrated with their families from different regions of Turkey. Pupils coming from different cultures have adaptation problems. They need to be involved in cultural activities.

We want to participate in this project because it’s the best way of learning about other countries, and it’s a vehicle for our pupils to have contact with the new Europe.

Izmir is a popular holiday resort which offers a variety of water sports.

Austria

Our school is based on the concept of the Italian teacher Maria Montessori. Since our school is the

only school based on Montessori’s concept in Vorarlberg, we have students from different parts of

the country. We have students with special needs such as dyslexia, we have mentally disabled

and blind students. The classes consist of mixed age groups. Age of 7-9, 10- 12 and 13-15 (grade

7 and 8). Most importantly our pupils are given sufficient time to learn at their own pace. We

expect, that this way of European cooperation will create personal bonds between young people

living in different parts of Europe and can deepen their understanding for other cultures.

Our area is situated in the mountains and is a winter sports resort where we now produce artifical snow to keep the pists open during the winter months.

Denmark

Our school is situated in the countryside in North Zealand very close to the beach and the fishing village Gilleleje. Our students have quite different social and economic backgrounds.

The school is a small village school and the students - generally - have little knowledge of other cultures so the project will be a great opportunity to take part in European/international work in order to get new friends and broaden their horizon.

Estonia

Our school is located in the centre of the capital city Tallinn and is one of the best schools in the country. Our students come not only from Tallinn but from other municipalities as well and are very active and eager to study. Our school is special in the fact that it emphasizes cultural studies – we specialize in French, English and Russian.

We also have students of Russian origin and as integration is a huge problem in Estonia seeing the benefits of co-operation will help them to understand the necessity of accepting people from different nationalities and backgrounds.

Our students participate in Olympiads and competitions, debate clubs and student organisations (on European level).

Tallinn has both the past and the future - the Medieval town centre and IT technology including first cyber attacks, electronic elections, e-state, e-government and e-school – where parents can see their children's progress .

5.3 objectives of the partnership

- 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?

We will as a group of five different nations work together on a common theme, studying different aspects of water as part of Geography, Citizenship, Physical Education, ICT, Arts and Crafts, Music, Drama, Science, Religious Studies, Native Language and Foreign Language curriculum.

The students will become aware of the importance and beauty of water in their own area/country and other parts of Europe and their responsibilities to preserve and conserve this element they depend on.

They will see how they can contribute individually and as a whole by working together with other national groups. Older students will develop an understanding of the importance of water in Industries of the Future.

We will achieve this by exchanging, evaluating and trying out general and topical cultural materials (games, music, leaflets, cultural objects etc.), information about the water topic, the results of creative activities (music and drama films, paintings, crafts, photos, poems etc), communicating through the internet (Wiki Pages, Skype, e-mail), student and teacher meetings, holding fundraising activities (craft stalls etc.) and exhibitions.

Visiting students will take part in lessons and stay in host families.

The opportunity of getting to know children of different cultures in this way will develop empathy as they will relate to each other as individuals and develop bonds of friendships which might last a lifetime.

Students will increase their confidence in using ICT for communication with individual friendships and groups.

They will learn about cultures, religions, natural and urban landscapes, school systems, traditions and leisure activities in other European countries and so enrich their knowledge and understanding. This will raise their awareness of many different ways of celebrating, communicating, socialising, learning, working and recreation and so their tolerance for others and their ability to make choices for their own life.

The students will take part in different water/winter sports activities in their area and when visiting partner schools. They will exchange their experience with students from the participating schools.

This will encourage them to be physically active, gain physical control, lead a healthy life style and become confident about trying new activities. This experience will also set lifelong preferences for planning active holidays, including sports and cultural activities and connecting with the local community.

We will take small monthly steps and produce results which we can exchange. Regular contact and visits are very important in order to keep up the interest and enthusiasm of students and teachers. The students will enjoy passing on and receiving products/results and this will strengthen the bond between them and encourage them to work towards a goal.

The students will realise that being a European citizen also gives them responsibilities as a world citizen. By devising enterprising schemes to generate funds for a well in Africa they will contribute towards the goal of ensuring clean water for everybody in this World.

5.4 partnership and 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 involvement of all partners in common partnership activities.

All participating institutions will discuss the criteria for selecting the contents before filling and exchanging water containers/bottles with cultural, geographic, topic related materials, and information about their Country. They will also try out and evaluate the materials received from other schools.

They will all be engaged in topical research and the use of ICT by communicating with partner schools and exchanging information.

They will all provide information posters on environmental aspects of water and a brochure with clubs, workshops and events offering water sports activities in the area.

They will debate and present findings of their environmental footprints (individual, school, and community) and how they will endeavour to reduce these.

They will collect, display and exchange individual water facts in drops (paper shapes), hold fundraising events towards the well in Africa, organise their own and contribute to the final photo exhibition in England, organise field trips, workshops with local agencies and sports activities.

Every school will engage in different creative projects relating to ‘The drop’, depending on the age of students and subjects taught and exchange information on their progress and their results.

They will design and exchange display booklets with shape poems written by the students and/or collected quotes and proverbs.

They will be involved in exchanging Christmas/ winter festival greetings and information.

Teachers will assess how positive elements can be integrated into the school curriculum and have a lifelong influence on the participants and their communities throughout the project and in the final evaluation.

Specialist teachers from Estonian and Austrian schools will train and advise other participating teachers in the use of ICT.

A group of teachers and students from the host school in Turkey will introduce visiting teachers and students to local water sports. They will also present information about climate change in the area and its effects on water. A specialist teacher will introduce a traditional technique (ebru) of painting with water colours.

An expert from the Austrian school assisted by a group of students will hold a workshop on effects of global warming such as disappearing glaciers and snow in Austria for all participants of the meeting.

Teachers from Austria will demonstrate and explain different methods and materials for teaching English. They will show how prepeared Montessori materials can be utelised in independent learning programs.

At the meeting in England teachers from the host school will run a dance and experimental music workshop relating to the topic water

Students from England will introduce the ‘carbon footprint calculator. With the support of a teacher they will also organise the local photo exhibition, a workshop at The Alternative Energy Centre and a visit to a local heritage site looking at modern Technology using water power (Gibson Mill).

English teachers and students will organise a visit to the European Christmas market, Chinese Culture Centre and Interfaith Education Centre.

Visiting teachers from Denmark and Turkey will hold a workshop about southern and northern European winter festivals.

At the meeting in Denmark students and teachers from the host school will inform all the visitors about Hans Christian Andersen and organise a visit to his birthplace/ museum as the schools will work on his fairy tale ‘The drop’ in different creative areas ( writing, drama, art, music etc.).

The host school in Estonia will organise the final event as we want to end where we first started with our preparatory meeting.

This will include an exhibition of all the drops, a display and presentation of art projects, such as films of plays and music performances, photos or originals of visual art and craft and a ceremony handing over the funds for the well to a representative from an agency in Estonia.

This will be documented by Estonian students in a film and downloaded onto the wiki page together with the report from the local newspaper.

5.5 cooperation and communication

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

Students and teachers from all the participating schools will communicate through the internet and postal service on an individual and group basis using e-mail, e-conferencing, Skype, Wiki Page, Yahoo-group and letter writing.

The websites of the participating schools are already downloaded onto the wiki page ‘The drop’ and accessible to teachers and students. These websites will be updated regularly.

Students will have conferences every last Tuesday of the month at 11am central European time.

They will create and update the Wiki Page ‘the drop’ containing notice boards and visual presentations such as photos and films.

They will create, exchange, try out and evaluate products such as the cultural water bottles, environmental footprints, brochures etc. and discuss these with the students from the participating schools.

They will report and document about activities they have taken part in such as environmental fieldtrips, workshops, photographic excursions and sports activities and discuss their findings and evaluations with students from participating schools.

They will host students from participating schools and introduce them to their school and town/ village.

Teachers will send topical information through the yahoo group and wiki page as well as photos and films of work in progress.

They will have six meetings spread equally over the two years for detailed planning of the next step.

They will organise regular skype conferences (dates will be discussed and arranged through e-mail).

They are already communicating and collaborating through e-mail and skype to finalise the application.

It is very encouraging that at the preparatory meeting all the staff worked well and socialised together sharing ideas and planning. Since then a friendly, hard working and enthusiastic dialogue has continued. It is fun working together!!!!

At the final event all the products created will be displayed and shown in an exhibition.

In a ceremony students will be handing over the funds for the well to a representative from a ‘Fair world’ organisation. This will be documented in a film and downloaded onto the wiki page.

The report from the local newspaper will be sent to all the participating schools and downloaded onto the wiki page.

5.6 impact and european added value

What impact and benefits of European cooperation do you expect Partnership activities to have on persons (pupils and staff) and on the participating institutions?

The partnership activities will impact on the students’ enthusiasm for learning and discovering, taking responsibility, planning and creating visible results. It will give the students a sense of purpose and an understanding and insight in other cultures through personal contacts and experience. This will lead to open mindedness and tolerance of people from other European countries and a sense of belonging to the European community.

It will motivate students to use their foreign language skills and so impact on language learning and breaking down language barriers.

By working on an environmental topic they will discover their impact on the environment, their responsibilities and contributions they can make to maintain healthy living conditions for everyone in Europe and the World.

By organising and taking part in sports activities they experience the value and enjoyment of a healthy and active life style and will be encouraged to spend active and healthy holidays in other European countries.

They will become aware of the interconnectedness of all countries and how they can work together by exchanging ideas and making a contribution. They will also discover and enjoy the beauty of the diversity in culture and nature all through Europe which will influence their outlook on life and their attitude towards it.

We always work towards an end product, as for example the water bottles which the students fill with cultural materials. In this way the students will feel an achievement and satisfaction and also discover how much they will get in return, in this case five different ‘cultural bottles’.

The students, teachers and parents will benefit from being part of a cultural exchange and their experience of working together to create a memorable experience for everyone involved. It will also give teachers a sense of purpose and inspire their teaching. It will impact on their personal development, enrich their experience of European cultures and lead to lasting friendships with other teachers which enables ongoing exchange of teaching experience, teaching aids and reflection on different school systems and teaching methods. Teachers who often work on their own become part of a European network and open their classroom to others. They discover that by making a small contribution they will be part of a major achievement.

The institution will develop the ability of carrying out a major project management role and integrate a European context to the curriculum.

Having produced the material, the sharing will lead to a feeling of excitement as they await in anticipation and expectation for the responses from the other partners. This excitement will certainly be passed on to their families and friends. We want all participants to feel a warm sense of pride at being part of this project.

Such a positive experience will certainly add value to their lives in school and as future adult citizens of the EU.

5.7 relevance for the objectives of the programme

Please tick in the table below, the objectives of the Comenius programme that your Partnership will address, in addition to the first two (if any – leave blank if none):

X	To improve the quality and to increase the volume of mobility involving pupils and educational staff in different Member States (COM-OpObj-1)
X	To improve the quality and to increase the volume of partnerships between schools in different Member States, so as to involve at least 3 million pupils in joint educational activities during the period of the programme (COM-OpObj-2)
x	To encourage the learning of modern foreign languages (COM-OpObj-3)
x	To support the development of innovative ICT-based content, services, pedagogies and practice in lifelong learning (COM-OpObj-4)
	To enhance the quality and European dimension of teacher training (COM-OpObj-5)
	To support improvements in pedagogical approaches and school management (COM-OpObj-6)

5.8 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?

There will be a baseline assessment for all participating students at the start of the project and an ongoing evaluation through discussion at every meeting and during Skype conferences as well as an evaluation of the whole project at the meeting in Estonia.

Throughout the project and in the final evaluation teachers will assess how positive elements can be integrated into the school curriculum and have a lifelong influence on the participants and their communities.

Teachers and students will evaluate the materials, the planning and presentation, and the value of the work undertaken. Input from all participants at each stage of the project will allow adjustments to be made if concerns are expressed. Such evaluation will give students in particular a real sense of ownership.

As we are working towards a project goal for each meeting we will discuss and evaluate our achievement and taking it into consideration when planning the next step and if necessary course correct.

Groups of students and teachers from each school will write a questionnaire for pupils and parents on the impact and value of our project and send it onto the student and teacher team of the coordinating school.

They will select questions from these papers and design a questionnaire which will be distributed online for each school to download.

Teachers and students from each school will evaluate the questionnaires and send them to the coordinating school which in turn will produce the final evaluation.

The participating teachers will monitor the implementation of the project and discuss progress in teachers’ meetings of the school.

They will also observe students, teachers and parents to monitor changes in attitudes and behaviour, highlighting individual profiles.

Written and oral tests, essays and discussions on subject related knowledge acquired through the project will give the teachers an indication of the knowledge and understanding retained by students.

Opportunities to respond to the project will be offered in a variety of ways in order to accommodate differing learning and response styles rather that totally relying on the written word.

5.9 ACTIVE involvement

If your partnership focuses mainly on pupil 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.

Teachers will discuss the framework of the project with their students and involve them in the detailed planning of it e.g. the students will select and prioritise items for the final inclusion in the water containers; they will also choose workshops, creative and sports activities etc.. Groups within a school will collaborate by sharing their plans and progress and distributing jobs. Individuals and groups will be allocated specific responsibilities. The students will have weekly contact with students from participating schools to discuss planning and progress.

Students will take part in the planning meetings, stay with host families and visit host schools.

The project is broken down into small components which helps everyone to stay focused on their tasks.

After the exchange of the cultural water containers the focus will be on climate change and its effect on water in the surrounding environment, involving students in finding information, discussion and producing five posters for the participating schools.

For the next part the students will find out their ‘environmental footprint’ as well as taking photos for the competition with the theme of water relating to climate change.

There will also be a focus on studying light festivals in Europe and sending Christmas etc. cards. The second year will focus on researching water sports activities in the area for a brochure which will be exchanged. The students will find information, collate and design the brochure and also choose, plan and organise sports activities. We will involve the parents in this part.

The students will also look at the aspects of a healthy life style and safety near water in connection with sports.

The students will use language relating to water creatively and create a display booklet which will be rotated between the schools.

‘The drop’ by H.Ch. Andersen will inspire their creative ideas for writing, art, music and drama.

Each child and parent of the school will design a drop with illustrations and/or writing relating to the tale. Students and teachers will discuss, choose and work on projects relating to the Arts also involving parents in the production and drawing on their support and skills.

Particular attention will be paid to those participants who have learning differences in order to make the project inclusive.

egration into learning and/or other ongoing activities

If the project focuses on pupil involvement, please explain how the project will be integrated into the curriculum / learning activities of the participating pupils 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.

The project offers extensive possibilities for integration into almost all subjects.

As English is the language for communication it can be included in English lessons. The students from England will aim to hold some of their correspondence in German and work on this in their German lessons.

The monthly Skype conferences and weekly correspondence will be set aside as an ICT or English lesson depending on each school’s time table.

Information about events and projects in participating schools will be up- and downloaded in ICT lessons and the students will be shown how to use modern ICT technology.

‘Cultural Water bottles’ will be filled in Geography, History, language, art, craft and music lessons making a contribution from each area of learning. The bottles from the participating countries will be opened and studied in these subject areas. Teachers from all these subject areas will take part and use as many lessons as needed to extend the students knowledge about their partners. This will enable the students to find common features but also become aware of the rich variety in European culture, climate and landscape and so feel part of this vibrant European community.

The environmental topics ‘climate change related to water’ and ‘environmental footprints’ will be part of the Geography lesson or Environmental Studies and Citizenship depending on the country; In Estonia for example it is also included in the English Curriculum for older students.

In an ICT lesson the students can be introduced to the online carbon footprint calculator.

The taking of photographs will be part of Geography and art, and students will write texts to it in language lessons.

Montessori Schools follow a curriculum which is subject linked and also incorporate students’ interests so they will have a project based approach.

As parts of sports studies the students will choose water/winter sports activities and design a brochure in their English or native language lesson.

The second year will concentrate on projects in Art, Craft, Design and Technology, Music and drama but also poem and creative writing inspired by H.Ch. Andersen’s ‘The drop’ . This will take place in the native language and English lessons. Each school will decide on the project areas they want to incorporate depending on the subjects taught.

Our aim will be to enhance the students’ desire and enthusiasm for learning, collaboration and discovering new and exciting information. They will work creatively with different media to create lasting friendships and insights into many aspects of our European Continent.

Many other teachers will be involved in the project and be lead by the group responsible for the implementation and distribution of the project work.

5.11 dissemination and 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?

Information, reports, photos of work in progress etc. will be updated regularly and there will be links on the school websites and best practise will be shared.

Cultural materials, posters, water drops, environmental footprints, photographs, brochures and information on the creative projects will be presented at assemblies/ school meetings and parents’ evenings and displayed in the information areas of the schools, e.g. entrance halls, so that all students are informed of the project and have access to the created products.

The posters about climate change relating to water in the surroundings of the participating schools and a documentation about the ‘environmental footprint project’ will be offered to and hopefully displayed at the Alternative Energy Centre (England)/ environmental agencies in other countries and/or local schools at the end of the project, giving children and members of the public access to the information.

All exhibitions, fundraising events and performances will be open to the public and the media will be reporting on it in local and national papers.

Events will be publicised on posters displayed in the community and in the local newspaper.

A well placed information board will inform on the partnership.

Members from environmental and cultural agencies and local politicians will be invited.

The photographic exhibition will take place at a public arts exhibition centre during a local Arts Festival and will so attract a wide range of visitors.

The final exhibition in Tallinn will give the opportunity to display all materials, products and documentations of the project. Here we will also present the donation for the well to a representative from a ‘fair world’ organisation.

All public events will give us the opportunity to display materials made for the project from participating schools.

The sports brochure will be given to the tourist board and local schools so the wider community can access these facilities more easily.

The display booklets will be displayed at local bookshops and tourist information.

5.12 topics

Please list the main thematic areas (maximum 3) of your Partnership or complete under "other" if it is missing from the list

Nr.	Topic ( maximum 3) [Table E - Topics]
1	Topic-15 Environment / sustainable development
2	Topic-31 Physical education and sport
3	Topic-3 Artistic education

5.13 educational fields

Please list the main educational fields in which Partnership activities will be implemented

Nr.	Field (maximum 3) [Table F – Educational fields]
1	010f - Environmental Education
2	010h - Sports
3	0103 - Arts and Crafts

ONLY FOR BILATERAL PARTNERSHIPS:

(questions 5.14 to 5.16)

5.14 organisation of class exchanges

For both participating institutions, please describe the type of preparation which will be provided in the language of the partner institution before the exchange. Please describe (1) number of hours; (2) who will provide the preparation, (3) methods to be used and (4) expected level of proficiency. (A minimum of 20 hours of language teaching is recommended for languages that are not on the curriculum of participating students.)

5.15 cooperation during class exchanges

Please describe how pupils will work together in practice during the class exchange to the partner school

5.16 teaching language

Main teaching language in the coordinating institution [Table B – Languages]
Main teaching language in the partner institution [Table B – Languages]

6. proposed activity data

6.1 work programme: planned activities, including mobility activities, of each participating organisation

Educational activities

Please summarise in the table below the planned Partnership activities and mobilities for all institutions in the Partnership. Please present the activities for both academic years 2009/10 and 2010/11, in a chronological order. The eligibility period of activities starts on 1 August 2009 and ends on 31 July 2011.

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 (e.g. Comenius Network conferences). Mobility can be undertaken by staff and pupils 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[1] (i.e. travel abroad) counts for the calculation of the minimum mobility numbers.

Please note: if an institution's mobility activities involve staff or pupils with special needs, or travel to or from the Overseas Countries and Territories, its mobility activities during the partnership period may be reduced by up to 50% of the minimum mobility number for the grant amount in question, in order to take into account the higher costs involved. This reduction must be requested by the institution either before the signature of the grant agreement or during the grant agreement period and approved by the National Agency.

Approx. starting date	Activity/mobility description	Destination country (for mobility only)	Which partners involved
09/09	Teachers are introduced to the accepted project ‘It’s all in a drop’ and the IT which will be used (Skype, Wiki page ‘the drop’). Teachers who have been instructed by Merike Saar (Estonia) during preparatory visit will now pass their knowledge on to their participating colleagues. Introducing topics to students and discussing the necessity of clean water and their responsibility to maintain it. Researching ‘virtual water’ taken from needy countries for the comfort of Europe. The effect of climate change on developing countries and the importance of water distribution as a global, rather than just a European, issue. Suggesting and discussing the idea of fundraising for a well in Africa. Students will discuss, select and vote for the ‘fair world’ organisation and the location of the well. As every drop will help towards the well all schools will find creative ideas to raise money using the theme of the drop e.g. drop necklaces, drop biscuits, cocktails and drop art work can be sold at fundraising parties and stalls, students can be sponsored for walking in the rain etc. Raising awareness of everybody working together towards this goal- the students will discuss ‘many drops make an ocean’ so it’s not ‘just a drop in the ocean’. Individual facts will be recorded on water drops (paper shapes) over the two years and displayed in all the schools. This will lead to an exhibition in Estonia in June 2011.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
10/09	Each school prepares materials to fill 5 plastic water bottles/containers (one for each country) with information about the school, students, area and country. Each bottle is filled with games (board games, memory, card games etc.) bought or made by students, CDs (folksongs, original music from country, music by students etc.), photos, pictures, postcards, brochures, films, school newspapers, newspaper articles about the school. Introducing students to wikipage ‘The Drop’ (set up in Estonia at preparatory visit) in ICT class, which includes the homepages of participating schools, photos from meetings etc. Each child creates individual access to wikipage and writes about him/herself. Exchanging pen friends (addresses, e-mail, Skype).		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
11/09	The students will prepare materials about the importance of water in their areas for the water bottles and will write water facts about their local area and country in the ‘water drops’ in a Geography or English lesson. Filling the bottles/containers with all the collected materials. Meeting in Turkey Exchanging water bottles and presenting materials to a group of students and teachers. They will in turn present it again to other groups of students and teachers at their schools. Students and teachers will display the materials and information on water barrels and hang up the water drops for the duration of the visit. The participating teachers and students will evaluate the first part of the project; plan the topic ‘Environmental aspects of water’ in detail and exchange ideas for fundraising events. Teachers and students from the host school will present information about climate change in the area and its effects on water and organise a field trip. They will also organise local water sports activities. A specialist teacher from the host school will run a workshop on traditional aquarelle painting (ebru). Visiting students will take part in lessons and stay with host families.	Turkey	Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
12/09	Environmental aspects of water. Looking at global warming/ climate change and its effect on the environment with emphasis on water (e.g. storms, floods, water shortage, rise of sea level and the disappearance of glaciers and snow). The students will study the local and national environment through research and field trips in the local area and working with local agencies. They will also use local and national websites. Inviting experts and enrolling for educational workshops on the topic. Fundraising event: stall with Christmas gifts and cards.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
01/10	Continuing work with local agencies, fieldtrips etc. The teacher and students will choose one aspect which is affecting the school’s area and country (e.g. Denmark – rise of sea level; England – flooding; Austria – disappearing snow and glaciers). They will make a poster display in form of a large drop. Publicising and explaining photo competition which will lead to an exhibition at the school and the next host country (England). Theme: ‘Show how global warming affects us and might affect us in future in relation to water- use your imagination; find a title and short text’. The students will start taking photos for the competition, which will be open to all students and parents of the school.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
02/10	Meeting in Austria Exchanging result of research and presenting posters (each school brings 5- one for each participating school). The collected water drops with information will be displayed for the duration of the visit. A local environmental expert and a group of teachers and students from the host school will run workshops on the environmental changes in Austria due to global warming and the sustainability of the school and surrounding area. Evaluation of the project so far and detailed planning of the next step ‘Environmental footprint’ and photo competition/ exhibition by participating teachers and students. Students from England will introduce the carbon footprint calculator on the internet and participating teachers and students will work out their footprints in order to become familiar with it. Students and teachers will pass this knowledge onto other groups of students and teachers at their schools. They will design the Wiki homepage and the logo for the project and have personal assistance from ICT specialists of the host school. They will plan more fundraising events and discuss how to involve parents Visiting students will take part in lessons and stay in host families. .	Austria	Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
03/10	The teacher will discuss the topic ‘Environmental footprint’ with students in Geography, Citizenship and English lessons and use the carbon footprint calculator on line. Everybody will work out his/her carbon footprint and a group of students will find the carbon footprint of the school. The students will discuss the practical advice given on the website and the change each student/teacher is prepared to make. In ICT lessons the students will put the results on the wikipage. They will go on excursions to take photos for the competition and to look at sustainability of the local area. (Geography, Art) They will meet experts and/or visit local sites (hydroelectric power stations, off shore wind farms, recycling sites, alternative energy centre).		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
04/10	Every student will cut out and display a footprint in the present size and a reduced footprint with an action plan. Continuing with excursions for the photo competition and workshops with an emphasis on water preservation at school and at home. Displaying footprints with advice on how to preserve and conserve water (e.g. over sink, toilet). Writing an article for school newspaper, community newsletter/ notice board. The students will write all these facts on water drops and add them to the display (hang from ceiling or hang from branches – one branch for each topic). .		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
05/10	The students will continue excursions to take photos. School exhibition of photos; A group of students, teachers and parents will choose the winning photos, which will be enlarged and individually framed for the exhibition in England. All the entered photos will also be displayed. Students and teachers will think of ways to display the footprints and water drops at the event. The students will upload photos of work in progress and of the exhibitions. They will use Skype and wiki with students to exchange information. Fundraising event organised by the students		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
06/10	Meeting in England. In the Photo exhibition at Hebden Bridge Arts Centre the winning photos of each country will be displayed. This will be part of the local arts festival. The host school will invite a representative from the local newspaper, environmental agencies and a politician. The water drops and footprints will also be displayed and the winners of the competition announced. The students will upload photos of the exhibition. Participating teachers and students will visit the Alternative Energy Centre in Hebden Bridge and meet an expert for a guided tour. A visit to the Mill in Hardcastle Craggs (now museum) powered by hydro-electricity and other water schemes is also planned. All participants will take additional information on sustainability back to their teachers and students. The teachers from the host country will run a dance and experimental music workshop with a water theme for the visiting teachers and students. Visiting students will take part in lessons and stay in host families. All participating teachers and students will evaluate the environmental part of the project, plan the next step ‘water sports’ in detail and discuss the next fundraising event.	England	Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
07/10	The students will keep up pen friendships and skype over the summer and write postcards from their holidays. The teachers will encourage private exchange of students. Fundraising event at end of year party		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
09/10	The students will brainstorm holidays and safety near water, discuss water sports and healthy life styles and collect their findings in collages. They will then put the information and pictures in individual drops to display with the others.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
10/10	Researching sports activities, clubs and workshops in local area and designing a brochure for the other schools. Planning sports activities with students and giving them new experiences. The aim is to involve students and parents in the organisation of the outings. Using Skype and Wiki to exchange their experiences with the students from the other schools; uploading photos taken during sports activities.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
11/10	The students will finalise the brochures. Meeting in England Exchange and presentation of sport activities brochures – looking at similarities and differences. The teachers and students will engage in the evaluation of producing the brochure. Visiting teachers from Denmark and Turkey will hold a workshop about southern and northern European winter festivals. Host teachers and students will organise a visit to the European Christmas market, Chinese Culture Centre and Interfaith Education Centre. Further detailed planning of creative activities for Christmas and other winter/ light festivals of participating countries (Eid, Diwali, Solstice, Hannuka). Participating teachers and students will also discuss new fundraising ideas. We will ensure that the activities fit into the curriculum and can be done during regular classes. Display the new water drops with the rest. Also snow flakes could be added instead.	England	Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
12/10	The students will design Christmas (Eid etc.) cards and send them to pen friends and to the whole class. We will also include information on Christmas etc. and New Years traditions. They will continue with sports activities, Skype conferences and Wiki page. They will upload photos of Christmas etc. traditions and decorations of each country; Fundraising event related to Christmas will be planned, organised and held by students, parents will be involved.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
01/11	The students will still continue with sports activities expanding to winter sports in the cooler countries such as skiing, snow boarding, sledging and ice skating. Creative and spontaneous collection of words associated with water either in native language or English lesson. They will look at water from a creative angle and write short poems or sentences depending on their age. They will also study poetry, quotes, proverbs on water in native language and English. The students will write and illustrate shape poems and make them into a display booklet. They will write some of them onto water drops and add them to the display.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
02/11	Meeting in Denmark Exchange and presentation of booklets; they will be rotated on a three weekly basis; All the water drops will be displayed for the duration of the visit. Evaluation of the project so far and detailed planning of next step ‘creativity and literature connected to water’ . The fairy tale ‘The drop of water’ by Hans Christian Anderson was chosen by the teachers during the preparatory visit. Teachers and students will now collect background information in Denmark by visiting Anderson’s birthplace/ museum and by talking to students and teachers from host school. Visiting students will take part in lessons and stay in host families. Planning of next fundraising event.	Denmark	Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
03/11	Students read the fairy tale depending on age either in their mother tongue or in English. This will be followed by discussion, comprehension, and précis writing. Students will also write their own fairy tale on the water theme. The fairy tales will be exchanged with the pen friends and some will be put on the Wiki page. Sponsored walk in the rain by students, teachers, parents and members of the community.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
04/11	Depending on the teachers’ abilities and the age group of the students a project/ projects will be chosen and developed either in drama, art, dance, film, music, craft or/and design and technology.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
05/11	The students will continue to develop, work on or practise the chosen project. Students and parents are invited to create a water drop with a drawing or writing inspired by the fairy tale. These will be added to the display. Final fundraising event.		Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole
06/11	Meeting in Estonia Exchange and presentation of results from creative projects (art work, film/videos of drama, dance, music) to a group of students and teachers. Collection of all the donations. Public exhibition of art work from participating schools either in original form or photos; Display of all the water drops; Videos of the performing arts projects will be shown. Performance by students from Tallinn at the opening of the exhibition ‘Water dances’ lead by an English teacher. Teachers and students from the host school will invite local newspaper and mayor as well as a representative from a ‘Fair world organisation’ (e.g. Oxfam). Student representatives from all participating countries will hand over the donations for a well in Africa. This will be documented in a film by Estonian students and downloaded onto wiki page; Visiting students will take part in lessons and stay in host families. Throughout the project and in the final evaluation teachers will assess how positive elements can be integrated into the school curriculum and have a lifelong influence on the participants and their communities.	Estonia	Tallinn French School Ayrancılar Ege Koop. İlk Öğretim Okulu Freie Montessori Schule Glen House Montessori School Blistrup Skole

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6.2 number of pupils and staff involved in the partnership in each of the participating organisations

(=persons taking part in Partnership activities, both local activities and/or mobility)

Name of participating organisation	Country	Total nr of pupils involved	Total nr of staff involved
Glen House Montessori School	United Kingdom	25	5
Tallinn French School	Estonia	60	4
Freie Montessori Schule	Austria	68	9
Ayrancılar Ege Koop. İlköğretim Okulu	Turkey	858	7
Blistrup Skole	Denmark	200	15

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6.3 expected results, including products if relevant

Nr	Approx. date	Description
1	11/09	water containers with cultural materials- developed presentation skills; established pen friendships – communication and exchange with other cultures; individual student Wiki pages- increase ICT skills
2	12/09	Fundraising stall - Christmas gifts and cards – developed ability to plan and organise; cooperation; administration and financial management
3	02/10	Posters; topic: global warming/ climate change and its effect on the environment with emphasis on water; - understand concept of global warming, climate change etc. Wiki homepage and logo - new ICT skills developed
4	04/10	Individual, school and community ‘environmental footprints’ in the present size and reduced footprints with action plans - refined presentation skills; understand concepts; act on findings; Advice notices throughout the school on how to preserve and conserve water;- take responsibility; designer skills; Article for school newspaper and community newsletter/ notice board; Topical facts displayed on ‘water drops’- develop presentation skills and take responsibility as active citizens;
5	5/10	School Photo exhibition of competition with topic: ‘water and the effects of global warming’- heightened awareness of effects of climate change in environment; ability to present findings in a creative way; Fundraising activity
6	6/10	Final public photo exhibition
7	7/10	Fundraising stall
8	9/10	safety near water, healthy life style and water sports collages- awareness of health and safety issues; develop creative expression
9	10/10	‘Sports activities, clubs and workshops in local area’ brochure for the other schools; - teamwork; improved designer skills drops with water sport and healthy living facts; water sports activities – improved fitness, health and flexibility; enjoyment of outdoors and movement;
10	12/10	Christmas/winter festival cards; water drops/flakes with winter festival information;- increased knowledge of winter festival traditions and believes; fostering an understanding of the importance of celebration, locally and internationally. fundraising Christmas stall winter sport activities
11	01/11	Shape poems about water- display booklet- develop presentation skills and creativity with shapes and words; discover the fun of playing with words! Winter sport activities
12	03/11	Sponsored walk in the rain Fairy tales written by students on the water theme inspired by Andersen’s ‘The drop’- creative writing skills
13	05/11	Creative projects inspired by ‘The drop’ in music, drama, art, craft, design and technology; - creative expression through different media; confidence, cooperation, communication and leadership; Water drops with a drawing or writing inspired by the fairy tale. Final fundraising event
14	6/11	Final exhibition, performances and presentation of donations for the well; filmed documentation– organisational and technical skills ; performance skills; taking responsibility; active citizenship

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ONLY FOR BILATERAL PARTNERSHIPS:

6.4 details on planned class exchanges

Approx. start date

Sending partner country

Receiving partner country

Duration (days)

Nr of pupils

Nr of staff[2]

Age range of pupils

mm/yy

7. requested eu funding

Funding requested and estimated number of persons participating in mobility (per participating organisation)

For each of the participating organisations, please select the "Partnership type" that best corresponds to your Partnership work plan for the whole 2 year duration. Please note that each type is linked to a minimum number of mobilities to be carried out during the grant agreement period – these minimum numbers have to be respected when entering the numbers of planned pupil and staff mobility into the table. The grant amounts for each Partnership type are defined at national level and they can vary from one country to another. Please make sure that, for each of the participating institutions, you have selected the grant amounts applicable in the country and for the programme in question.

Participating organisation	Country	Partnership type [Table G – mobility action types]	Nr of planned out going mobilities(pupils)	Nr of planned out going mobilities (staff[3] )	Total nr of outgoing mobilities	Grant amount requested (€) [Table H – National lumpsum amounts]
Tallinn French School	Estonia	COM-12M	4	8	12	14000
Freie Montessori Schule	Austria	COM-24M	14	10	24	20000
Glen House Montessori School	England	COM-12M	5	7	12	17000
Ayrancılar Ege Koop. İlk Öğretim Okulu	Turkey	COM-12M	4	8	12	13.000
Blistrup Skole	Denmark	COM-12M	2	10	12	12500

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Annex to 2008 Comenius Partnership Application Form – LLP reference tables

The tables below should be used when filling the 2009 Comenius Partnership application form. Whenever a field in the application form refers to a table, the options available for filling the field can be found in the tables below. If a code is provided, please type in both the code and the description.

A. National Agencies

Belgium German-speaking community

Belgium French-speaking community

Belgium Dutch-speaking community

Bulgaria

Czech Republic

Denmark

Germany

Ireland

Estonia

Greece

Spain

France

Italy

Cyprus

Latvia

Lithuania

Luxembourg

Hungary

Malta

Netherlands

Austria

Poland

Portugal

Romania

Slovenia

Slovakia

Finland

Sweden

United Kingdom

Iceland

Liechtenstein

Norway

Turkey

B. Languages

Please note that Icelandic, Norwegian and Turkish are only applicable to question 5.16 (Teaching languages).

BG - Bulgarian

CS - Czech

DA - Danish

DE - German

EN - English

ET - Estonian

FI - Finnish

FR - French

IS - Icelandic

GA - Irish

EL - Greek

HU - Hungarian

IT - Italian

LV - Latvian

LT - Lithuanian

MT - Maltese

NO - Norwegian

NL - Dutch

PL - Polish

PT - Portuguese

RO - Romanian

SK - Slovak

SL - Slovenian

ES - Spanish

SV - Swedish

TR - Turkish

C. Type of organisation

EDU-SCHNur - Pre-primary school

EDU-SCHPrm - Primary school

EDU-SCHSec - General secondary school

EDU SCHVoc - Vocational or technical secondary school

EDU-SPNeed - Establishment for learners/pupils with special needs

OTH - Other

D. Geographical Scope

L - Local

R - Regional

N - National

E - European

I - International

E. Topic

Please type in both the code and the name of the topic when filling the relevant section of the form.

Topic-1 Active citizenship

Topic-2 Addressing target groups with special needs

Topic-3 Artistic education

Topic-5 Basic skills

Topic-7 Combating failure in education

Topic-8 Comparing educational systems

Topic-9 Consumer education

Topic-10 Cultural heritage

Topic-12 Education of specific target groups: (occupational travellers, migrants, travellers, gypsies)

Topic-15 Environment / sustainable development

Topic-16 Ethics, religions, philosophy

Topic-17 European citizenship and European dimension

Topic-20 Fight against racism and xenophobia

Topic-21 Foreign language teaching and learning

Topic-22 Gender issues, equal opportunities

Topic-23 Career guidance & counselling

Topic-24 Health education

Topic-25 New technologies, ICT

Topic-26 Inclusive approaches

Topic-27 Intercultural education

Topic-29 Learning about European countries

Topic-31 Physical education and sport

Topic-34 Methods to increase pupil motivation

Topic-36 Pedagogy and didactics

Topic-37 History and social science

Topic-39 Media and communication

Topic-41 Mathematics

Topic-42 Natural sciences

Topic-47 Quality and evaluation of education

Topic-49 Raising pupil achievement

Topic-50 Regional identity

Topic-52 School management, school autonomy

Topic-60 Violence in school - peace education

Topic-64 Economics, business, industry and commerce

Topic-65 Geography

Topic-69 Reinforcing links between education and working life

Topic-35 Other

F. Educational fields

0103 - Arts and Crafts

0104 - Music

0105 - History

0106 - Religion/Ethics

0107 - Civics

0108 - Mother Tongue

0109 - Foreign Language

010a - Mathematics

010b - Physics

010c - Chemistry

010d - Biology

010e - Geography

010f - Environmental Education

010g - Health Education

010h - Sports

010i - New Technologies

010j - Economy and Business

010k - Vocational subjects

010l - Other basic programmes

G. Mobility action types

COM-4M (Multilateral / Small nr of mobilities - min. 4)

COM-8M (Multilateral / Limited nr of mobilities - min. 8)

COM-12M (Multilateral / Average nr of mobilities - min. 12)

COM-24M (Multilateral / High nr of mobilities - min. 24)

COM-12B (Bilateral / Small - min. 12 mob., group of min. 10 pupils in class exchange)

COM-24B - Bilateral / Large (min. 24 mob., group of min. 20 pupils in class exchange)

H. National lumpsum amounts

COMENIUS PARTNERSHIPS 2009 : NATIONAL LUMPSUM AMOUNTS


Country of participating organisation	Comenius multilateral				Comenius bilateral
	COM-4M	COM-8M	COM-12M	COM-24M	COM-12B	COM-24B
BE(fr)- Belgique	7.000	11.000	16.000	20.000	16.000	20.000
BE(nl) – België	7.000	11.000	15.000	20.000	15.000	20.000
BE(de) – Belgien	9.000	13.500	18.000	22.500	18.000	22.500
BG- Balgarija	5.000	8.000	11.000	20.000	11.000	20.000
CZ – Česká republika	6.000	10.000	14.000	17.000	14.000	17.000
DK – Danemark	6.000	9.500	12.500	22.000	12.500	22.000
DE – Deutschland	8.000	12.000	16.000	20.000	16.000	20.000
GR – Ellas	6.000	9.000	13.000	21.000	13.000	21.000
EE – Eesti	6.000	10.000	14.000	25.000	14.000	25.000
ES- España	8.000	11.000	14.000	20.000	14.000	20.000
FR – France	9.000	14.000	18.000	25.000	18.000	25.000
IE – Eire / Ireland	8.000	12.000	16.000	22.000	16.000	22.000
IT – Italia	6.000	10.000	14.000	20.000	14.000	20.000
CY – Kypros	5.000	10.000	14.000	20.000	14.000	20.000
LV – Latvija	6.000	10.000	14.000	21.000	14.000	21.000
LT - Lietuva	6.000	10.000	13.000	21.000	13.000	21.000
LUX – Luxembourg	8.000	12.000	16.000	22.500	16.000	22.500
HU – Magyarország	5.000	9.000	12.000	18.000	12.000	18.000
MT – Malta	9.000	14.000	18.000	25.000	18.000	25.000
NL – Nederland	9.000	13.500	18.000	25.000	18.000	25.000
AT – Österreich	6.000	10.000	14.000	20.000	14.000	20.000
PL – Polska	8.000	12.000	15.000	24.000	15.000	24.000
PT – Portugal	8.000	12.000	16.000	22.000	16.000	22.000
RO – Romania	7.000	12.000	15.000	24.000	15.000	24.000
SI – Slovenia	6.500	10.000	13.000	20.000	13.000	20.000
SK – Slovenská republika	10.000	14.000	18.000	25.000	18.000	25.000
FIN – Suomi / Finland	6.000	10.000	14.000	20.000	14.000	20.000
SE – Sverige	6.000	10.000	14.000	20.000	14.000	20.000
UK- United Kingdom	9.000	14.000	17.000	22.000	17.000	22.000
IS – Island	7.500	12.000	15.000	20.000	15.000	20.000
LI – Liechtenstein	10.000	15.000	20.000	25.000	20.000	25.000
NO – Norge	7.000	12.000	16.000	22.000	16.000	22.000
TR – Türkiye	6.000	9.500	13.000	23.000	13.000	23.000

Table I: Region Codes (NUTS Codes)

(Nomenclature of Territorial Units for Statistics) is a geographic code list used by the EC for standardising regional authorities/areas. There are four Nuts levels (including the country code):

Region Codes (NUTS Codes)	AREA	Region	UK Region
UKC1	Tees Vally & Durham	North East	England
UKC2	Northumberland and Tyne & Wear	North East	England
UKD1	Cumbria	North West	England
UKD2	Cheshire	North West	England
UKD3	Greater Manchester	North West	England
UKD4	Lancashire	North West	England
UKD5	Merseyside	North West	England
UKE1	East Riding & North Lincolnshire	Yorkshire & The Humber	England
UKE2	North Yorkshire	Yorkshire & The Humber	England
UKE3	South Yorkshire	Yorkshire & The Humber	England
UKE4	West Yorkshire	Yorkshire & The Humber	England
UKF1	Derbyshire & Nottinghamshire	East Midlands	England
UKF2	Leicestershire, Rutland & Northants	East Midlands	England
UKF3	Lincolnshire	East Midlands	England
UKG1	Herefordshire, Worcestershire & Warks	West Midlands	England
UKG2	Shropshire & Staffordshire	West Midlands	England
UKG3	West Midlands	West Midlands	England
UKH1	East Anglia	Eastern	England
UKH2	Bedfordshire, Hertfordshire	Eastern	England
UKH3	Essex	Eastern	England
UKI	London	London	England
UKI1	London	London	England
UKI2	London	London	England
UKJ1	Berkshire, Bucks & Oxfordshire	South East	England
UKJ2	Surrey, East & West Sussex	South East	England
UKJ3	Hampshire & Isle Wight	South East	England
UKJ4	Kent	South East	England
UKK1	Gloucestershire, Wiltshire & North Somerset	South West	England
UKK2	Dorset & Somerset	South West	England
UKK3	Cornwall & Isles of Scilly	South West	England
UKK4	Devon	South West	England
UKL1	West Wales & The Valleys	Wales	Wales
UKL2	East Wales	Wales	Wales
UKM1	North Eastern Scotland	Scotland	Scotland
UKM2	Eastern Scotland	Scotland	Scotland
UKM3	South Western Scotland	Scotland	Scotland
UKM4	Highlands & Islands	Scotland	Scotland
UKN	Northern Ireland	Northern Ireland	Northern Ireland
UKZZ	Other British territorial areas/islands	Other	Other
EO21	Gibraltar	Gibraltar	England

Table J: SCHOOL / COLLEGE IDENTIFICATION CODES

Please insert your institution’s identification code in the place required on the application form. The table below provides a guide to how the codes are made up across the UK countries and for different types of institution.

SCHOOLS
Country	Codes		Format		Requirements
England & Wales	LA / LEA code		3 digits		Please provide the full 7 digits
	School number		4 digits
Scotland	SEED code		7 digits		Please provide this number
	LA code		3 digits		Do not provide this number
Northern Ireland	State-funded schools		7 digits		Please provide this number
	Independent schools.		2 letters plus 2 digits		Please provide this code
FURTHER EDUCATION COLLEGES
Country	Codes	Format		Requirements
England	College number	6 digits		Please provide this number
Wales	College number	8 digits		Please provide this number
Scotland	College number	7 digits		Please provide this number
Northern Ireland	N/A	N/A		FE Colleges in Northern Ireland do not have unique identification codes.

[1] "In-country" mobility to or from Overseas Countries and Territories and ultra-peripheral regions of the EU will also be considered as transnational mobility, e.g. mobility by a beneficiary from mainland France to a partner in Martinique.