Second Transnational Meeting Mantova May 2018

Erasmuslehrer Mantua

The Mantova project meeting started with the presentation of Logos for the „Diversity to Employability“ project. Each partner presented logo designs that students had prepared:

Finnland - Logo 1

Finnland - Logo 2

Finnland - Logo 3

Finnland - Logo 4

Italy - Logo 1

Italy - Logo 2

Italy - Logo 3

Italy - Logo 4

Poland - Logo 1

Poland - Logo 2

Portugal - Logo 1

Portugal - Logo 2

Spain - Logo 1

Spain - Logo 2

Spain - Logo 3

Sweden - Logo 1

Sweden - Logo 2

Sweden - Logo 3

The logo that was selected was designed by a student of Liceo Virgilio Mantova, Beatrice Fiorini, second winner was a student from Barcelona, Arnau Garcia.

Beatrice´s design is therefore the official logo of the project:


Next, 7 school presentations were shown, each introducing and characterizing one project partner school

School Presentation Poland

School Presentation Italy

School Presentation Spain

School Presentation Sweden

School Presentation Austria

School Presentation Campo de Flores

School Presentation Finland

Reactions to the teaching concepts presented at the project meeting in Vienna in October 2017 came in the form of videos, one or more from each school, demonstrating similar forms of teaching as common in these respective schools. 







New trends and methods in learning and integration

Video activities after the Vienna first project meeting for the second project meeting in Mantova




We did our experiment of the method with the seventh graders involving History and English. First the students studied the history of industrialization and urbanization. After that the students were divided in groups of three or four and given one local company in Kerava. The aim was to get information about the company´s history, products, international sales, and employment. In addition the students contacted the company and made an interview. They learned about the local history and workplace vocabulary and hopefully be able to make use of this project later in their lives, for example when applying for a summerjob. 

LIFE SCIENCE: The Bengal fire

The Bengal Fire experiment was made with seventh graders who took part in a voluntary course of Natural Sciences. The Bengal Fire is an experiment where different chemicals burn in different colours. In the video you will see the result of the experiment and two interviews; one with the students and one with the teacher responsible for the course. The video was produced in a co-operation with students from different grades.



Concerning the topic “Business at School”, at Colégio Campo de Flores we have been working on a similar project for some years, named Projeto Empresa (Enterprise Project). Based on the project the Austrian teachers have shared in the previous meeting, we have introduced two new topics; the first is related to communication, presentation techniques, speaking skills, and learning how to create an effective Curriculum Vitae; the second new topic focused on learning how to analyse a company ‘s data, by comparing a company that the students had previously selected to one of its competitors. We will be continuing this project in the coming years.

As for the "Life Science" project, although we haven’t emphasized it in our videos, we have a Science project involving 3 to 14-year-old students, in which, besides the laboratory practice, the students' work concerning the scientific methods is developed in an interdisciplinary way. This project was already part of our school’s educational project, so it will continue to be part of the work we will develop in the future.

As far as the International Study Programme is concerned, in our school we don’t have suitable facilities for a boarding project; however, we do have an exchange student’s programme with Finland and Holland. We intend to improve this programme by introducing more student involvement and interaction with the foreign students when they visit our school and city. Besides, we intend to have improved reports on this exchange programme and the foreign students’ experience in Portugal, by photographing, making videos, interviews, reports and guided books, to be filled out throughout the visit.



The videos from science teacher Miranda Bjesse deal with how different school subjects, namely Science and Civics are intergrated in specific project work, and how the students experienced working with this. This theme relates to the presentation of the Life Science project during the meeting in Vienna. It was something new, although other similar projects already existed at our school. Miranda Bjesse plans to continue this project next year. 

The 3 short videos from Lennart Weiss show Swedish and Austrian students talking about how they got to know each other better through experiencing cultural activities together in an exchange program that exists between Östra reals gymnasium, Sweden, and the Theresianum, Vienna. This theme relates to the presentation of the business@school project during the meeting in Vienna, more specifically to integration through experiencing cultural activities together. Our exchange program has existed for nine years and will go on. Cultural activities will have an important role also in the future.



Activities presented in Mantova in May 2018 by the Spanish Team 

Summary of the script of the videos that were presented. 


Community Services 

1. What did you do? 

This is a compulsory program for all last year compulsory students (ESO 4th grade, 15 years old). It is managed by the Regional Educative Administration (Catalonia Government). We have been carrying it on for 3 years. Students are expected to do some social volunteering for 10 hours out of school. We call it Community Service. 

Before the project, there are also 20 hours of theoretical formation. At the end of the project the students that have been involved have to explain their experiences to their school fellows. They collaborate with associations and entities, and at the same time they learn: 

We have five different programs: 

1. Equality loudspeakers. The aim is to increase sensitivity against gender violence and type roles. Afterwards, they participate in workshops to disseminate their results. Students work with the AROA Foundation. Students prepare conferences to be undertaken in Community Centers and primary schools. 

2. Reading club. Reading and writing for Primary students. Our Secondary students go to primary schools to carry on reading and writing activities. We work with two primary schools close to our school. Twenty students are involved. They have been previously taught about the methods they will have to carry out with their schoolmates (they do not only read, they also play,..). 

3. Animal care. Against animal abuse. Working with Organizations that keep cats: “Pregats”, and dogs: “Galgos 112” (greyhounds) 

4. Maragall practices solidarity. A complex program that involves all the students and ends with a solidarity campaign (the last one was about children’s cancer). Students find sponsors. 

5. Helping elder people. Working in a geriatric institution. Charity dining rooms. 

Community services have very positive assessments. Students learn and work in new non-conventional ways. They work by projects, workshops, outdoors, organized in groups, 


2. What did you learn? 

It is interesting to see the motivation that students have for activities that go beyond the standard curriculum. Working in cooperative groups with a common project motivates them. Challenges generate energy for new experiences. They realize that learning and service are two concepts that are linked and complement each other. These kinds of activities help students to be autonomous. They learn how to decide by themselves, to be independent. Working with different ages is interesting. This contrast makes you adapt strategies to different contexts, interests and dynamics. 


3. What did you like?

What we liked most was to design the dynamics with new materials, new proposals, new students, with other professionals and volunteers... and that in the end the activities worked well and the students valued them positively and enjoyed them very much. We also liked to see how the students organized themselves. 


4. What went well? 

We think that the way the teachers organized everything was quite well done. The schedule was also well organized. The teachers who take care of these activities are the tutors of the students and they know them very well. That is also important. The management of the activities required an effort that was later rewarded by the results obtained. 


5. What kind of challenges did you come across? 

Acting in an unknown environment, with people with whom one does not usually work, with new dynamics that integrate other professionals, young and old. We have to improvise frequently because we depend on external agents and it is difficult to coordinate with them (I mean the different associations, other schools,...) It is very difficult to improvise some actions. We are not used to it. The difficulties are marked by time and schedules. The commitments that have been made must be accomplished. Another difficulty is to promote students’ autonomy. It depends on the teaching staff and students often expect them to make their work as easy as possible. 


6. What didn´t you like? 

We didn't like the fact that sometimes students don't participate or they do not show initiative. In the Reading Club activity, we once again noticed that there are many students who don’t have the habit of reading. We should think about strategies to improve motivation for reading in secondary schools. 


7. What would you do differently next time? 

We should organize some parts of the activity better next time. 

We should begin earlier, in October (we began in January). 

We should fight against the lack of interest of some students and be able to involve all of them in the activities 


Welcome classroom 


1. What did you do? 

In the welcome classroom we work with students that come from other countries, with newcomers. We have them for a few hours, not all day ( 9-12 hours a week), in special classes, to be able to prepare them to be included with the rest. We are constantly interacting with each other, talking about something. We create situations for conversation, for interaction and learning. We do lots of outdoor activities: we visit popular places, we sing traditional songs. We prepare cooking workshops, traditional games, we prepare shows for the other students. We work, basically, in the Catalan language. But we also show them our culture and traditions. We help them with all subjects: Biology, Geography, Maths, History, Literature, etc. 


2. What did you learn? 

I believe that the success of this activity lies in the way it is carried out, in the methodology. I have realized that working with small groups of students of different ages, and of different countries, is very interesting. They learn to share opinions and traditions from other countries. The fact that they become friends makes them help each other and learn faster and better. Conversation and motivation is the clue. The kindness of teachers is another clue. 


3. What did you like?

The best thing about the welcome classroom is that the objectives and activities can be continuously adapted to the group and the topics can be worked on. 


4. What went well? 

It is turning out quite well. Most of the students can be included in the normal classes in 1 year or two. 


5. What kind of challenges did you come across? 

The most difficult part is coordinating the timetables of the approximately thirty students to be able to program activities for all of them together. 


6. What didn´t you like? 

Sometimes the difference between the ages of the students, and the way in which the schedules are organized, are a handicap to organize group activities. 


7. What would you do differently next time? 

We need more space and more teachers. There is an increasing need for activities of this sort by which we can deal with diversity .



Introduction to the Life and Science video: 

The video reports the experience of two different groups of students and teachers, both trying to experiment with some form of cooperation, teaching the same subject from different perspectives, as suggested by the Life Science Programme at the Theresianum.

The first group tried to apply the study of the concept of hyperbole to understand the physical properties of a gas at a constant temperature (thus combining Maths with Chemistry), the second group applied the study of physical laws to improve discus throwing (Physics and PE). 

Introduction text for video about integration of students:

This video concerns the integration of Miles, an exchange student who has been attending lessons at Liceo Virgilio in Mantova for some months now and the definition of his timetable in order to improve his communication skills in the Italian language as well as the socialization with his peers. The inspiration came from the International Study Programme presented in Vienna in October 2017. This is not the first time our school has welcomed students from all over the world so what has been done for Miles so far was already part of an established practice which was enhanced, however, thanks to the ideas provided by our Austrian partners during the first transnational meeting."



After watching the methods presented in Theresianum school in Vienna the teachers in our school decided to focus on the aspects: alternative sightseeing as part of an integration programme and preparing presentations. During the Vienna meeting we saw that new students (mainly from other countries) have the opportunity to visit the city on the Segways. In our school new students are offered the traditional guided tour. This time we decided to organise “the city games” for our new students. They got 30 questions concerning historic, architectural and other aspects which they were supposed to answer during their walk in the old city area. For our students it seemed to be an entertaining, integrational and educational activity which we will certainly continue in the future.

The second method which we decided to introduce in our school was the idea of teaching our students how to prepare presentations about economy/entrepreneurship. This time we also asked the students to learn how to present our school, our city and also some aspects of our economy. The first attempts were in the classroom when other students could evaluate their classmates and give them their own tips. The final presentation took place in front of a panel of judges who were supposed to give more professional feedback and underline the strongest points of each presentation. Our students admitted that it was a very educational and useful, though a bit stressful experience. 


After Mantova, the next project meeting will take place in Portugal in October 2018