2008 - 2010

Cooperate
Under the
Objective of
Recycling
Energy
This publication illustrates the experience gained by students and teachers as a
result of their participation in the activities run within the Comenius Project
C.U.O.R.E.

This project has been funded with the support from the European Commission.
This publication reflects the views only of the authors and the Commission cannot
be held responsible for any use which may be made on the information contained
therein.
 HANDBOOK OF
GOOD PRACTICE

CUORE
 TABLE OF CONTENTS

I. INTRODUCTION

II. SCHOOLS PRESENTATION

III. WASTE GRIDS

IV. WASTE CONCLUSIONS

V. WATER GRIDS

VI. WATER CONCLUSIONS

VII. ENERGY GRIDS

VIII. ENERGY CONCLUSIONS

IX. FINAL ACTION PLAN

X. TIPS ON GOOD PRACTISE

XI. ASSESSMENT QUESTIONNAIRE

 C U O R E

I. INTRODUCTION

COMENIUS PROJECT C.U.O.R.E.

(Cooperate Under the Objective of Recycling Energy)

SUMMARY

The sharing of the common issues for the C.U.O.R.E. project is functional to the
didactic steps
and to the activities of European cooperation. The analysis and the comparison
between the different environmental saving and recycling energy policies represent
the starting point for experiences and information sharing between schools to develop
pedagogical methods, the management of human resources and also the use of the
ITC. Didactic strategies, staff skills, sharing of learning evaluation methods will be
tasted in every partner school. This is a pedagogical project that makes students aware
of environmental choices; it also helps immigrants to be integrated, it improves
intercultural unification, European comprehension and tolerance. The project improves
also the cooperation with local authorities and the teaching quality by using the foreign
language. The enhancing, the dissemination and the use of the products will improve
the teachers training and the success at school for students; it will also improve the
attention for different cultures, integration of students and it will improve equality
between man and women.

CONTEXT AND MOTIVATION

The contexts of the school Partners are different.

The coordinator school “Pacifici – De Magistris” in Sezze (Italy) includes 59 students
coming from Eastern Europe, 5 students being fostered by the local Social Services
and 25 disabled students. The partner schools from the Eastern Europe (Romania,
Poland and Lithuania) work in suburban areas with many disadvantaged pupils; our
schools partner in Romania “Titu Maiorescu school”and “ Elena Cuza “ are integrative
schools for children with special educational needs. They also have 128 students
whose parents are working and living abroad, many of them in Italy, who follow specific
educational paths. The schools from Salamanca, Portimao and Nurnberg, though
located in big cities, also host students at risk. All the schools involved in the project
share the need of making a comparative analysis of their experiences, of their different
pedagogical methods and their strategies to improve the school quality and the
integration of disadvantaged pupils.

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 C U O R E

GENERAL OBJECTIVES

To manage the school institution and its service according to management values
such as efficiency ,efficacy and quality.
To organize the school as an integrated educational system.
To develop among school staff social cohesion, active citizenship, tolerance, dia-
logue between different cultures, equal opportunities for girls and boys, person
achievement in order to arise awareness of common European citizenship though
preserving cultural and popular values.

OPERATIVE OBJECTIVES

-To motivate students and make them aware of environmental choices

-To acquire and develop innovative methodologies to improve success at learning
-To foster environmental socialisation and increasing intercultural awareness
-To make the collaboration among school workers easier
-To draw school workers’ attention with clear and shared ideas about organisation
-To overcome the difficulties about efficiency and quality through a planned path which
has to be all-in-one, multidisciplinary and multi cultural ,and has to find its own “multi-
unity” in curricular planning according to multi and trans-disciplinary criteria
-To improve the learning of foreign languages and ICT in didactic activities
-To realize products and/or good praxis and services to transfer them to others

With the energy and recycling issues we shall plan didactic activities to include or even
interweave formal and non-formal teaching and learning approaches, such as investi-
gations and hands-on activities within a formal education context, but also within an
informal learning environment involving outside classroom activities(e.g on site visits).
The involved subjects will be natural science, technology, ICT, geography; history;
music and art.
A socio-emotional approach and a motivated welcome to quality will be organized. The
second step will be learning to know each other and to create positive class-room re-
lationships enhancing efficiency and service quality for learning success.
The Principal will assign a group of teachers welcoming tasks, logistic organisation
and school system quality assignment. The enquire about habits, conditions and learn-
ing methods such as socio-cultural issues, school visits, to be acquainted with the
school building and its description, the exploited tools in order to improve them, inter-
view to the school-workers, pictures and comments. Further in-depth analysis, research
and investigation about the project issues.

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 C O M E N I U S M U LT I L AT E R A L PA R T N E R S H I P

PARTNERSHIP AND DISTRIBUTION OF TASKS

In the meeting we’ll talk about further planning of the project and also about the meth-
ods to adopt in testing and evaluating the activities ; we’ll share the techniques to
reach the aims. All the schools will participate to every phase to reach the common
aims in the curricula. The results of the laboratory activities of the social and cultural
studies, the management’s strategies and the didactic organisation will be monitored
and shared with my parents with the partners by ICT in the meetings. The need to
look for other strategies to reach the objectives of the European unification through
students will guarantee the development of the project in every school. The expertises
are guaranteed in every school by the project staff and the responsible teachers trusted
by the whole group of teachers working in the school and by the Principal.
The Principal coordinates everything and guarantees the implementation of the project
results in and outside the school, involving also the students families as well as the
whole school workers

COOPERATION AND COMMUNICATION

The school Pacifici e de Magistris will manage

systematic contacts to ensure effective commu-
nication and cooperation among the participants
by means of e- mails , internet, fax, digital cam-
eras, telephone etc.

EUROPEAN ADDED VALUE

With this project all the partner schools will expect to have the following impact and
benefits both on pupils and staff and on the participating istitutions :

To encourage the respect for the environment,

To increase the motivation to collaborate as well as linguistic competence,
To innovate teaching and to enhance teaching quality and project ability to promote in-
tercultural dimension.

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 C U O R E

RELEVANCE FOR THE OBJECTIVES OF THE PROGRAMME

In addition to the previous objectives the partnership will cooperate :

1)to improve the quality and to increase the volume of mobility involving pupils and
educational staff in different Member States

2)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

3)to support improvements in pedagogical approaches and school management

The project originates from partners’ shared demands and provides for an easy
transferability.
Partners agree in starting from an initial experimentation of didactic modules based on
research-action ( grids, interviews, group and class work ) transferability, use of ICT
( forum, email, slide-shows ), pedagogical methods and school management
improvement.
Afterwards, through the experimentation monitoring and eventual necessary
adjustment, it will be affective in each school enhancing multicultural values and the
learning of foreign languages.
Meeting are arranged for parents, teachers, pupils, races and confession.
The European Constitution will be compared to the constitutional laws of other countries
in order to examine analogies and differences of each people different partner countries
’s right so that a unique European citizenship can be created, though regarding different
popular and cultural values.
By means of art and music different cultural values will be studied and will lay the
foundations of a common European citizenship.
Visits, pupils, teachers and school staff personnel exchanges will help to share the
project activities.
The creation of a positive classroom climate will help to reduce early school leaving,
to encourage the learning of foreign languages and to improve scientific competences,
(thanks to laboratory activities, video-conferences), equal opportunities for each
student will help to overcome socio- economical disadvantages.

EVALUATION

A continuous testing of the project will check the achievement of the aims in every
school partner.
This will be done by measuring:
-the impact on POF(Italian acronym for Piano dell’Offerta Formativa school
educational and didactic plan)classroom group works, organisation and
involvement of the territorial organism and of the staff;
-the efficacy of the European cooperation on staff and students (development of
linguistic competences, new didactic practises, intercultural dimension, motivation
learning);

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 C O M E N I U S M U LT I L AT E R A L PA R T N E R S H I P

-the development of the school on a pedagogical and management plan and

quality improvement.
Through the ongoing assessment we shall evaluate the procedures to promote
feedback with impartial instruments .Stages will be planned to test and evaluate the
results. This evaluation will be done using grids, interviews, group researches, formal
and informal tests, meeting for teachers, principals, students, parents, partners,
projects meetings. The efficacy of the project will be valued as well as the research
and the innovations have helped to the improvement of the development and of the
school quality, students’ learning and teachers work and with the help of the local
communities. The dissemination and the evaluation will be done during all project’s
phases by local media, school web-sites and forum.

ACTIVE INVOLVEMENT

Project’s actions originate from the partners’ systematic didactic plans, in particular
from the POF (Italian acronym for Piano dell’Offerta Formativa – school educational
and didactic plan). All teachers know and cooperate to the evaluation and development
of the project activities . A dossier of the project will be done to spread all the results
and to improve the work of teachers, of the administrative staff and of school
attendants. Both students and teachers share methodologies; teachers, administrative
staff, school attendants and students’ parents, associations local communities etc. will
take part in the project and the results will be spread during school meetings and
assembles organised by the Principal and school teachers.

INTEGRATION INTO LEARNING AND OTHER ONGOING ACTIVITIES

All school partners have shared the common project achievements and all the activities
will be developed with curricular, extra curricular and interdisciplinary participations.
The aims of the project are parallel to the general targets of the annual lessons plans.

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 C U O R E

DISSEMINATION AND USE OF RESULTS

Along with the project progress the following products will be done:
Environmental safeguarding activities by artistic means(theatre, visual arts and music);
public displays, exhibitions,
Participation in the European week, digital photographs’ shows, reports,
questionnaires/interviews, CD-ROMs and website products. Results, experiences,
methodologies, cooperation, best products will be systematically and easily transferred
along with the project progress by means of mobilities as well as with the use of ICT
(e-mail, web-site, forum etc.) to be used in the following actions.
In the local communities and schools, including those operating in disadvantaged
districts, the project results will be displayed not only as a final result but also as a
work in progress through the use of ICT and through the organisation of service
conferences, lectures and meetings.
A particular attention will be paid to increase motivation in learning success through
the daily teachers’ work, a constant attention to learning quality that is to act on time to
fill gaps in basic education.
It is agreed in the partnership that, beyond the dissemination meant as information,
spreading at different levels ( local, sectorial , national and European ) even by creating
school networks, the planned activities aim at the best using of the capitalised results,
at transferring to others and at their validation for life long learning.
It is agreed in the partnership that , beyond the dissemination meant as information,
spreading at different levels ( local, sectorial, national and European) even by creating
school networks, the planned activities aim at the best using of the capitalised results,
at transferring to others and at their validation for life long learning.
In fact it has been planned that the spread and evaluation in Europe of that results
that more interest the users of the project for the LLP will be under the responsibility of
the coordinator school .

TOPICS

1)Environment /sustainable development

2)Comparing educational systems

3)School management,school autonomy

EDUCATIONAL FIELDS

1) foreign language

2 ) environmental education

3) new technologies

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 C O M E N I U S M U LT I L AT E R A L PA R T N E R S H I P

II. SCHOOLS PRESENTATION

GERMAN SCHOOL

ilhelm-Löhe-Schule is a big comprehensive school with

about 2000 pupils and 140 teachers.
The "Hauptschule" is attended by about 500 boys and girls at an age from 10 to 16
years.
The staff consists of 40 teachers.
Our students take their final exams after year 9 or 10, then they either move on to col-
lege or take on an apprenticeship.
The school has one big building and a small one.

There is no garden because there is a park and a river be-

hind the school.
Brief History of Nuremberg

Nuremberg was first mentioned in an imperial document in 1050. The Stauer Emperors
extended the castle which had been built on a sandstone hill (“Norenberc “ = rocky hill)
into an imperial place. With their support Nuremberg flourished as a centre of trade in
Middle Ages and was granted the status of a Free Imperial
City. By the 15th century Nuremberg was extremly wealthy
and provided an ideal climate for the arts and sciences.

Some famous Nurembergers

Perhaps you know Martin Behaim (1459 – 1507), the de-
signer of the first globe, Peter Henlein (1485 – 1542), the
inventor of the pocket clock or Albrecht Dürer (1471 – 1528), the famous painter.
The darkest chapter
The darkest chapter of Nuremberg`s history was ushered in when the Nazis chose it
as the site of their Party Rallies and in the 1930`s it became a symbol o National So-
cialism. Hardly any other German city was identified with the NS regime in the same
way as the “City of the Party Rallies” where peo-
ple were repeatedly sworn in on the Nazi ideol-
ogy every year. On September 1935 the
inhumane NS racial laws were proclaimed here.
These so-called “Nuremberg Laws” legalised the
persecution of the Jews and other minorities and
thus paved the way to the Holocaust. Ten years
later, Nuremberg was once again the focus of at-
tention, when the International Military Tribunal
began the trial of the main war criminals on No-
vember 20, 1945.

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 C U O R E

The old town centre as reduced to

rubble in 1945 as a result of Allied air
raids. (Thanks to – more or less -
careful rebuilding today`s visitors are
again able to sense the atmosphere
of historic Nuremberg).

City of Peace and Human Rights

In memory of the role which the city
played during the Nazi period,
Nuremberg today attempts to live up
to its selfimposed obligation as “City
of Peace and Human Rights”.
The Human Rights Activities of the
City of Nuremberg are
• on local level (for example: in-
tegration and inter-cultural-work)
• on national level (co-orga-
nizer of the German Human Rights
Film Award)
• on european level (european
coalition of Cities against Racism)
• on international level: (for ex-
ample: Nuremberg International
Human Rights Award)

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 C O M E N I U S M U LT I L AT E R A L PA R T N E R S H I P

ITALIAN SCHOOL

S.S.1°Grado “Pacifici e De Magistris” Sezze (LT)

http://www.smspacificidemagistris.it/
The “Pacifici De Magistris” School is a
quite big school whose students come
from different parts of the town: city
centre, outskirts and rural areas such
as Casali, Foresta, Melogrosso, Cro-
cemoschitto, Sezze Scalo.
In the last years the number of stu-
dents coming from the East Europe
and outside Europe increases a lot
and many of them attend our school.
There are also many “Case Famiglia”
(Family Houses) which host students
with serious social and family difficul-
ties. This is why in our school you find
projects studied to help foreign and Italian students within integration.

The City
Sezze, a lovely town in the province Latina – from which it is 20 km far – is situated at 319
m at the sea level. It covers a surface of 101,38 kmq and counts 22.200 inhabitants, who
are called “Setini”.
Sezze arises from one of the hill sys-
tems which come away from the
“Semprevisa Mountain” (the highest
top of the Lepini Mountains: m 1533.
The town occupies a hill of the Trevi
Mountain, which looks down to the
plain, dominating it, while inside its
territory goes down toward the wide,
green and cool air of the “Suso Val-
ley”.
Sezze covers a strategical position
not only among other hills, but also for
its mountain and plain itineraries. Its
name is constantly connected with the
war events in which it was involved together with the other neighbour towns.
The town centre is furnished by many sport services (such as a football and tennis ground,
a basket and a volley hall, private gym halls), a free library, a Toy-hall, an archeological Mu-
seum, a social and medical service. In the last one operate some cultural associations.
Sezze is also appreciated for the high quality of its artichokes, for some delicious local
dishes such as “beans soup”, local bread and sweets almond and “visciole” cakes.

Study Programme
The students of the Pacifici de Magistris are from 10 to 14 and they all follow a compulsory
curriculum.

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 C U O R E

In our school students attend the

compulsory hours and, if they
want, they receive extra instru-
mental music lessons. In the
course “A” students learn to play
instruments such as violin, clar-
inet, guitar and piano.
For the foreign students this
school guarantees the respect for
their religion and creed. Our
school promotes and encourages
initiatives to welcome and protect
their languages and culture, also
through intercultural activities.
Disadvantaged students are not dis-
criminated and our school tries to in-
tegrate them in all school activities.
For special need students there are
many activities to integrate them
(Laboratories, performances) stimu-
lating their potential abilities.

POF (some school activities)

In our school there are many projects
every year to enrich students abilities
and their knowledge.
Among the positive projects activated
in the last year, there are some that
last 1 year or others more years:
• Projects on health problems, environment
• Trinity
• Travelling with music
• Sport projects
• Education to legality
• Education to the road signs
• School performances
These projects are related also to school trips and camps for students.

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 C O M E N I U S M U LT I L AT E R A L PA R T N E R S H I P

LITHUANIAN SCHOOL
Vilnius Sausio 13-osios secondary school - Lithuania
Vilnius 34- secondary school was established
and started functioning in Lazdynai district in
1969.
Since 24th June,1994 the school has been re-
named to Sausio 13-osios secondary school.
This name was given to school not accidentally.
In 1991 students witnessed the events of Janu-
ary 13th bloody night.V.Maciulevicius, I.Simulio-
nis, R.Jankauskas perished at the TV Tower
that night.To honour the memory of all these people there was a museum founded at
our school.
Since 2001 our school has been headed by Birute Rudzinskiene. There are about
700 pupils taught by 62 teachers. The English language has been introduced in the
2nd form since 1986. We have other languages which can be chosen as a second
foreign language. Students learn German, French Russian.
Since 2000-2001 profile learning has been introduced. Students can choose among
different subjects.
SCHOOL ACTIVITIES
Students of our shool successfully take part in
the city‘s, regional and Republican contests
and national and international projects.We
have beautiful amateur theatre traditionsand
extra-curricular clubs. Folk Dance Group
„Lazdynelis“ guided by R.Zaleckaite take part
in city‘s and Republican events and dance
festivals in different European countries.
Our students are active participantsin various sport competitions. There are many
clubs such as Arts, Crafts, Ceramics, Drama, Yound scientists, Basketball, Tennis
and others that form students‘ personalities.
VILNIUS- THE CAPITAL CITY OF LITHUANIA
Vilnius, the largest and most beautiful of Lithuania‘s cities, and is the capital of the
Republic. It was founded in 1323 at the coinfluence of the Neris and Vilnia rivers and
is surrounded by picturesque wooded hills.The city‘s history has been as turbulent as
nation‘s.Over the centuries it has been repeatedly plundered during wars and devas-
tated by fires.
The Old Town of Vilnius is one of the biggest in Eastern Europe. After evaluating its
historical and cultural heritage, it has been designated a World Heritage Site by UN-
ESCO and is a living museum of architecture.
It is believed that the name Vilnius derived from the name of the river near which the
city was founded, that is, from the name Vilnia.
FACTS
The number of inhabitants-600,000 of which
57.8% Lithuanians, 18,7% Poles, 14% Rus-
sians, 4% Belarussians. 0.5% Jews, 5% oth-
ers.
Area-400square kilometers;
The Old Town-360hectares

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 C U O R E

POLISH SCHOOL
Public Primary School run by Salesian Sisters

Our school was founded in 1998 by

Salesian Sisters. It is a primary school
but in the same building there is also a
lower secondary school and a general
education secondary school. The school
is catholic but it is attended by children
both catholic and other religions.

The City
Ostrów Wielkopolski with the population
of over 72 thousand people is an impor-
tant economic, educational, cultural and
sports center in southern Wielkopolska, Poland. It is a capital and pillar of its district.
Ostrów is an important economic centre. Numerous firms, companies and banks have
their seats in the town. In the latest years the development of new industrial branches
has flourished. Predominant economic
sectors: trade, electromechanical engi-
neering (production of machines for fod-
der industry and production of railway
wagons), food processing, chemical in-
dustry (production of paints and lac-
quers), wood industry.
The town offers a variety of educational
services. Besides primary and lower
secondary schools there is a well devel-
oped network of vocational and general
education secondary schools. Also,
more and more higher education schools come into being here. At the moment five
higher schools are operative in Ostrów.
Ostrów Wielkopolski is a significant cultural centre of South Greater Poland. The
town’s offer includes artistic events of regional, national and international range. Os-
trów Wielkopolski is a town where music among other fine arts plays a special role.
The town’s musical showpieces are festivals and series of concerts, the most impor-
tant of which is International Festival “Chopin in the Shades of Autumn”
Ostrów Wielkopolski is one of those
towns and cities which treat sport in its
broad sense as an important side of life.
In Ostrów Wielkopolski there are over 50
different societies, clubs and establish-
ments dealing with sports activities. Our
town is especially famous for its basket-
ball, speedway and handball teams.
Study Programme
The primary school is attended by about
480 pupils at the age from 7 to 13. The
staff consists of 40 teachers. Our pupils

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 C O M E N I U S M U LT I L AT E R A L PA R T N E R S H I P

follow a compulsory curriculum. In our school students have more foreign language
classes than in other schools. English is compulsory from the 1st grade but the stu-
dents can choose the second or the third foreign language. They learn German,
French and Spanish.
The students take their final
exams when they are 13, then
they move on to a lower second-
ary school. Our students wear
school uniforms.

Extra classes and activities

Besides attending the compul-
sory classes our students take
part in some extra classes (they
can choose from almost 50) e.g.
such clubs as Art., Crafts,
Drama, Dance, Football, Volley-
ball, Maths, History, Music.

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 C U O R E

PORTUGAL
ESCOLA SECUNDáRIA MANUEL TEIxEIRA GOMES

Escola Secundária Manuel Teixeira Gomes

is located in Portimão, in the Algarve, a
province characterized with a strong pres-
ence of the tertiary sector (80% of the active
population), being the secondary sector not
much present in the economic activity (17,
5%) and the primary sector almost irrelevant
(2,5%). Portimão is both the second biggest
urban centre in the Algarve and the second main tourist centre: tourism and hospitality
industry, commerce and services as well as building industry are therefore the activity
areas which most contribute to the local job offer.
Apart from the scientific and humanistic courses which mainly aim at further studies,
ESMTG offers a wide range of Vocational courses (Professional and Technological),
which aim at meeting local needs. The school is open from 8:00 a.m. to 24:00 p.m. of-
fering day and evening classes. ESMTG also runs a centre for competence certification
of adult population.
In the school year 2009/10 this school is attended by 1750 day and evening students,
served by a team of 190 qualified teachers and 49 janitors and administrative staff.
ESMTG comprises five main buildings, plus a gymnasium and several sports fields.
Green areas amount to 4427.5 m2. Facilities include, among others, classrooms, lab-
oratories, a library/resource centre, equipped with 272 computers, 12 interactive boards
and 35 video projectors. The school also has bars and a canteen, which provides for
400 meals a day.

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ROMANIA
„ELENA CUZA” SCHOOL, IASI

"Elena Cuza" School

(whose history dates back
to 1892) opens the way to
all those who need educa-
tion (children, youth and
adults). It is located in Iasi,
a big city in the North-East
of Romania.
Iasi is the most important
political, economic and cul-
tural centre of Moldavia
and one of the oldest cities
in Romania. Archaelogical
investigations attest the
presence of human com-
munities on the present
territory of the city and around it from the prehistoric age. But the beginnings of urban
life in lasi are to be found in the second half of the 14th century, the name of the city
being mentioned for the first time in a document about commercial privilege granted
by the Moldavian ruler Alexandru cel Bun to the Polish merchants of Lvov in 1408.
Major events in the political and cultural
history of Moldavia are connected with the
name of the city of Iasi. "The city of great
loves", Iasi represents a symbol of Roman-
ian history about which Nicolae lorga
rightly said "there should be no Romanian
who does not know it".
„Elena Cuza” School is part of a public,
democratic and open educational system,
characterized by cooperation, stimulation
of the spirit of initiative, of creativity and by
the promotion of equal opportunities for all
students within an open communication
with all educational stakeholders.
The institution seeks to offer a student-
centered training, boosts the intercultural
and transdisciplinary approach, the com-
munity being actively involved in school life
and the extracurricular activities being var-
ied at the students’ suggestions.
The school creates conditions favourable
to learning, can provide an appropriate en-
vironment based on respect, mutual dedi-

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 C U O R E

cation and within which each person can benefit from the opportunity of receiving ed-
ucation and of developing oneself.

The students of "Elena Cuza" School are aged between 6 and 15 years and have dif-
ferent socio-economic and cultural backgrounds, situation which triggers a perma-
nent adaptation of the educational and teaching approach. In the school year
2009-2010 there are 242 pupils in the primary school and 174 pupils in the second-
ary school, a heterogeneous school-age population made up of:
• overgifted children;
• children who have parents working abroad;
• Rroma pupils;
• pupils with disabilities;
• pupils with learning difficulties.
The students study the compulsory subjects in the National Curriculum as well as the
optional subjects in the Curriculum at the school's decision:
• Literature for Children
• Foreign languages
• Initiation to computer use
• Health education• Experimental Chemistry
The teaching staff consists of 12 primary teachers and 21 teachers. As an integrative
school, "Elena Cuza" School offers specialized services in the field of psycho-peda-
gogy, services provided by a psycho-pedagogical counsellor, an itinerant teacher, a
speech therapist and a school mediator. In the school work also a chief secretary, a
book-keeper, a librarian and an IT specialist.

“Elena Cuza” school is a two-storey building with 24 spacious and well-furnished

classrooms. Facilities include:
• 2 laboratories (biology-geography, physics-chemistry);
• 2 computer rooms, equipped with modern resources and facilities;
• 1 psycho-pedagogical school office;
• 1 room for inclusive education;
• 1 consulting room;
• a library with more than 15000 volumes and a reading room;
• 1 gymnasium and a sports ground.

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ROMANIA
„TITU MAIORESCU” SCHOOL, IASI

The school was founded in 1963

being called “No 8 HIGH
SCHOOL” at the beginning.
In 1969, its denomination turned
into “No 23 SECONDARY
SCHOOL”.
Since 1984, it has been known as
“TITU MAIORESCU” school.
In addition, the other two loca-
tions have been “Titu
Maiorescu’s” extensions since
2004 – 2005: “Tudor Arghezi”
school, “GH. Ghibanescu” school.
Iasi City is one of the oldest and
the most important sites of the
country, where there has always
been strongly pulsated authentic
Romanian life. The City, which is
the Moldavian Capital, gave in-
valuable material and spiritual
values to national patrimony, and
has drawn glorious pages in the
history of the country, lasting in
people’s conscience.
1. General information about Iasi
Town
Situated close to the Eastern
bounds of Romania , Iasi will be
after the integration, a main de-
velopment settlement of the Eastern part of European Union.
Being an important University Centre, with over 60.000 students annually in 5 public
Universities and 3 private Universities ( Al.I.Cuza University is one of the oldest in
the country).
Being an Cultural Centre (“Cultural Capital of Romania” it is frequently used) and
Historical Centre (in 2008, 600 years of Iasi documentary attestation will be cele-
brated).
City with an impressive cultural and religious legacy – over 50 churches, e.g. The
“Three Hierarchies” Church , symbol of the City (Nicolae Iorga said that: “ Iasi is first
of all, a church – The churches Church of our past”).
Multicultural City , where numerous Foreign Cultural Centers activates (French cen-
tre, German centre, Centre of Latin America, British Council) and also there can be
found the Italian Community, Jewish Community.
2. Geographical co-ordinates – Iasi Town , point of regional interest;
160 km, from Chisinau to Iasi;

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 C U O R E

410 km, towards Bucharest;

460 km, towards Constanta.
Population of Iasi town (2006)
305.978 inhabitants
The pupils of "Titu Maiorescu"
School are between 7-15 years old,
being divided into two school
groups:
• Primary school students: be-
tween 7-10 years old
• Gymnasium students: be-
tween 10-15 years old
The subjects belong to the national
curriculum, including the compulsory subjects and curriculum subjects suggested by
school teachers and students' parents.
Special programmes have been approached for the children with special needs from
the B and C locations("Tudor Arghezi" School and "Gheorghe Ghibanescu" School),
according to the students' requirements for a better integration.
Apart from the compulsory school curriculum, there have been optional subjects,
such as:
Primary School optional subjects:
1. Light and color
2. The little explorer
3. Photographic art
4. Education for democracy
5. Why not grammar?
6. My friend, the computer
Gymnasium optional subjects:
1. The man and every day life
2. Natural phenomena
3. My friend, the computer
4. Peoples and civilizations
5. French culture and civilization

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SPANISH SCHOOL
I.E.S TORRES VILLARROEL

The secondary school “Torres Villarroel”

was the third school in town with up to
1800 students. It was opened 34 years
ago in 1975. At that time it was a high
school with students aged 15 to 18 or
more. Currently, it is a secondary school
with 500 pupils aged 12 to 18 or more,
that means we have Secondary Com-
pulsary Education (4 years: 12 to 16) at-
tended by 350 students, Secondary
Non-Compulsary Education (high level 2
years: 16 to 18 or more) with about 120
students, and finally we also have Vocational Studies, about 100 students, divided
into two grades: Medium and High, belonging to the professional family of Graphic
Arts.
The staff is composed of 74 teachers, including primary, secondary and vocational
school teachers.
Salamanca (population 155,740) is a city in western Spain, and is the capital of the
province of Salamanca, which belongs to the autonomous community of Castile and
Leon. The Old City was declared a UNESCO World Heritage Site in 1988.
The city lies on a hill by the Tormes River, which is crossed by a bridge 150 m long
built on 26 arches, fifteen of which are of Roman origin, while the remainder date
from the 16th century.
The city was founded in the pre-Ancient
Roman period by the Vacceos, a Celtic
tribe, as one of a pair of forts to defend
their territory near the Duero river. In the
third century BCE, Hannibal laid siege
to the city. With the fall of the
Carthaginians to the Romans, the city
began to gain more importance as a
commercial hub. At this time it was
called Helmantica or Salmantica.
One of the most important moments in
Salamanca's history was the year 1218,
when Alfonso IX of León created the
University of Salamanca. Soon it became one of the most significant and prestigious
academic centres in Europe.
Salamanca is considered one of the most spectacular Renaissance cities in Europe.
Through the centuries the sandstone buildings have gained an exquisite golden glow
that has given Salamanca the nickname La Ciudad Dorada, the golden city. This
golden glow is unique in Spain and is due to the "Villamayor Stone", a type of sand-
stone coming from a quarry situated in Villamayor, a village close to Salamanca.

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Study Plan
Secondary Compulsory Educa-
tion:
4 years. Students aged 12-16
Subjects: Spanish language and
literature, Mathematics, Natural
Sciences, Social Sciences,
Music, Physical Education,
Drawing, Technology, English,
French, etc.

Secondary Non-Compulsory Ed-

ucation:
2 years. Students aged 16-18 or
more

Studies:
• Science and Technology. different subjects Maths, Physics, Chemestry, Biol-
ogy, etc
• Social and Humanity: Latin, Greek, Economy, etc.

Vocational Studies:
• Medium Grade: 2 years. 4 months practices in factories or workshops. Techni-
cal title.
• High Grade: 2 years. 4 months practices in factories or workshops. High title.
Allows students to go to university.

Projects
• Bilingual Section. In the compulsory secondary studies pupils can study 3
subjects in English: Social Science, Technology and Music. This is our 4th year.
• P.R.O.A. (Support classes). Reinforcement classes to help students with prob-
lems to achieve their objectives.
• European Projects: We have participated in Comenius projects for the last 8
years. We also participate in a bilateral project for vocational students with North
Portugal.
• Extracurricular activities: the school has an award-winning theatre group,
dance groups, and a flamenco group (composed of gypsies).

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III. WASTE GRIDS

STUDY OF WASTE IN THE CUORE PARTNER COUNTRIES

A - Families / Community
B - School
STUDY PROCEDURES
1. Design of two questionnaires/Observation grids in all the partner schools
targeted at families and schools
2. Data collection in every school
3. Data analysis in every school
4. Designing action plans at a local level
5. Comparing results and plans among all partner countries (benchmarking)
6. Agreeing on a “Handbook of Good Environmental Practice” on Waste

WASTE AT HOME
(Collection and recycling habits in our educational communities)
I - Survey (vide appendix___)
1. Sample

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WASTE - BAD PRACTICE

FAMILIES / COMMUNITY

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WASTE - GOOD PRACTICE

SCHOOL

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WASTE - BAD PRACTICE

SCHOOL

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IV. WASTE CONCLUSIONS

A - FAMILIES / COMMUNITY

GOOD PRACTICE
In most schools, a significant percentage of families surveyed
• State that the collection of selective waste is done within acceptable
frequency by local authorities;
• Consider that they are relatively well-informed about environmental issues.

BAD PRACTICE
In most schools, a significant percentage of families surveyed
• Do not select garbage at home;
• Use paper napkins;
• State there aren’t any selective collection points for electric or electronic
equipment;
• Prefer packaged products;
• Use bags supplied by the shops;
• Consider that there aren’t enough selective collection points in rural and
urban areas.

B - SCHOOL

GOOD PRACTICE
Most schools
• Support selective waste collection;
• Have selective waste collectors;
• Carry out information/sensitizing campaigns;
• Are fully aware of the importance of selective waste collection and use the
already existing collectors appropriately.

BAD PRACTICE
In most schools
• There isn’t any selective collection of batteries and chemical products;
• Disposable materials such as plastic and paper are used;
• Waste is commonly found on the floor in some facilities;
• There isn’t enough use of recycled materials.

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V. WATER GRIDS

STUDY OF WATER IN THE CUORE PARTNER COUNTRIES

A - Families / Community

B - School
STUDY PROCEDURES
1. Design of two questionnaires/Observation grids in all the partner schools
targeted at families and schools
2. Data collection in every school
3. Data analysis in every school
4. Designing action plans at a local level
5. Comparing results and plans among all partner countries (benchmarking)
6. Agreeing on a “Handbook of Good Environmental Practice” on Water
WATER AT HOME
(use of water in our educational communities)
I - Survey (vide appendix___)
1. Sample

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WATER - GOOD PRACTICE

FAMILIES / COMMUNITY

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WATER - BAD PRACTICE

SCHOOL

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WATER - GOOD PRACTICE

SCHOOL

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VI. WATER CONCLUSIONS

A - FAMILIES / COMMUNITY

GOOD / BAD PRACTICE IN FAMILIES AND COMMUNITIES

Some good practice are commonly used: for example the use of modern household
machines such as class A dish washers and freezers as well as the habit of having a
shower rather than bathing. Unfortunately a very easy and cheap way of saving water
that is to close the taps while soaping or brushing teeth has still to become a daily habit
and people also state they like spending long time under the shower. Families should
remember to start washing machines and dishwashers only when they are full charge.
Families usually water their green areas at night or early in the morning and this allows
the local aqueduct to have cisterns full during the day when families, firms, schools
need a larger amount of water; in the same way, in each surveyed country, family
plumbing systems don’t have leaks: this is another good practice to save precious
water. On the contrary saving devices such as timed taps, double-flushes and systems
of collecting rain water are not commonly spread apart from Lithuania.
It is also very important to stress that in each partner country local authorities promote
campaigns to save water and to inform citizens about environmental issues and it’s
even more remarkable that everyone considers school the place where young people,
future world citizens, have to be informed and trained to get an environmental aware-
ness.

B - SCHOOL

GOOD PRACTICE AT SCHOOL

At the end of this study we discovered that only in the Spanish school the toilets’ faucets
are timed ones and there are signs and posters near the toilets and bathrooms to re-
member a good use of water;
In all schools there are no leaks in the plumbing distribution system while there are no
leaks in the facilities only in the schools in Romania and Spain;
The school watering system is done early in the morning only in Germany, Portugal
and Spain but only in Italy and Spain there is a development of awareness campaigns
targeted at the school community.

BAD PRACTICE AT SCHOOL

In all partner schools there are no systems of collecting rain water apart from Lithua-
nia.
and most of the faucets in the school facilities are conventional and not timed ones;
Most of the flushes in the schools’ toilets are traditional ones and only in the Romanian
schools there have been projects to raise the students’ awareness about saving water
;in schools in Italy, Romania and Portugal there are no saving devices for water and
some faucets have leaks; the same schools gardens are also watered manually .
The local authorities haven’t developed awareness campaigns about saving water tar-
geted at the school community and in all schools there are no signs near the facilities
to make users aware of wasting water.

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 C U O R E

VII. ENERGY GRIDS

STUDY OF ENERGY IN THE CUORE PARTNER COUNTRIES

A - Families / Community
B - School
STUDY PROCEDURES
1. Design of two questionnaires/Observation grids in all the partner schools
targeted at families and schools
2. Data collection in every school
3. Data analysis in every school
4. Designing action plans at a local level
5. Comparing results and plans among all partner countries (benchmarking)
6. Agreeing on a “Handbook of Good Environmental Practice” on Enegy
ENERGY AT HOME
(use of energy in our educational communities)
I - Survey (vide appendix___)
1. Sample

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 C U O R E

ENERGY-GOOD PRACTICE
SCHOOL

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 C U O R E

ENERGY - BAD PRACTICE

SCHOOL

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ENERGY - GOOD PRACTICE

FAMILIES / COMMUNITY

ENERGY - BAD PRACTICE

FAMILIES / COMMUNITY

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 C U O R E

VIII. ENERGY CONCLUSIONS

A - FAMILIES / COMMUNITY

GOOD / BAD PRACTICE IN FAMILIES AND COMMUNITIES

One of the good practices which is used by most of the countries, is that of using
economic bulbs. At the same time, there are communities that still keep using
incandescent light bulbs.
Unfortunately, the use of the renewable sources of energy is still limitated in most of
the countries, communities keep using the old sources of energy as usual, sources
that are not inexhaustible.
A good practice is the use of thermostats or temperature regulators in most of the
communities; Unfortunately there are still families which don’t have any thermostats at
home.
People have begun to understand the importance of energy saving, that’s why they
use electrical and electronic devices which save more energy. Even so, in some
families, there is still the habit of not turning off the electrical devices after using them.

B - SCHOOL

GOOD PRACTICE AT SCHOOL

Some good practices are commonly used:
• for example the lights are on in classrooms only when strictly necessary;
• doors and windows aren’t left open if some cooling/heating equipment is on;
• temperature regulators are used by most of the countries.
• in schools from countries such as Germany, Lithuania, Poland, and Romania, energy
saving electronic equipments are used;
• last but not least, the use of the economic bulbs can be observed in most of the
countries.
Acording to our study, we can observe that the school population surveyed is open to
being informed about energy saving.
Another good practice used by the most of the partner schools, is the habit of turning
off the electronic appliances when not used;
At the same time, the central heating system is turned off during holidays.

BAD PRACTICE AT SCHOOL

Most of the schools involved, don’t have signs near electrical devices to make users
aware of energy wasting
At the same time, there are no light sensors in schools, with the exception of those
in Portugal and Spain which didn’t ask about their existence.
The missing of the renewable energy devices in most of the schools, seems to be a
common problem, as well as the missing of temperature regulators.
It is also obvious that gas is one of the energy sources used by schools like Ger-
many, Poland, and Portugal.

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Ix. FINAL ACTION PLAN

WASTE, WATER, ENERGY – ACTION PLAN

SCHOOL / COMMUNITY

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 C U O R E

CONCLUSIONS
FUTURE ACTION PLAN

All the partner schools are going to publicize the survey results via school site,
media, any public educational events, local authorities, other agencies, local com-
merce etc. They will all have information campaigns targeted at students, teachers
and staff (janitors, administrative personnel) and also families.
All the partners are going to highlight good and bad environmental practice using
leaflets, posters, signs, warnings, instructions, data display, meetings with parents
and also share innovation strategies, assessment and evaluation procedures among

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project members.
Most of the partner schools (at least six of them) plan to have exhibitions of students’
project works; to place selective waste containers inside the school buildings and in
the school grounds for: paper/ carton; glass; packages; batteries and to use of for-
eign languages, namely via mail exchanges among project students. They also want
to continue having school trips to sites of ecological/ environmental interest planning
the teaching units which involve: research work – thinking globally. They are still
planning to foster intercultural awareness among students involved;project work –
acting locally ; hands-on outputs;interdisciplinary/ multidisciplinary work and inten-
sive use of ITC.
Many of the partner schools (at least four) are going to continue having live/ open
workshops on: composting, production of artefacts making use of recyclable materi-
als, paper recycling(collaboration of the Biology and Chemistry departments) taking
guided tours / ecological walks to areas of ecological interest – natural beauty and/
or environmental threat.
They will also continue to commemorate the national / international days like Water
(March 22nd) Solar Day (June 21st) and Earth day (April 22nd ) and share the inno-
vation strategies, assessment and evaluation procedures among project members.
Many partner schools will continue to raise family members’ attention regarding envi-
ronmental issues like : energy saving, collective waste and water saving and will
continue to discuss the results of the study by the school authorities (school board,
janitors’ head of staff, students ’union representatives) in different meetings.
Four of the partner schools are thinking to replace progressively the traditional light
bulbs by energy-saving ones, the implement the thermostats or temperature regula-
tors, to replace conventional toilet cisterns with double flushing ones and conven-
tional turn faucets with timed ones.
The majority of schools want to continue to foster students´ interest to participate in
competitions promoting pro-ecological behaviour connected with waste, energy and
water and to include an optional course of environmental education in the curriculum
at school’s decision.
Regarding the local authorities the majority of partners will continue their work in
order to sensitize them to the need of more/better waste selective collection, energy
saving and to the need of campaigns aiming at rising the citizens ‘environmental
awareness on waste selection, energy saving.
Unfortunately, only two or three partner schools want to raise students’ empower-
ment through talks/ seminars/ exhibitions or thematic portfolios.
Only few of the partners consider saving and reusing rain water and watering
overnight, and organizing activities on a regular basis for selective waste collection
in the neighbourhood with the involvement of the local community.
Only three partners are going to encourage the use of the Moodle platform and insti-
tutional teachers’ e-mails as a strategy to diminish the use of paper in the teaching-
learning process and also they will explore synergies among different school
departments /projects which deal with environmental issues.
The progressive implementation of alternative equipments/solar panels for water
heating in the school kitchen and gym bathhouses is taken into consideration only by
two schools.

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x. TIPS ON GOOD PRACTISE

One of the main aims of the project “C.U.O.R.E” was: “Motivate and get students aware
of environmental choices”. We have tried to extend this objective to the school com-
munity, to our students´ families, to our schools and to our local authorities. raising
awareness in these fields,
also improving our recycling
practices and better use of
water and energy by means
of our proposals of improve-
ment at a school, families
and probably at local com-
munity level.
Once finished with our work,
we believe that the following
tips can be considered as
examples of good practices:

1. The filling of question-

naires about waste, water
and energy practice at
school, students´ families
and local community, as a
starting point of diagnosis, so
that our teachers, students
and families have reflected
about their good and bad
daily practices recycling
waste and using energy or
water, at the three levels:
school, family, local area.

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The fact of filling the surveys have led to reopen

the spending of water, or energy at home or
school, and the local collecting points or contain-
ers to carry out a better recycling of garbage.

Publicizing the survey results via school site,

media, local authorities, etc the information cam-
paigns highlighting good practices by means of
posters, signs, warnings, instructions, meeting
with parents, etc. Exhibitions of students´project
work outputs. All these measures have sensi-
tized the school community.
2. The Action Plans carried out in each
school and with each family has served to im-
prove the awareness and sensitivity of the edu-
cational community in terms of recycling, water
conservation and energy, as proved in the eval-
uation surveys in regards to the project that we
have carried out in each school and in the case
of the school in Salamanca (Spain), the work
carried out by the Mathematics Department
about the impact of the waste recycling projects
with families.

The improvements in each center have been

able to be carried out and will probably continue
in the future, as long as the financial means
allow so, undoubtedly it will improve recycling
habits and waste separation, as well as energy
and water conservation.
3. The Projects carried out by the students
in each center: from making dresses or inven-
tions with recyclable material, to making waste
bins, posters, calendars, eco-notes, magazines,
etc., besides serving to encourage direct partic-
ipation in the project, also entails the objective
to make samples or presentations about topics
related to the project and serve as an awareness
campaign about recycling, water and energy

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conservation.

This can be favourably cont contributed to the vis-

its to waste and energy production centers and to
climate change exhibitions.

4. The transfer to local authorities the propos-

als suggested by the students’ families in regards
to increasing the collection points or water and en-
ergy conservation, we believe has broadened the
social awareness horizon concerning the working
topic of our project.

Needless to say, the commitment to energy and

the exchange of studies between the different
countries in the meetings with all of the delega-
tions has led us, and this is very important, to de-
velop in other areas such as
5. tolerance, an understanding of different cul-
tures, improvement of English and other lan-
guages and the use of the TIC’s.

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xI. ASSESSMENT QUESTIONNAIRE

FINAL ASSESSMENT QUESTIONNAIRE

STUDENTS

Question 1:
Which are the participating nations?

One hundred per cent of Spanish, Lithuanian and Romanian ( Titu Maiorescu) stu-
dents were able to choose cooperating countries. The least German students (74%)
were able to answer this question correctly. Students from other schools could do that
in 90% (Romania – Elena Cuza, Italy and Poland).

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 C U O R E

Question 2:
What is the main subject of the project?

One hundred per cent of Romanian ( Titu Maiorescu) and Lithuanian students were
able to indicate the main subject of the project. Ninety four per cent of Italian students,
ninety five per cent of Polish students and ninety six per cent of Romanian students
(Elena Cuza) knew the main subject of the project. Spanish (82%) and German (78%)
students were the least aware of the subject of the project.

Question 3:
How did you find the project’s activities?

The majority of surveyed students in Spain (78%) was of the opinion that the project
activities were very interesting. Almost the same number of Romanian students felt the
same ( Elena Cuza -75%, Titu Maiorescu – 70%). The project activities were interest-
ing for 67% of Lithuanian, 66% of German, 60% of Polish and 58% of Italian students.
Only Spanish (1%), Italian (4%), German (10%) and Lithuanian (33%) students recog-
nised that the project activities were boring.

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Question 4:
Has your English improved ?

Slightly over a half of Spanish students believed that their English improved. Forty five
per cent of Romanian students (Titu Maiorescu) and thirty eight per cent of Polish and
Romanian (Elena Cuza) students were of the same opinion. Only twenty eight per cent
of Italian, sixteen per cent of Lithuanian and four per cent of German students concurred
with them. The largest number of German students thought that their English didn’t im-
prove (54%). 50% of Lithuanian and 35% of Romanian (Elena Cuza) students were of
the same opinion. The largest number of undecided students if their English improved or
not was among Italian students (46%) .

Question 5:
Are you today more aware/better informed as regards environmetal issues?

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All questioned indicated that they were more aware as regards environmental issues.
The answer “yes” was chosen by 98% of Spanish and Romanian (Elena Cuza) stu-
dents. Only a small percentage answered “no” for this question –15% of Italian and
14% of German students. Less than a half of Romanian (Titu Maiorescu – 40%), Polish
(36%), German (34%), Lithuanian (33%) and Italian (27%) students were not able to
answer this question.

Question 6:
How did your involvement to the project influence the environmental behaviour of your
family? Rate the three most important aspects from 1 to 3 with 1 as the most important
and 3 as the least:
• it changed habits as concerns waste separation
• it fostered a more conscious use of water
• it fostered a more consciuys use of energy

The students involvement in the project fostered a more conscious use of water in
Lithuanian, Polish and Italian families. Students from Italy and Poland indicated chang-
ing habits as concerns waste segregation in second position. Fostering a more con-
scious use of energy was pointed out in third position by them. Lithuanian students
chose a more conscious use of energy in second position and changing habits con-
cerning waste segregation in third position. Students from Spain, Romania (Elena
Cuza and Titu Maiorescu) and Germany indicated changing habits concerning waste
segregation in first position. In second position students from Romania (Elena Cuza
and Titu Maiorescu) pointed out more conscious use of energy and more conscious
use of water in third position. More conscious use of water than energy was more es-
sential for students from Germany and Spain. Water was indicated in second position
and energy in third position.

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FINAL ASSESSMENT QUESTIONNAIRE

TEACHERS

Question 1:
What overall assessment would you give to the project which is ending?

The majority of surveyed teachers from partner schools gave the project a very good
mark. 90% of teachers from Romania (Titu Maiorescu) and 70% of teachers from Spain
and Romania (Elena Cuza) gave the project so high mark . Only small proportion of
Spanish (3%) and Lithuanian (15%) teachers who responded, gave the project an un-
satisfying mark. The project was not assessed so low by teachers from other countries.
The majority of Portuguese teachers assessed the project as good (57%). Slightly over
a half of Lithuanian teachers answered that the project was satisfactory (51%).

Question 2:
What are the most significant aspects that you found in the project?
• the stimulus for learning foreign languages
• environmental issues
• european citizenship
• international contacts
• the involvement of pupils
• the possibility of working with new technologies

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Most of those surveyed from all schools were of the opinion that the most significant
aspects in the project were environmental issues. In the second position among rele-
vant aspects of the project there were international contacts. The Italian, Polish and
Romanian (Titu Maiorescu and Elena Cuza) indicated as significant, the stimulus for
learning foreign languages. Spanish, Lithuanian and Romanian (Titu Maiorescu and
Elena Cuza) teachers emphasized the importance of the involvement of pupils.

Question 3:

How did you find the project’s activities?

The project activities appeared interesting for Italian, Portuguese and Polish teachers.
For Romanian (Titu Maiorescu and Elena Cuza) and Spanish teachers they seemed to
be very interesting. Activities connected with the project were not interesting for
Lithuanian and German teachers (15 %). Surveyed teacher from other countries did
not choose the answer – “not interesting”. Only small percentage of questioned from
Spain (8%) and Portugal (5%) were not able to answer that question whereas slightly
over a half of Lithuanian teachers (51%) chose the answer “I don’t know”.

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Question 4:

In what way(s) did this Project help change our school into a more envitonmentally
friendly one?

• it made students aware of the importance of environmentally friendly behav-

iours
• it raised awareness about the school facilities for waste separation and energy
conservation
• it raised awareness of good practice rules
• it changed habits as concerns waste separation
• it fostered a more conscious use of water
• it fostered a more conscious use of energy

In all cooperating schools teachers indicated that first of all the project made students
aware of the importance of environmentally friendly behaviours. There was also often
pointed out that the project made school staff aware of the importance of environmen-
tally friendly behaviours. Those who questioned from Romania (Elena Cuza), Spain
and Poland chose the aspect of raising awareness of good practice rules. For Ro-
manian (Titu Maiorescu) and Lithuanian school changing habits as concerns waste
segregation appeared to be very important. Moreover Lithuanian school indicated a
more conscious use of energy as essential.

Question 5:

Do you think a Project like this is an incentive for pupils to learn foreign languages?

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The least teachers from Spain indicated that a project like this is an incentive for pupils
to learn foreign languages (72%). All questioned from Romania (Elena Cuza) chose
the answer “yes”. A large proportion of German, Lithuanian, Polish, Italian, Portuguese
and Romanian (Titu Maiorescu) questioned was of the same opinion (at least 80 %).
As many as 20% of those surveyed from Germany and Lithuania were convinced that
a project like this was not an incentive for pupils to learn foreign languages. Only a
very small percentage of teachers surveyed from Portugal (5%) and Spain (11%) was
of the same opinion. 16% of Spanish and Polish and 14% of Portuguese and Roman-
ian (Titu Maiorescu) did not know if a project like this was an incentive for pupils to
learn foreign languages.

Question 6:

Do you think a project like this is an apportunity for teachers development?

Question 7:

If yes, why?

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 C O M E N I U S M U LT I L AT E R A L PA R T N E R S H I P

Answer 1: Because you can learn about other countries and cultures.
Answer 2: Because it provides incentives to assume and/or implement changes In
their working style

Teachers from all cooperating schools emphasized that a project like this was an op-
portunity for teachers’ development. At least 74% Spanish and 100% Romanian
(Elena Cuza and Titu Maiorescu) teachers were of thas opinion. Lithuanian teachers
differed with them on that question. The majority of Lithuanian teachers (45%) indi-
cated that the project like this was not an opportunity for teachers’ development. Ger-
man teachers differed on that question. 55% chose answer “yes” and 40% - “no”. The
answer “no” was chosen only by 5% Portuguese and 18% Spanish surveyed. Those
who answered “yes” admitted that a project like this was an opportunity for teachers’
development because you could learn about other countries and cultures. The major-
ity of surveyed indicated that answer. Only teachers from Lithuania (100%) and Ro-
mania (Elena Cuza) decided that the project like this provided incentives to assume
and / or implement changes in their working style.

Question 8:

How effective was the communication of the project activities within the shool commu-
nity?

Only a small percentage of Italian, German (10%) and Lithuanian (15%) teachers indi-
cated that the communication of the project activities within the school community was
not effective (10%). Those who questioned from Lithuania (85%) and Germany (65%)
stressed that communication was fairly effective. Romanian (Titu Maiorescu) teachers’
answers differed. 55% believed that communication was effective whereas 45% were
of a different opinion. Teachers from other schools emphasized that the communication
was effective (at least 50% - Spain, Portugal, Poland, Romania – Elena Cuza).

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 C U O R E

Question 1:

Question 3:

Question 5:

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 C O M E N I U S M U LT I L AT E R A L PA R T N E R S H I P

Question 6:

Question 7:

Question 8:

Not all of surveyed answered all questions.

292 teachers were questioned.

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 C U O R E

C.U.O.R.E. Hymn lyrics:

English chorus:
We are CUORE eco-team,
We try to save the planet Earth.
We have CUORE biggest heart
For the clean future of the world.
Italian stanza:
Se la tua terra vuoi salvare,
noi tutti abbiamo un grande CUORE,
e riciclare e risparmiare
questo è il progetto dell'Amore.
English chorus:
We are CUORE eco-team,
We try to save the planet Earth.
We have CUORE biggest heart
For the clean future of the world.
Portuguese stanza:
Louvando o Sol, vivendo a Água
Soprando o Vento, rodando as velas
No CUORE juntam-se energias
No despertar de novos dias.
Portuguese chorus:
Um gesto simples, um poema
Amar a Terra como lema
Olhar atentos em redor
Plantar uma árvore com amor.
English chorus:
We are CUORE eco-team,
We try to save the planet Earth.
We have CUORE biggest heart
For the clean future of the world.
Romanian stanza:
Natura-i pentru noi o carte,
Pământul e un dar divin,
Prieteni din întreaga lume,
Veniţi cu toţi să-l ocrotim!
Romanian chorus:
Să ocrotim păduri şi ape,
Ca florile să râdă iar,
Să dăinuiască astrul zilei,
Căci altfel totu-i în zadar.
English chorus:
We are CUORE eco-team,
We try to save the planet Earth.
We have CUORE biggest heart
For the clean future of the world.
Lithuanian stanza:
Būdami komandoj CUORE
Mes išgelbesime žemę!
Turime širdy mes CUORE

62
 C O M E N I U S M U LT I L AT E R A L PA R T N E R S H I P
Bus pasaulis mūs gražus. For the clean future of the world.
English chorus:
We are CUORE eco-team, Spanish stanza:
We try to save the planet Earth. Salvar la tierra es nuestro reto
We have CUORE biggest heart Mas felices nos sentiremos
For the clean future of the world. Ella nos pide que la amemos
Hay que cuidar nuestro planeta.
Polish stanza:
Powietrze, słońce, woda, wiatr English chorus:
I odnowimy razem świat We are CUORE eco-team,
Makulatura, plastik, szkło We try to save the planet Earth.
CUORE zniszczy całe zło. We have CUORE biggest heart
For the clean future of the world.
Polish chorus:
Europo nasza chrońmy świat
I róbmy wszystko co się da
Zieleń lasów, piękno łąk
Niech będzie dziełem naszych rąk

English chorus:
We are CUORE eco-team,
We try to save the planet Earth.
We have CUORE biggest heart
For the clean future of the world.

Polish stanza:
I pamiętajmy o tym, że
Surowce ziemi skończą się
Więc powinniśmy oszczędnie żyć
By zawsze ekologiem być.

English chorus:
We are CUORE eco-team,
We try to save the planet Earth.
We have CUORE biggest heart
For the clean future of the world.

German stanza:
Lasst uns unsre Umwelt schützen
Denn wir brauchen sie zum Leben
Gebt alle acht auf unsere Erde
Denn ohne sie können wir nicht sein

German chorus:
Wir sind das Umweltteam CUORE
Wir wollen unsre Erde retten
Wir haben ein großes Herz CUORE
Für die Zukunft dieser Welt

English chorus:
We are CUORE eco-team,
We try to save the planet Earth.
We have CUORE biggest heart

63
 CUORE TEAM

ITALIAN TEAM BOGNA SZYMANEK

LUIGI GALLONI - PRINCIPAL JUSTYNA PIECHOCKA
AMALIA VALLERIANI – PROJECT BEATA SZCZESNIAK
COORDINATOR ANNA SERAFIN
ANNARITA ROSSI- VICE-PRINCIPAL
ALESSIA DI PROSPERO ROMANIAN TEAMS
ALESSANDRA CORSETTI „ELENA CUZA” SCHOOL TEAM
MARISA FUCCI VIOLETA POPA – PROJECT COORDINATOR
CINZIA ANDRUZZIO PARASCHIVA MÂRZA-LEŞAN –
BENEDETO SUPINO HEADMASTER OF SCHOOL
ANARITA MANCINI ADRIAN CHIORESCU
D’ANDREA SAVINA EUGENIA UŞURELU
EUGENIA CÂŞLARIU
GERMAN TEAM GEORGETA BUCOVINĂ
JUTTA GEIER GETA BUNGIANU
MARTIN IRGANG LUMINIŢA MURARIU
FLORIAN KUBIAK DOINA STEVA
LARISSA OPITZ VIOLETA BOGDAN
GERHARD MÜLLER IRINA NEACŞU
RENATE VON SECKENDORFF MARICICA MANOLE
ANJA STETTNER-DANKER VERONICA BANTAŞ
KATRIN HAUSER MARIA STOICA
MARIA WENNINGER CECILIA VELNIC
MARLIES MARKEL CRISTINA-PETRONELA PASAT
ANDREA NEUBAUER FULVIA-GABRIELA HOROBEŢ
DAVE MESCHER GABRIELA RAUS
CORINA BÂRLĂDEANU
LITHUANIAN TEAM RALUCA-MIHAELA POPOVICI
ALA JERMOSINA – COORDINATOR
BIRUTE RUDZINSKIENE “TITU MAIORESCU” SCHOOL TEAM
JURGA SAKOCIUVIENE FLORIN MANOLIU - PROJECT
EGLE BILINSKAITE COORDINATOR
MEILE SERKSNIENE CORINA APOSTOL - PRINCIPAL
VIRGINIJA BLAZIENE CRISTINA RUSU - VICE-PRINCIPAL
VALENTINA KUZMINSKIENE ADRIANA VĂIDEANU
RALUCA BUJDEI
PORTUGUESE TEAM CORINA TEŞCU
ESTELA VIEIRA – COORDINATOR MIMIA MANOLACHE
ANA GONZAGA SILVIA DURNEA
MARIA JOSE DUARTE
ISABEL PEREIRA SPANISH TEAM
SANDRA GUERREIRO JESÚS V. GARCÍA – PRINCIPAL / PROJECT
ISABEL FERNANDES COORDINATOR
MARIA NELA MATEUS ANGELA DE DIÓS
TELMA LANCA MARÍA JOSÉ MARTINEZ
JOSÉ MARÍA BELLIDO
POLISH TEAM JUAN MANUEL GARCÍA
KINGA KUBACKA – COORDINATOR JAVIER PRIETO
JOSÉ L. PERICACHO
http://www.cuore.isgreat.org/
CUORE