UNESCO Passport
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The project UNESCO Passport is Erasmus + project. There are four partners in this project (Croatia, Italy, Cyprus and Spain). The aim of the project was to investigate our cultural heritage under the protection of UNESCO and share knowledge with other partners. We were motivated to start this project by the need to include teaching about cultural heritage into the educational process. One of our objectives was to create a digital UNESCO Passport that would integrate all processed content of each partner school.Loading...
Partners in the project: The Elementary School of Hvar, Hvar, Croatia
Hijas de la Natividad de Maria "CPR San Jose", Pontedeume, Spain
The Heritage Private School, Limassol, Cyprus
Istituto Comprensivo Cassano Magnago II, Cassano Magnago, Italy
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SPAINInitial Survey
Students from 6th grade of Primary Education to 3rd of Secondary Education have taken an online test related to the Erasmus+ project “Unesco passport” through which we have been evaluating their previous knowledge about the topic.
In the following graphs we show the number of answers of the students of each participating course as well as those that have been answered correctly.
At the end of the project we will go back to the survey and it will be time to know how much our students have learned throughout this two-year experience!
Students from 6th grade of Primary Education to 3rd of Secondary Education have taken an online test related to the Erasmus+ project “Unesco passport” through which we have been evaluating their previous knowledge about the topic.
In the following graphs we show the number of answers of the students of each participating course as well as those that have been answered correctly.
At the end of the project we will go back to the survey and it will be time to know how much our students have learned throughout this two-year experience!
Galician Heritage
We have been doing the first group of activities of the project in our school. First of all, we began with the thinking routine "I see, I think, I wonder" using for that a picture of the wall of Lugo. After that, we did a brainstorming and we established the steps we must follow to create our timeline. Finally, using cooperative work, we have investigated about the wall's history, giving importance to its built, the historical conflicts of the city and its naming as UNESCO World Heritage.
We have been doing the first group of activities of the project in our school. First of all, we began with the thinking routine "I see, I think, I wonder" using for that a picture of the wall of Lugo. After that, we did a brainstorming and we established the steps we must follow to create our timeline. Finally, using cooperative work, we have investigated about the wall's history, giving importance to its built, the historical conflicts of the city and its naming as UNESCO World Heritage.
Lugo's Wall
We have been investigating about the roman times in Lugo, concretely about the organisation of society in that period, the clothing of each social class and the pottery art that used to be there.
Students of 3rd grade of Secondary Education did the first activity. They built 6 big boys and girls mannequins that represented the social classes in Lugo in roman times.
They have also done an investigation, followed by an exposition about the clothing of the different roman social sector by teams: each one was in charge of a kind of clothing, and then they had to dress one of the mannequins. For that purpose, they made paper patterns and then, they cut them using different materials.
After this activity, our students of 1st grade of Secondary Education, investigated about roman pottery, specifically about the Lugo´s one. They have learnt different techniques to work with clay and they represented some of the most used objects in that period.
We have been investigating about the roman times in Lugo, concretely about the organisation of society in that period, the clothing of each social class and the pottery art that used to be there.
Students of 3rd grade of Secondary Education did the first activity. They built 6 big boys and girls mannequins that represented the social classes in Lugo in roman times.
They have also done an investigation, followed by an exposition about the clothing of the different roman social sector by teams: each one was in charge of a kind of clothing, and then they had to dress one of the mannequins. For that purpose, they made paper patterns and then, they cut them using different materials.
After this activity, our students of 1st grade of Secondary Education, investigated about roman pottery, specifically about the Lugo´s one. They have learnt different techniques to work with clay and they represented some of the most used objects in that period.
Environmental Context of the Tower of Hercules
Spanish students from 4th grade of Secondary Education have worked on an interesting investigation about the darkest part of one of our most emblematic monuments, considered World Heritage🌎: The Tower of Hercules.
This activity consisted of searching for information about the environmental disasters that took place near this monument. Among them, we can highlight the following oil tankers 🛳 which crashed and poured high quantities of petroleum in the coast of Galicia: “Urquiola” in 1976, “Mar Egeo” in 1992 and “Prestige” in 2002.
We expressed the most outstanding data derived from this investigation in a board, where you can see the definition of each disaster, its place and year, as well as its causes and consequences. 🌊
Thanks to this activity, students have known a little bit more of the history of this roman lighthouse so symbolic for Galician people.
Spanish students from 4th grade of Secondary Education have worked on an interesting investigation about the darkest part of one of our most emblematic monuments, considered World Heritage🌎: The Tower of Hercules.
This activity consisted of searching for information about the environmental disasters that took place near this monument. Among them, we can highlight the following oil tankers 🛳 which crashed and poured high quantities of petroleum in the coast of Galicia: “Urquiola” in 1976, “Mar Egeo” in 1992 and “Prestige” in 2002.
We expressed the most outstanding data derived from this investigation in a board, where you can see the definition of each disaster, its place and year, as well as its causes and consequences. 🌊
Thanks to this activity, students have known a little bit more of the history of this roman lighthouse so symbolic for Galician people.
Online Meetings
We have resumed the activities of our Erasmus+ project "UNESCO Passport", which had to be postponed due to the pandemic. Luckily, we had the opportunity to celebrate “Erasmus Day” on the 16th of October.
In order to commemorate this day, the Spanish students in 1st year of Secondary Education had a Zoom meeting with our friends from Croatia and Cyprus. They were able to greet them and chat for a while. Italy could not participate, but they sent us a very cool video!
After greeting each other, we sang the song “If You Are Happy and You Know It” in the different languages. Afterwards, the Croatian students introduced us to several words related to our heritage and we also pronounced them in all the languages in the Erasmus+ project. Finally, we cheerfully bid farewell to our friends.
We have resumed the activities of our Erasmus+ project "UNESCO Passport", which had to be postponed due to the pandemic. Luckily, we had the opportunity to celebrate “Erasmus Day” on the 16th of October.
In order to commemorate this day, the Spanish students in 1st year of Secondary Education had a Zoom meeting with our friends from Croatia and Cyprus. They were able to greet them and chat for a while. Italy could not participate, but they sent us a very cool video!
After greeting each other, we sang the song “If You Are Happy and You Know It” in the different languages. Afterwards, the Croatian students introduced us to several words related to our heritage and we also pronounced them in all the languages in the Erasmus+ project. Finally, we cheerfully bid farewell to our friends.
