Objectives of the project

Competences support learning and problem solving. They make people more capable of
acting and enable them for independent learning. Our schools – each in its way – help our
pupils to acquire manifold competences. But the number of pupils (with and without
migration background) who have difficulties in understanding texts and expressing their
point of view and who are therefore less successful at school, increases in our schools as
well. Some of them get frustrated and leave school education earlier than necessary.

Discussions in our schools and during project meetings made us aware that we have to focus
on language and creative competences as they are the precondition for learning, for
acquiring knowledge and media competence. These competences develop the abilities to
articulate and share ideas, to communicate, to reflect and connect old and new knowledge.
They are the foundation for acquiring more competences, for seizing opportunities, for an
active, successful life and for equal opportunities. Good language competence and the ability
to communicate in foreign languages is a forceful communication tool that supports the
intercultural competences.

We are worried that it gets more and more difficult for our pupils to make their own
experiences and to be creative in the way they think and act. Their world has been made so
perfect that they only need to consume. But the creative competence, the ability to solve
problems and to develop new ideas, is important in our versatile world. Being able to
perceive the world in new ways, to make new connections and generate solutions helps
build your own experiences, develop as an independently minded and autonomous person
who does not just adopt and use other’s patterns of thought and action.

We need more ideas how we can help our pupils to improve these competences. When
teachers from different schools and countries meet to get more insight how teaching is done
at other schools and when they discuss their observations and exchange their experience we
will gain new ideas how to approach the current deficits.

But just acquiring competences is not enough to make qualified decisions and to assess
actions. Hence we will be working on acquiring the competences in the frame of subject
teaching with focus on gaining more science knowledge.

In the past people had to adapt largely to their environment. Today they form their
environment to a great extent. But they can only inadequately assess what they are doing.
Therefore it is very important to make our pupils aware of the consequences of man-made
environmental changes. Our pupils know that we have a problem with global warming, but
they do not know that the increasing shortage of freshwater worldwide will become an even
bigger problem – not only for our environment but also for our society and the manhood as a
whole. Only 2,5% of all existing water on earth is freshwater – two-thirds of that is
accumulated in glacial ice at the poles. During the last 100 years, the consumption of
freshwater decupled. Since the World Water Forum in Den Haag in 2000 water is regarded
as merchandise, no longer as common property. Around the world water runs short,
conflicts get worse and the depicted consequences are frightening. That is why we want our
pupils to know more about the topic of freshwater, understand its value and treat water