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The Erasmus + Strategic Partnership "Garden without borders. A school to develop key skills in Europe "has produced this collective pedagogical file of 35 work tracks, from the conception, sharing and sharing of educational practices focused on the use of the fragile garden.
It is the result of a collaboration between professors of
Paysage et patrimoine Association, Saint-Germain-en-Laye, France,
Acquamarina Association, Trieste, Italy,
Botanical Garden of the University of Granada, Spain,
Botanical Garden of the University of Padova, Italy,
Agrupamento de Escolas João de Deus, Faro, Portugal.
It is a tool to help teachers manage diverse groups of students with learning difficulties and to use new ways to optimize and improve their pedagogy.
Each of the online teaching forms involves these key competences which are transversal to the whole book. These skills are the foundation for personal fulfillment, social inclusion, active citizenship and future employment : a combination of knowledge, skills and attitudes appropriate to each context.
This collective tools presents a series of innovative approaches that contribute to the development of key competences of learners. These approaches encourage transversal approaches built around the same theme : the garden.
Thanks to the Erasmus + partnership, a "Borderless Garden" has just been created in Europe and throughout the world, through the languages of arts and sciences, mathematics and literature, poetry and landscape, as countless bridges thrown between our countries.
Aline Rutily, Project Manager and Publishing Coordinator
The file was designed from
a common reference system of skills related to the theme of the garden.
See the common reference system
a standard plan for a pedagogical sheet adopted collectively
See the standard plan
It is part of the logical framework of a global educational project for the training of students and teachers and its progressive assessment over 2 years.
See the assessment of the educational axis of the project
PROJECT
To carry out an ethnic-botanical project, a scientific filed which studies the relationship between man and plants and how the populations use plants resources.
These traditional knowledges, which are an integral part of a people’s cultural heritage, are destined to disappear over time.
The students are encouraged to enquire their families, friends and acquaintances in order to get to know and preserve popular knowledge.
The enquiry has stimulated the students to build flower-beds with aromatic and medicinal plants within the school area.
PROJECT
Elaboration of a dichotomous key to identify some Mediterranean plants characteristic of the south-eastern Iberian Peninsula. This activity is carried out within the framework of the learning activities related to key and transversal competences in the secondary school, addressed in particular to pupils with learning difficulties.
PROJECT
To create a logo for the Erasmus+ project Jardin sans frontière. To employ this activity to develop transversal and key competences of the students, especially those with learning difficulties and needing to gain further motivation.
To understand also that the logo is the graphic representation of the project, where only symbols and fonts are used. It is a graphic product defining the brand image of the project.
PROJECT
To motivate the learning of the transversal and key competences of pupils and students with difficulties by involving them in a scientific project on the life of animals in the garden through an approach apt to enhance their abilities.
PROJECT
This project on writing takes into account the works of OULIPO to stimulate literary imagination and ’free the word’ of disadvantaged learners by combining it with visual activities reported in a ’garden notebook’
The garden is a territory for literary imaginary where to create a ’word palette’, a poetic inventory set up starting from a sensory approach to the garden.
PROJECT To motivate the learning of key and transversal competences in students with difficulties through a sensory approach to the garden
PROJECT
To use photography as a means to develop transversal and key competences linked to the creation of an ’imaginary garden’ for students with learning difficulties. To create a’ visual story’ articulated through a series of images. To use the mobile/other devices as a tool
to witness and study the reality of the garden
to transform it into a unique, personal imaginary garden
PROJECT
Starting from selected excerpts from the work Written in a Garden by Marguerite Yourcenar research ways of relationship between words and the garden. Motivate the implementation of transversal and key competences in oral and written communication of students, particularly those with weak results
PROJECT
To use Mail Art to motivate the learning of transversal and key-competences of students with difficulties. _ To write messages and compose painted envelopes on the theme of the garden inspired also to the rich international repertoire of works of Artist of the Mail Art, in a specific context : participation in a competition promoted by the Association Paysage et patrimoine sans frontière.
