From raw material to final product: A contribution..
From raw material to final product: A contribution to the curriculum development
Date du début: 1 sept. 2015,
Date de fin: 31 août 2017
Sustainable designs of processes are becoming more and more important for our economy.
Our project has been evoked by increasing commodity prices, shortage of resources and limitation of economy growth.
We have learned that science and industry concentrate their focus within research, development and production on issues like “Sustainable Development” and “Responsible Care”. These issues concern core subjects like Biology, Chemistry, Food Processing and IT. Schools and universities comply constantly to these ever changing requirements. The educational focus within the curriculum for 2016 in Baden-Württemberg is increasingly on issues like sustainable development, consumer education, media education and vocational awareness. The Creative Process project has to be understood as a practical example according to the above mentioned principles. It is executed under the following three emphases: science lessons within applicable subjects partly taught in English language, encouragement of learning and vocational training encompassing knowledge of economy & ecological issues.
Students gain skills for their vocational life and in deed for their orientation in life itself. The main prospect for the Creative Process is to be “Fit for life”.
Within this project raw materials are being worked with, processed and developed into a final product. The students hereby learn how to act responsibly within the merits of the course Program. Our orientation is the strategy 2020 of the EU.
Four levels of emphasis include the following:
Project orientated implementation
Project orientated implementation is taught in Science Lessons and Technical Lessons. This is in accordance with the existing Curriculum. Hereby groups of no more than five pupils realize different subprojects, documenting and presenting information to parents, students and teachers.
Foods (“From cocoa bean to chocolate (Black Forest Cake)” for instance), Beverages (“From Grape to Wine” for example) and technical devices are beeing produced. Co-operation partners support teachers so that students can see the perspective of different professions.
The co-operation partners of our school originate from trade and industry. A local plasterer e.g. will carry out a workshop with the students with the topic: “From pure plaster to ornate plastering.” Students gain specific project related and professional skills as well as soft skills like how to work in a team. First priority is the promotion of being able to be trained in a profession.
Documentation is being managed by a project team. We chose as a form of documentation a handbook and a website. The students of a project improve their IT competences and learn how to handle a software programs to make videos on a PC. The project team follows the different work processes of the program, documentation through to video.
The main areas are based on agricultural, trade and industry. The finished products are very versatile. The documentation is carried out in English. Language skills are an important part of the intercultural competence.
In addition to our handbook we will create a guide line (pattern of skills) for vocational competences for professional training for secondary schools.
The curriculum is being developed within the team of our partner schools and will be adaptable for most situations, for majority of curriculums in all the European countries being involved.
Which exact profession related skills have to be trained to enable the students to be fit for a professional training? What matrix to measure whether skills have been achieved? We intend as well to integrate the international program NFTE (Network for Teaching Entrepreneurship).
Vocational orientation relates to the curriculum in all European countries. Subjects, subject combinations and projects are playing a major role and in Baden-Württemberg there is the Profile AC (Assessment Center for individual analysis and promotion of multiple professional skills).
All educational areas at school which are applicable for vocational training can be assessed with this curriculum concerning vocational contents and skills. It can be considered as an evaluation check list. Every school curriculum has to point out clearly the skills being important for employability, entrepreneurship, vocational training and professional development.
Teaching material for bilingual lessons
And finally the teachers and their project groups will put together science teaching material for teachers of other schools in Germany and other countries. The material can be used in bilingual lessons.
We intend to make a contribution with our project to avoid early school leaving and unemployment of young people. Furthermore we strengthen economic stability in Europe.
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