About our school
”Spiru Haret” National Computer Science College
The High School of Informatics was established in 1990, being the youngest high school in Suceava. The school unit worked from the beginning with 4 computer classes for each level of study, within School no. 1 Suceava. In 1994, there were established the first secondary school classes. In 1998, following order no. 3842 / 31.08.1998 given by the Ministry of Education, The High School of Informatics moved its headquarters into the building located on Zorilor Street, no 17. Following the order mentioned above, The High School of Informatics diversified its profiles, offering high school students the opportunity to choose the following specializations:
Intensive Mathematics - Computer Science;
Mathematics and Computer Science;
Natural Sciences;
Informatics.
In August 1999, by Order no 17408 given by the Ministry of Education, the school name changes into "Spiru Haret" High School. In 2005, by Order no 4363, on the 21st of June 2005, the school became a college and was called "Spiru Haret" National Computer Science College.
Since its establishment in 1990, "Spiru Haret" National Computer Science College has been considered a pioneer in computer science education in Suceava.
In 2005, "Spiru Haret" National Computer Science College Suceava receives an "Excellence Diploma".
The school, over 20 years, gave higher education highly trained generations of graduates who would become, over time, leading specialists in the country and abroad, wanted in all fields.
The College is an accredited ECDL testing center. ECDL courses provide students a standard basic in IT knowledge and measures a person's ability to use common computer applications.
Since 2002, the department of computer science in the college has organized the creativity contest Lino@SV software. The main goal is to stimulate the creativity of students and teachers in order to develop useful software applications.
During the school year 2013-2014, "Spiru Haret" National Computer Science College was named European School. This title was a reward for the European projects and activities that were implemented by the college.
About our project
All six partner schools in the project experience similar needs to develop their students awareness of European cultural heritage as well as their knowledge of ICT and foreign languages, with particular attention to English as the universal language of international communication. Partner schools intend to make their students more sensitive to the meaning of culture both within their local societies and in other (project partners) countries. Partners believe that their students need to learn about it from an early age and be able to compare and value similarities and differences in human cultural achievements.
In order to facilitate the teaching learning processes about cultural heritage partner schools in this project believe that it is a great idea to be able to present, experience, analyse, compare and possibly to jointly try to describe the meaning of various elements being parts of local, national and international cultural heritage. The element of experience seems to be the most important and valuable part of the teaching learning process. That greatly increases students motivation to learn and work in order to achieve their goals. Similarly it influences the teachers assisting them. When this process is combined with possibility to apply ICT techniques in building common products, possibly digitalised that brings some added value to the project and increases students interest and engagement at the same time. Therefore partners agree that implementing and improving ICTs and CLIL (Content and Language Integrated Learning) methodology would be desirable here.
It is common that students and teachers use their native language in English classes, which is not an ideal situation. Students’ English level achieved at school is not as good as it would be expected.
Therefore teachers see the need to go for a more aim oriented approach focusing on learning language and vocabulary related to certain content areas. In this way students have to use materials adapted to achieve their goals. All the engaged partners’ common goal is to make students use English and vocabulary related to cultural heritage within the project.
What is more all partner schools will be able to include a new English teaching / learning methodology (CLIL) in their schools’ curricula, which will improve their educational effectiveness.
Furthermore, participation in this project will facilitate its participants presentation of their cultural identities and will allow to increase their tolerance and understanding of other and probably different cultures. In order to achieve that aim all schools feel strong need to collaborate within this project.
The goal of the project is to promote students' awareness about different forms of European cultural heritage and enrich students’ knowledge through innovative teaching and learning methods, using ICT and digital tools.
The goal of the project will be achieved trough these objectives:
• making the students familiar with their own and other countries’ cultural heritage, promoting local and national cultures
• giving a chance to disadvantaged students such as students coming from low socio-cultural
background to promote an open perspective and a multicultural view
• improving of the level of key competencies and skills in ICT and STEAM subjects group.
• encouraging students to learn foreign languages with particular emphasis on English and
communication in this language,
• including a new methodology CLIL in schools’ curricula and improve educational effectiveness of partner schools.
The objectives directly comply with horizontal priorities selected above in the form. Horizontal priority was chosen due to the fact, that nowadays the concept of common European heritage is not very clear for students. With the help of the project we aim to show that heritage could be expressed in different forms and it is not only the preservation of the past, but also a factor for creating a future environment.
To achieve the goal partners selected a number of areas of cultural heritage. They decided to divide major responsibilities among the partner countries accordingly to their available elements of cultural heritage.
General topics with countries’ responsibilities:
• SP -Literature
• IT-Food preparation
• PL-Traditional medicine
• RO- Traditional craftsmanship
• LT-Architecture and digital heritage
• TR-Natural heritage
Common products:
• A project website
• An interactive guide to cultural heritage of partner countries in project topics
• E-twinning project space
Topic products:
• Literature – research on readings of national pieces of literature.
• Food preparation – international cook book of traditional recipes.
• Traditional medicine – movies, dramatizations showing traditional medicine at work, catalogue of natural medicine heritage.
• Traditional craftsmanship – a brochure about traditional arts and crafts in partnership countries.
• Architecture/digital heritage - online route of architectural heritage, survey of digital heritage.
• Natural heritage – a research about protection ways, photo album, exhibition showing natural
heritage.
As a result partners believe they are able to realise all goals listed above in project common goals, which should meaningfully influence the development of all partner schools as well as effect in producing valuable educational material exposing the meaning of cultural heritage of partner countries.
In order to facilitate the teaching learning processes about cultural heritage partner schools in this project believe that it is a great idea to be able to present, experience, analyse, compare and possibly to jointly try to describe the meaning of various elements being parts of local, national and international cultural heritage. The element of experience seems to be the most important and valuable part of the teaching learning process. That greatly increases students motivation to learn and work in order to achieve their goals. Similarly it influences the teachers assisting them. When this process is combined with possibility to apply ICT techniques in building common products, possibly digitalised that brings some added value to the project and increases students interest and engagement at the same time. Therefore partners agree that implementing and improving ICTs and CLIL (Content and Language Integrated Learning) methodology would be desirable here.
It is common that students and teachers use their native language in English classes, which is not an ideal situation. Students’ English level achieved at school is not as good as it would be expected.
Therefore teachers see the need to go for a more aim oriented approach focusing on learning language and vocabulary related to certain content areas. In this way students have to use materials adapted to achieve their goals. All the engaged partners’ common goal is to make students use English and vocabulary related to cultural heritage within the project.
What is more all partner schools will be able to include a new English teaching / learning methodology (CLIL) in their schools’ curricula, which will improve their educational effectiveness.
Furthermore, participation in this project will facilitate its participants presentation of their cultural identities and will allow to increase their tolerance and understanding of other and probably different cultures. In order to achieve that aim all schools feel strong need to collaborate within this project.
The goal of the project is to promote students' awareness about different forms of European cultural heritage and enrich students’ knowledge through innovative teaching and learning methods, using ICT and digital tools.
The goal of the project will be achieved trough these objectives:
• making the students familiar with their own and other countries’ cultural heritage, promoting local and national cultures
• giving a chance to disadvantaged students such as students coming from low socio-cultural
background to promote an open perspective and a multicultural view
• improving of the level of key competencies and skills in ICT and STEAM subjects group.
• encouraging students to learn foreign languages with particular emphasis on English and
communication in this language,
• including a new methodology CLIL in schools’ curricula and improve educational effectiveness of partner schools.
The objectives directly comply with horizontal priorities selected above in the form. Horizontal priority was chosen due to the fact, that nowadays the concept of common European heritage is not very clear for students. With the help of the project we aim to show that heritage could be expressed in different forms and it is not only the preservation of the past, but also a factor for creating a future environment.
To achieve the goal partners selected a number of areas of cultural heritage. They decided to divide major responsibilities among the partner countries accordingly to their available elements of cultural heritage.
General topics with countries’ responsibilities:
• SP -Literature
• IT-Food preparation
• PL-Traditional medicine
• RO- Traditional craftsmanship
• LT-Architecture and digital heritage
• TR-Natural heritage
Common products:
• A project website
• An interactive guide to cultural heritage of partner countries in project topics
• E-twinning project space
Topic products:
• Literature – research on readings of national pieces of literature.
• Food preparation – international cook book of traditional recipes.
• Traditional medicine – movies, dramatizations showing traditional medicine at work, catalogue of natural medicine heritage.
• Traditional craftsmanship – a brochure about traditional arts and crafts in partnership countries.
• Architecture/digital heritage - online route of architectural heritage, survey of digital heritage.
• Natural heritage – a research about protection ways, photo album, exhibition showing natural
heritage.
As a result partners believe they are able to realise all goals listed above in project common goals, which should meaningfully influence the development of all partner schools as well as effect in producing valuable educational material exposing the meaning of cultural heritage of partner countries.
