Erasmus+ - Projekt ESWER 2016-2019

European Students Work on Energy Revolution



Die Schüler aus 3 Ländern untersuchen Aspekte erneuerbarer Energien in ihren Regionen, z.B. technische Grundlagen, Nutzung heute und morgen, gesellschaftliche, politische und finanzielle Auswirkungen.

Die Schüler besuchen Energieanlagen und Energieversorger und führen Interviews mit Ingenieuren und Politikern durch. Sie erstellen Portfolios, Präsentationen und bauen technische, mit PICs programmierte Energieerzeugungsmodelle. Die verschiedenen Bedingungen in den Partnerländern werden untersucht und verglichen.

Projektsprache ist Englisch. Verschiedene elektronische Kommunikationsmedien werden benutzt.

Innerhalb der 3 Projektjahre besuchen die Schüler ihre Partnerschulen und –städte.

Am Ende jeden Schuljahres treffen sich Schüler aller Schulen in einer mehrtägigen "summer school", um zusammen in internationalen Teams zu arbeiten und allerlei gemeinsame Aktivitäten durchzuführen.

Partnerschulen und untersuchte Energieformen

Gymnasium Rheinkamp Europaschule Moers (DE)


S.E.S. de Navarcles, bei Barcelona (ES)


Gimnazjum No.10 Gliwice (PL)


Die Universitäten Duisburg-Essen, Kamp-Lintfort und Gliwice (PL) unterstützen die Schüler beratend und durch Workshops.




Erasmus+ - Project ESWER

European Students Work on Energy Revolution



The topic of the project is especially suited for ERASMUS+ since it is interdisciplinary and future oriented. It offers the analysis of social, economic, technological and IT challenges of the future in Europe. Thus the aims of the EU (ET2020) will be addressed, e.g. reduction of the dropout rate and promotion of job chances.

On the one hand side our topic "energy revolution" - regarded as a "century challenge" for Europe or even the entire planet - mirrors current political developments regarding renewable energy and climate change in the EU. At the same time we aim at improving knowledge and attitudes in the field of science, ICT and technology – an area of employment and research where interested young workers will continue to be in demand. So we strive to improve future prospects of our students.

The cooperation with their European partners in small groups, the communication via different types of ICT, and the experiences made during school visits will further the intercultural, linguistic, and ICT competences of the students. All of these competences are highly desirable in today and future European working environment.  European added value will be reached by international cooperation using foreign languages being essential in international working companies. The topic energy and climate is one of the addressed aims important for Europe's future (strategy 2020).


The main result shall be an innovative lesson plan on the topic  "Energy revolution in Europe”. The students should work at it mostly in projects, independently and interdisciplinary. Possible subtopics are technological basics, prospects of future developments, political situation in European countries (laws, e.g. Law on Renewable Energy, results of climate summits), social acceptance, financial impact. The students should be included in the process of planning the project in detail. The success in learning is significantly higher when previous knowledge and interests of students are taken into account.

More theoretical elements should also be included such as “basics of energy forms”, but also more interactive elements like building models to measure energy transformation. The use of ICT elements is of course included. The sequence of lessons should be internationally applicable and adopted into the curriculums of the participating European schools or states. One of these sequences to the topic, which employs a variety of learning channels, does not exist as of yet.

We expect the achievement of above mentioned project aims for the participants of the project as well as for future users of the developed lesson plan.

Participating students take over a demanding dual role: On the one hand they are learning to work on a topic interdisciplinarily, at the same time they are developing a lesson plan for future students.

The products produced during our project will not only be used by the participating schools but also by everyone interested. They will contribute to the sustainability and distribution of the project's result. The associated partners Hochschule Rhein-Waal Kamp-Lintfort and Technical College Gliwice have agreed to monitor the attainment of the project aims.

In a possible follow up project the evaluation of the lesson plan and its improvement will be thematised.  


Details (Energy):

The students will investigate many aspects of energy change, i.e. the scientific and technical basics (1st year), the actual technical and social energy situation in Europe (2nd year) and future ideas and chances (3rd year).

Every school will work on one type of renewable energy that is relevant for their region (solar energy (DE); water power (ES); wind power (IR); geothermic energy (PL)), e.g. the city of Moers uses solar panels on the school roof, the Irish school is situated close to a coastal wind park etc. It will be the students' task to compare different types of renewable energy to each other and to fossil energy types. They will collect data using renewable energy producing systems which cities, schools and/or universities will provide, and compare the energy situation, future challenges and solutions across Europe. The students will furthermore visit technical museums, energy companies and political institutions, prepare and arrange interviews with engineers and discussions with politicians about the future use of energy ("turnaround in energy policy"), produce portfolios and presentations. They will also create and build technical models of a house and an energy park using PICs which will simulate the generation and distribution of renewable energy. The project work will be transferred into innovative lesson plans in all partner languages to be used all over Europe.


Details (Culture/Communication):

Student’s cultural appreciation and understanding will be developed and enhanced by this project. Every student will visit at least one foreign school and town within the three project years. This project will increase the students’ and staff’s knowledge of the EU and the inter-related needs of our respective countries and economies. A special aspect will be the preparation for future professional careers in energy companies within and across Europe especially for children with special needs.

At the end of each school year, students from all schools will come together for a residential summer school to live and work together. These are expected to be hosted in DE (2017), PL (2018) and ES (2019). These summer schools will include staff integration and professional development. According to our evaluation of previous projects these summer schools have proven to be very successful in terms of achieving the project's objectives.

In order to bring more schools into Erasmus projects we only ask for money for 8 students per trip although we intend to take 10 to 12 students with us to the foreign schools.

Students will work together in international groups on different parts of the project. They will use ICT communication such as email, eTwinning, and video conferencing by Skype. Different ICT skills will be practised for communication, documentation, presentation, design, and controlling models by programmed PICs.

Language development for students and teachers will be an important goal. The common language will be English. Presentations and papers will need both technical and communication phrases. Language games in all partner languages with be developed to be played during summer schools.

Thus our project will be meeting key objectives of the EU2020 strategy covering employment, energy and education and strive to create “the conditions for a smart, sustainable and inclusive growth.”