Jaunpils vidusskola

Vārda dienu šodien svin: Loreta, Dzidra, Gunita, Dzidris


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Rapport Erasmus+ meeting in Lund (Sweden)

We are working to measure the impact of migration flows on our respective countries. During the meeting in Lund we will present how we work in our schools on the topic of migrations. On October 10th, students from our schools will present how they work with this theme in their schools. Swedish students will present their work with the Swedish emigration to America and other destinations. They will also present how Sweden received immigrants from 1945 to our day. They will also provide a brief historical presentation of older immigration waves. The presentation will take place in two rounds. Each group / country presents its results twice with different audiences. The audience consists of teachers, students and researchers.

Lesson planning on human Migrations
Learning Objectives
Students will be able to: define 'human migration', list reasons for and theories on human migration and provide examples of human migration from their own countries.
Assorted scenarios/stories featuring examples of different types of migration
Key Vocabulary
Human migration:
Push factors:
Pull factors:
Voluntary migration
Involuntary migration
Dual labor market theory
Relative deprivation theory
World systems theory
Human migration
Historical background
Early humans migrated due to many factors such as changing climate and landscape and inadequate food supply. Earliest human migrations begun when Homo Sapiens ventured out of Africa around 100,000 years ago, spread across Asia around 60,000 years ago and arrived on new continents and islands since then.
The Age of Exploration and European colonialism led to an accelerated pace of migration since Early Modern times. In the 16th century, perhaps 240,000 Europeans entered American ports. In the 19th century, over 50 million people left Europe for the Americas. The local populations or tribes, such as the Aboriginal people in Canada, Brazil, Argentina, Australia, Japan and the United States, were usually far overwhelmed numerically by the settlers.
While the pace of migration had accelerated since the 18th century already (including migration produced by the involuntary slave trade), it would increase further in the 19th century. We can distinguish between three major types of migration: labor migration, refugee migrations, and urbanization.
Millions of agricultural workers left the countryside and moved to the cities causing unprecedented levels of urbanization. This phenomenon began in Britain in the late 18th century and spread around the world and continues to this day in many areas.
Industrialization encouraged migration wherever it appeared. The increasingly global economy globalized the labor market. The Atlantic slave trade diminished sharply after 1820, which gave rise to self-bound contract labor migration from Europe and Asia to plantations. Overpopulation, open agricultural frontiers, and rising industrial centers attracted voluntary migrants. Moreover, migration was significantly made easier by improved transportation techniques.
Romantic nationalism also rose in the 19th century, and, with it, ethnocentrism. The great European industrial empires also rose. Both factors contributed to migration, as some countries favored their own ethnicity over outsiders and other countries appeared to be considerably more welcoming. For example, the Russian Empire identified with Eastern Orthodoxy, and confined Jews, who were not Eastern Orthodox, to the Pale of Settlement and imposed restrictions. Violence was also a problem. The United States was promoted as a better location, a "golden land" where Jews could live more openly. Another effect of imperialism, colonialism, led to the migration of some colonizing parties from "home countries" to "the colonies", and eventually the migration of people from "colonies" to "home countries".
Transnational labor migration reached a peak of three million migrants per year in the early twentieth century. Italy, Norway, Sweden, Ireland and the Guangdong region of China were regions with especially high emigration rates during these years. These large migration flows influenced the process of nation state formation in many ways. Immigration restrictions have been developed, as well as diaspora cultures and myths that reflect the importance of migration to the foundation of certain nations, like the American melting pot. The transnational labor migration fell to a lower level from the 1930s to the 1960s and then rebounded.
The First and Second World Wars, and wars, genocides, and crises sparked by them, had an enormous impact on migration. Muslims moved from the Balkan to Turkey, while Christians moved the other way. Four hundred thousand Jews had already moved to Palestine in the early twentieth century, and numerous Jews to America, as already mentioned. The Russian Civil War caused some three million Russians, Poles, and Germans to migrate out of the new Soviet Union. Decolonization following the Second World War also caused migrations.
The Jewish communities across Europe, the Mediterranean and the Middle East were formed from voluntary and involuntary migrants. After the Holocaust (1938 to 1945), there was increased migration to the British Mandate of Palestine, which became the modern state of Israel as a result of the United Nations Partition Plan for Palestine.
Provisions of the Potsdam Agreement from 1945 signed by victorious Western Allies and the Soviet Union led to one of the largest European migrations, and the largest in the 20th century. It involved the migration and resettlement of close to or over 20 million people. The largest affected group was 16.5 million Germans expelled from Eastern Europe westwards. The second largest group was Poles; millions of Poles were expelled westwards from eastern Kresy region and resettled in the so-called Recovered Territories. Hundreds of thousands of Poles, Ukrainians (Operation Vistula), Lithuanians, Latvians, Estonians and some Belarusians were expelled eastwards from Europe to the Soviet Union. Finally, many of the several hundred thousand Jews remaining in Eastern Europe after the Holocaust migrated outside Europe to Israel and the United States.
Push factors
Push factors are those that force the individual to move voluntarily, and in many cases, they are forced because the individual risk something if they stay. Push factors may include conflict, drought, famine, or extreme religious activity. In migration, push factors are those that encourage a population to leave its home. Poor economic activity and lack of job opportunities are also strong push factors for migration. Other strong push factors include race and discriminating cultures, political intolerance and persecution of people who question the status quo.
Pull factors
Positive conditions that make an area attract people. The pull factors can look different for different people. For example, a good childcare may be desirable for a small-child family, while it may be considered irrelevant to persons without children. Good opportunities for work, good environment, peace, freedom and security are generally major pull factors.
Example of exercise
How America became a magnet for Europeans
Find the Push and Pull Factors for Immigration of European and Asian Countries, including reasons for the migration of English, Scottish, Irish, Welsh, Scots-Irish, Filipino, Finnish, Danish, Swedish, Spanish, Italian, Chinese, Russian, Mexican, French, Norwegian, Dutch and German to the United States of America.

Meeting in Lund
October 09-13 2017

October 9th
We started Monday 9th with a welcome meeting in Vipans minor lecture hall and walking tour visiting school buildings and facilities. All participants, teachers and students were welcomed by the director, Johan Aspelin and Deputy Director Elin Ahx. Anna Håkansson, Work Team Leader for the Introductory Program, for newly arrived asylum-seeking students, presented their work. Thereafter, the school's various buildings were visited as well as the activities carried out in them. Swedish students took care of their guests while the teachers set all program points for the pre-planned week.
After lunch in the student dining hall for students and staff, i the whole group was received in the City Hall by City Council President, Lennart Prytz. In the afternoon all students went in groups to the forest with some teachers and they spent the afternoon with different outdoors activities in the forest. With activities meant to get to know each other, icebreaking exercises and the like.
October 10th
Tuesday was as a whole devoted to participation in an international seminar on migrations.  The aim is to highlight migrations in a historical and current perspective and provide a support to the teaching of the subject in school and thus, as a consequence, contribute to school improvement. The seminar was arranged by Vipan Gymnasium and The Global School, with participation from researchers from Malmö University and Lund University, teachers from Swedish schools and all the participants from our project. Students from all the participating schools presented their work on migrations from their own countries' perspective, for researchers, teachers and students. Students and teacher spent the afternoon with social activities.
October 11th
Wednesday was dedicated to a day-trip to Skåne in Southern Sweden, the region where Lund is located. The central theme of the activity was migrations and influences. From the formation of Skåne in a historical overview to all the influences due to all the migrations waves which sweep over the region through history.  Particular emphasis was placed on explaining the region's former and present-day from a migration perspective. We have received influences from other parts of the world and we continue to do this today too, but we have also migrated on different occasions, for example, to America.
October 12th
Since the region until 1658 belonged to Denmark and much of its history can only be understood from a Danish perspective, we used Thursday for a trip to Copenhagen. On site in Copenhagen we were able to study the Danish historical legacy.
October 13th
All Friday, teachers worked evaluating the meeting and planning for further work in the project. Students visited Kulturen, The City History Museum, with their hosts. In the afternoon we finished the meeting with a farewell party.

Summary of project evaluation questionnaires

logo adobe pdfGLOBAL LEARNING FOR MIND AND HEART 2016-2019


Biedrības “Patvērums „Drošā māja”” apmeklējums

Jaunpils vidusskolas 10. – 12. klašu skolēni 5. decembrī devās mācību ekskursijā, realizējot starptautiskā Erasmus+ projekta “Globālā izglītība prātam un sirdij” tēmu “Migrācija”. Šoreiz skolēni un skolotāji apmeklēja biedrības ”Patvērums “Droša māja”” mājīgās telpas un tikās ar šīs biedrības vadītāju Sandru Zalcmani un biedrības grāmatvedi Selgu Āboltiņu.
 Biedrības misija: Latvija - drošā māja dažādiem cilvēkiem! Biedrība “Patvērums „Drošā māja”” ir dibināta ar mērķi attīstīt atbalsta pakalpojumus cilvēku tirdzniecībā cietušām personām un legālajiem imigrantiem, nodrošinot cilvēku tiesības saņemt atbilstošu palīdzību un aizstāvību, mainot sabiedrības attieksmi pret cilvēku tirdzniecībā cietušām personām, legālajiem imigrantiem.
Organizācijā darbojas starpprofesionāļu komanda patvēruma meklētāju, bēgļu un personu ar alternatīvo statusu atbalstam. “Patvērums “Drošā māja”” aktualizē sociālās jomas problemātiku sabiedrībā un masu medijos, darbojas kā aktīvs partneris citām nevalstiskām organizācijām, valstij un pašvaldībām.
Tikšanās laikā skolēni uzzināja ne tikai par darbu ar migrantiem, bet noklausījās ļoti interesantu nodarbību par tādu starptautisku problēmu kā cilvēku tirdzniecība. Cilvēku tirdzniecība ir mūsdienu verdzības forma, kurā personas, visbiežāk sievietes un meitenes, ar varu, draudiem, spaidiem vai krāpšanu tiek izmantotas darbam, seksuālai ekspluatācijai un verdzības nolūkos. Cilvēku tirdzniecības galvenais mērķis ir personas ekspluatācija - parasti peļņas gūšanas nolūkos. Biedrības mērķis ir informēt un brīdināt sabiedrību par cilvēktirdzniecību un mācīt, kā no tās pasargāt sevi un tuviniekus. Liels paldies biedrības darbiniekiem par tikšanos!
Vēl skolēni apmeklēja Latvijas Universitātes galveno ēku un Karjeras centru, lai piedalītos seminārā “Karjeras izvēle”.  Skolēniem bija iespēja uzzināt, kādas zināšanas var apgūt Latvijas Universitātē,  kāda ir studentu dzīve,  kad un kā domāt par studiju un karjeras izvēles jautājumiem. Centra vadītāja mūsu skolēniem piedāvāja aizpildīt anketas un atbildēt uz pamatjautājumiem – kas mani interesē, kā ar to var pelnīt, kur jāmācās, kas vēl nepieciešams manu interešu īstenošanai. Aizsākās diskusija par karjeras izvēles vadošajiem principiem, karjeras izvēles nozīmīgumu cilvēka dzīvē  un personīgajiem mērķiem, to īstenošanu.
Ekskursijas trešajā daļā skolēniem tika dotas atpūtas iespējas.
Diena tika vērtēta kā izdevusies, tika iegūtas gan jaunas zināšanas un pieredze, gan arī uzlabotas komunikāciju prasmes.
Ļoti liels ekskursijas dalībnieku PALDIES visiem mūsu atbalstītājiem – Jaunpils vidusskolai, Jaunpils novada domei un mūsu lieliskajam šoferītim S. Bugaičukam!

logo adobe pdfEnglish lesson plan

Jaunpils vidusskolas dalība Erasmus+ projektā “Globālā izglītība prātam un sirdij”

Erasmus+ projekts “Globālā izglītība prātam un sirdij” noris no 2016. – 2019. gadam, sadarbojoties 6 valstīm – Vācijai, Polijai, Latvijai, Itālijai, Turcijai un Zviedrijai. Sadalot projekta darbu 6 posmos, katru pusgadu tiek strādāts pie citas tēmas. Pagājušā gada rudenī 1. projekta posms norisinājās Polijā, tā tēma bija “Nodarbinātība un bezdarbs”, 2. posms bija šī gada pavasarī Latvijā, Jaunpils vidusskolā par tēmu “Deja”. 3.posma, kas risinās visu šī mācību gada pirmo pusgadu, tēma ir “Migrācija”. Projektā iesaistīto skolu pārstāvju – skolēnu un skolotāju tikšanās šoruden notika no 8. oktobra līdz 14. oktobrim Zviedrijas pilsētā Lundā sadarbībā ar skolu Vipan Gymnasium. Jaunpils vidusskolu pārstāvēja  divas 7. klases skolnieces – Tīna Birģele un Terēze Rautsepa un divas skolotājas Anita Marčinkus un Valentīna Rubīna.
Lai dotos uz Lundu un pārstāvētu savu valsti un skolu, tika veikts sagatavošanās darbs – veidotas prezentācijas par migrācijas jautājumiem mūsu valstī, novadā un migrācijas ietekmi 7. klases skolēnu ģimenēs, sagādātas dāvanas sadarbības skolām, notika regulāra sarakste ar projekta koordinatoru Zviedrijā.
Lundā tikām uzņemti ļoti silti, un jau svētdien tūlīt pēc ierašanās, kaut arī projekts vēl oficiāli nebija sācies, Zviedrijas posma projekta koordinators Martins Martinezs mums piedāvāja izrādīt Lundas Botānisko dārzu, vēsturisko centru un muzeju, izsmeļoši pastāstot par apskatāmajiem objektiem. Projekta nedēļas laikā skolēni dzīvoja Zviedrijas skolēnu ģimenēs un ar saviem pedagogiem tikās tikai kopīgajās projekta aktivitātēs, tāpēc svētdienas vakarā Tīna un Terēze devās pie zviedru meitenes Idas ģimenes.

Projekta 3. posma aktivitātes bija rūpīgi izplānotas tā, lai tajās būtu iekļauta tēma “Migrācija” un lai projekta dalībnieki būtu nodarbināti visas dienas garumā. Pirmajā dienā skolotāji Martins Martinezs un Rolfs Perssons iepazīstināja ar Vipan ģimnāzijas ēkām un telpām, klausījāmies stāstījumu par piedāvātajām mācību programmām – vispārizglītojošo, profesionālo virzienu, kā arī migrantu integrācijas un apmācības programmu. Vēlāk devāmies uz pieņemšanu pie Lundas pilsētas mēra Lenarta Pritca (Lennart Prytz). Pēcpusdienā visiem projekta dalībniekiem bija ekskursija pilsētas vēsturiskajā centrā. Vakarā skolēni skolotāja Rolfa Perssona vadībā devās uz mežu, kur organizēja pikniku gan sev, gan pedagogiem un pavadīja nakti baļķu mājiņā, paši uzņemoties atbildību par saimnieciskām lietām, tādā veidā pilnveidojot sadarbības, angļu valodas, komandas darba, līderības prasmes, iepazīstot viens otru tuvāk.
Otrajā dienā skolēni un pedagogi piedalījās seminārā par migrācijas jautājumiem, kurš tika organizēts sadarbībā ar Lundas un Malmo universitātēm. Pirmajā semināra daļā klausījāmies prezentācijas par tēmām “Kāpēc cilvēki migrē?” (lektors Martin Martinez), “Zviedrijas migrācijas un integrācijas politika” (lektore Sauka Osanami Torngren) un “Migrācija pēc 2. Pasaules kara” (lektors Kristian Gerner). Otrajā semināra daļā katra projekta dalībskola prezentēja savu paveikto darbu par tēmu Migrācija. Jaunpils vidusskolas grupa bija sagatavojusi 2 prezentācijas: “Statistikas dati par migrāciju Latvijā un Jaunpils novadā” un “Kā migrācija ir ietekmējusi 7. klases skolēnu ģimenes.”

Trešā projekta diena bija veltīta tuvākā reģiona iepazīšanai, tāpēc visa projekta grupa devās izbraukumā pa Skane reģionu, kurš jau vēsturiski ir bijis un joprojām ir pievilcīgs migrantiem no dažādiem pasaules reģioniem. Šajā izbraukumā projekta dalībnieku grupai pievienojās arī darbinieki un jaunieši no migrantu patvēruma centra, tādējādi skolēniem bija iespēja veidot kontaktus ar migrantiem un izprast dažādus ar migrāciju saistītus jautājumus nepastarpināti. Projekta koordinators Martins, kas ir arī vēstures un reliģijas pasniedzējs, bija mūsu gids un ar savu atraktīvo stāstījumu izcili prata piesaistīt gan jauniešu, gan pedagogu uzmanību.
Ceturtdien visi projekta dalībnieki devāmies ekskursijā uz Dānijas galvaspilsētu Kopenhāgenu, jo šī pilsēta atšķirībā no Zviedrijas galvaspilsētas Stokholmas atrodas tikai stundas brauciena attālumā no Lundas un ir ērti sasniedzama gan ar vilcienu, gan auto. Nebijis piedzīvojums bija braukšana autobusā pāri tiltam, kas savieno Zviedriju ar Dānijas salu Zēlandi un kas ved pāri jūrai. Īpašas sajūtas šajā braucienā radīja arī stiprais vējš, kura ietekme uz autobusu nepārprotami bija jūtama. Ieradušies Kopenhāgenā, skolēni un pedagogi kopā devās apskatīt slavenākos galvaspilsētas vēsturiskos un arhitektūras objektus, tai skaitā bija iespēja vērot arī sardzes maiņu pie Dānijas Karalienes pils. Kaut arī Karaliene bija mājās, par ko liecināja karogs mastā, viņas Majestāte diemžēl neiznāca uz balkona, lai sasveicinātos ar apmeklētājiem (ko viņa it kā parasti darot, pēc gida Martina stāstītā).
Piektā diena bija projekta noslēguma diena, kad pedagogi bija nodarbināti uz vietas skolā, veicot kopsavilkumu par paveikto nedēļas laikā un plānojot turpmāko projekta gaitu, bet visu projektā iesaistīto valstu skolēni tikmēr bija devušies apskatīt no Lundas netālu esošo universitāšu pilsētu Malmo. Pēcpusdienā oficiālajā projekta noslēguma pasākumā visi projekta dalībnieki saņēma sertifikātus kā apliecinājumu viņu dalībai projektā un projekta laikā apgūtajām prasmēm, kā arī saņēma piemiņas dāvanas no Zviedrijas skolas.
Atgriežoties atpakaļ ikdienas darbā skolā, darbs pie projekta tiek turpināts. Kā iepriekš tika minēts, pirmo pusgadu noris darbs par tēmu “Migrācija”. Strādājot pie šīs tēmas, Jaunpils vidusskolā 1. semestrī ir plānots īstenot vairākus pasākumus:
1.    10.-12.klašu skolēnu mācību ekskursija uz Migrācijas dienestiem Latvijā - Valsts robežsardzes Galveno pārvaldi, Patvēruma meklētāju centru, Starptautiskās migrācijas organizāciju, Latvijas cilvēktiesību centru.
2.    Aizsardzības ministrijas lekcija “Kā mēs sargājam Latviju?” 9.-12.klašu skolēniem, kurā ir iespēja uzzināt vairāk par Latvijas aizsardzības spējām, aizsardzības nozares aktualitātēm, sabiedrības atbildību un iesaisti valsts aizsardzībā, kritisko domāšanu informācijas kara apstākļos, sabiedroto spēku klātbūtni Latvijā, iespējām iesaistīties Jaunsardzē, Zemessardzē un Nacionālo bruņoto spēku profesionālajā dienestā. Lekcijā pievienosies Kanādas vadītā NATO daudznacionālā bataljona kaujas grupas karavīri, kas pastāstīs par savu dienestu Ādažos. Lekcijas notiek valsts valodā, savukārt ārvalstu karavīri par sevi stāsta angļu valodā.
3.    Emigrācija un imigrācija Jaunpils novadā. 7. klašu pētījums, tikšanās ar novada domes deputātiem, novada attīstības nodaļas vadītāju .
4.    Audzināšanas stundas 1.-12. klašu skolēniem par globālo izglītību un migrācijas jautājumiem.
5.    Diskusija klašu grupās “Palikt vai aizbraukt?”
6.    Atklātā angļu valodas stunda 9. klasē par tēmu “Migrācija”.
Savukārt otrajā pusgadā skolēni un pedagogi strādās pie 4. projekta posma tēmas “Tūrisms” un gatavosies jau aprīlī doties uz Itāliju. Trešais projekta gads būs veltīts tēmām “Slavenas personības” (Vācija) un “Māksla” (Turcija).
Lielākie ieguvumi, ko šāda veida projekti dod skolēniem un skolotājiem ir redzesloka paplašināšana, valodas prasmju nostiprināšana un pilnveidošana, to izmantošana reālās dzīves situācijās, kultūru daudzveidības iepazīšana, pieņēmumu un stereotipu laušana, tie attīsta prasmi pielāgoties, komunicēt un saprasties, izkopj toleranci. Skolēniem dotā iespēja dzīvot uzņemošās valsts ģimenēs ļauj klātienē iepazīt vietējo kultūru, dzīvesveidu, māca patstāvību un atbildību. Skolotājiem projekts ir iespēja apmainīties ar pieredzi starptautiskā vidē un gūt iedvesmu turpmākajam darbam.

Valentīna Rubīna (Jaunpils vsk. angļu val. skolotāja)


logo adobe pdfPlanned activities on Migration issues at Jaunpils vidusskola within the Erasmus + project “Global Education for Mind and Heart”

logo adobe pdfMigration in Latvia (1)

logo adobe pdfStatistics about migration in Latvia and Jaunpils Countyin Latvia and Jaunpils County

logo adobe pdfThe results of the research on the migration issues among 7 class students’ families of Jaunpils vidusskola

logo adobe pdfMigration in Latvia (2)


 Program for meeting in Lund, Sweden,


October 09-13 2017

Day Time Activity Place
Sunday, October 08 19:00 Receive those who come and have dinner together Dinner for teachers from all countries Mary Magdalene Church
Monday, October 09 10:00 Welcome meeting in Vipans minor lecture hall and walking tour visiting school buildings and facilities. Vipan, house L - with
Headmaster Johan Aspelin
And assistant principal Elin Ahx
11:30 Lunch in the student dining hall for students and staff canteen for teachers Vipan
13:00 Reception in the City Hall, City Council President Lennart Prytz (whole group) City Hall, Lund
15:00 All students bikes in groups to the forest with Rolf. Orientation and wildlife with Lund Nature School. Overnight in log cabin. Skrylle forest
Tuesday, October 10



Participation in an international seminar on migrations. The aim is to highlight migrations (in the plural) in a historical and current perspective and provide a support to the teaching of the subject in school and thus, as a consequence, contribute to school improvement. Vipan
  Senior researcher from Lund and Malmö universities lecture and leads workshops.
Wednesday, October 11 08:15 – 17:00 A day-trip to Skåne in Southern Sweden. Migrations and influences. The formation of Skåne in a historical overview. Skåne
Thursday, October 12 08:15 -18:30 Trip to Copenhagen. The Danish historical legacy. Copenhagen
Friday, October 13 09:00-12:00 Work at school. Planning for further work for teachers. Students visit to Kulturen. Vipan
  12:00 Lunch at school Vipan


logo adobe pdfTeacher’s opinions about their and their school participation in Erasmus+ project


 Lesson plan

Theme: Migration in the modern world

Class: 10

Time: 40 min.

Objectives: to raise awareness among students about the reasons of migration and its consequences in the modern world; to improve the information analysis skills, the formation of arguments and substantiation of opinions.

Materials: 1. Handout 1

  1. Handout 2

Bibliography source used: IAA centrs, projekts “Skolas kā satelīti attīstības izglītībā”, “Metodiskais materiāls un vadlīnijas Attīstības/Globālajā izglītībā”


  1. Teacher asks warming-up questions on the topic, students stand up in a case of a positive answer.
  • Were you born in the place where you live now?
  • Were your parents born in one and the same region of your country?
  • Does any of your relatives live abroad?
  • Do you think you will spend your aging in the place where you live now?
  1. Teacher asks students to guess the topic of the lesson.
  2. Teacher sums up that the topic is migration and people movement, and that the aim of the lesson is to find out the reasons and consequences of migration in the modern world.
  3. Teacher and students discuss the terms “migration”, “immigration”, “emigration”, “voluntary/involuntary migration”, “push/pull factors of migration”.
  4. Teacher reminds the examples of the migration that have been discussed in the history lessons before (The great folk walking, Viking age, World War 1 and World War 2 etc.). Teacher asks why people left their dwelling places in the past. What are the most common reasons of migration in the modern world?
  5. Teacher informs that the most common reason of migration in the modern world is a wish to make better living conditions. However, it is always hard to make a decision about leaving the living place. Nowadays people have to make the choice to leave or stay quite often.
  6. During the next task students get to know a girl Kristīne and they have to help her make a choice – to stay in her own country or to go to Ireland.
  7. Students work in the groups of 3. Each group gets a set of 26 cards. Teacher informs about the group work:
  • to divide the cards into 2 parts –the reasons “TO STAY” and the reasons “TO LEAVE”;
  • to put separately the cards which location is difficult to decide;
  • to order the reasons “TO STAY” in the order of their importance;
  • to order the reasons “TO LEAVE” in the order of their importance;
  • to decide what to advice to Kristīne and to evaluate the justification of this decision.
  1. Groups present the results of their work.
  2. All participants together discuss the results of the group work. The questions for the class discussion:
  • Which reasons “TO STAY” and “TO LEAVE” were mentioned more often, why?
  • Which cards were not included into any of the lists, why?
  • What kind of information about Kristīne did students lack to make a decision?
  • What did students learn during this activity?
  • What kind of choices do people have to consider before leaving their home country?
  1. Students work in groups and discuss the advantages and disadvantages of migration, and complete the Handout 2.
  2. Groups present their work.


Video par projektu "ERASMUS +" Jaunpilī


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"ERASMUS +" projekta izvērtējums

logo adobe pdf"Global learning for mind and heart" Jaunpils 8.05.-12.05.2017.

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English lesson plan
Theme: Dance
Class: 8
Level: pre-intermediate to intermediate
Time: 45 min
Objectives: students will be able to listen, read, take turns talking, to ask and answer questions in cooperation with each other, present and exchange ideas, opinions, feelings, to agree or disagree with others, to summarize information.Materials: 1 Power point presentation “Dance”.
                   2 Handout 1- warm-up questions.
                   3 Handout 2 – the article “Dancing can make you smarter”.
                   4 Handout 3 – vocabulary for the reading task.
                   5 Handout 4 – matching the word pairs.
                   6 Handout 5 – questions for the reading task.
                   7 Answer Key for the teacher.
Procedure: see the Power point presentation “Dance” made for the lesson.Handout 1
Discuss the following questions with your partner or in a small group.
    Do you like to dance? If so, what is your favourite kind of dance?
    Is dancing a common art form in your home country? Or, is it more for fun and/or exercise?
    How has dancing changed over the years? What have been some of the main reasons for these changes?
    Why do you think dancing is important for people of all ages?
_____________________________________________________________________________Handout 2
The intriguing findings of a 21-year study were published in a report in the New England Journal of Medicine. The study compared the effects of both physical and cognitive recreational activities. Cognitive activities included reading, crossword puzzles, and learning a new language while physical activities included dancing, golf, and playing tennis. The study found that although some activities were beneficial to mental awareness, others had little or no effect. Of all the physical activities included in the study, frequent dancing was the only activity to contribute to a significant reduction in the risk of developing Alzheimer's or dementia. In fact, the potential risk reduction is as much as 76 percent according to the study.
The study doesn't actually point out why dancing promotes mental awareness however there are several possible reasons for this. The first is that dancing requires quick thinking and decision-making processes in each step and move. The second possible reason is that when you learn new dance styles, moves and techniques, you are constantly learning new skills and this is proven to have benefits, as learning new skills creates new neural pathways in the brain. This in turn helps to strengthen and store memories and long term connections, something that is often affected by the aging process. The third potential reason is that when you dance you use several different mental functions and processes including emotional, kinesthetic, rational and musical.
Not all styles of dancing can have the same effects, especially if you are following the same moves over and over. The styles of dance that have the greatest benefit are those where you are constantly learning and trying new steps and routines. Try joining dance programs, turning up the music and making up your own routine or finding online videos of choreographed dance classes.
The age old argument of men versus women rears its ugly head again when we ask if there’s actually a difference in the benefits of frequent dancing for men and women. In this instance, there is very little difference as both men and women can reap the rewards to both their mental and physical health. An added bonus for both genders is that dancing is an inexpensive way to have fun and to socialize with friends and family.
Ideally, the more often you dance, the greater the rewards. Try to include it in your regular exercise routine and challenge yourself to improve and learn new skills frequently. Not only will this improve your physical health, but it can reduce the risk of dementia and Alzheimer's in your later years, too. HEALTH & WELLNESS Copyright © 2015 ESLMadeEasy.caHandout 3
Boost – increase, enlarge
Benefits – gain, profit, good
Cognitive - relating to the mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes
Awareness - knowledge
Recreational – done for enjoyment, pleasure
 Contribute – promote, encourage, foster, favour
Significant – considerable, remarkable, important
Reduction – fall, degradation
Choreographed – composed the sequence of steps and moves
Rear the ugly head – appear, come out
Reap – harvest, gather
Handout 41. Boost __ a. Happiness
2. Well-being __ b. Mental
3. Dramatically __ c. Nerves or nervous system
4. Intriguing __ d. Interesting
5. Cognitive __ e. To learn by movement/motion
6. Potential __ f. Designed or planned out
7. Neural __ g. Male or Female
8. Kinesthetic __ h. To appear or surface
9. Choreographed __ i. Improve
10. Rears its ugly head __ j. Gain or earn
11. Reap __ k. Possible
12. Gender __ l. Noticeably_____________________________________________________________________________

Handout 51.    What are the well- known benefits of dancing?
2.    What was one of the interesting findings of the 21-year study?
3.    What are the differences between cognitive and physical activities?
4.    What are three possible reasons why dancing can promote mental awareness?
5.    What styles of dances have the greatest benefits to our mental health?
6.    If you do like to dance, what are some suggestions to increase your cognitive functions?
7.    What are some other positives to dancing besides boosting your overall health?
_____________________________________________________________________________Answer key Handout 2
1. Boost __ a. Happiness
2. Well-being __ b. Mental
3. Dramatically __ c. Nerves or nervous system
4. Intriguing __ d. Interesting
5. Cognitive __ e. To learn by movement/motion
6. Potential __ f. Designed or planned out
7. Neural __ g. Male or Female
8. Kinesthetic __ h. To appear or surface
9. Choreographed __ i. Improve
10. Rears its ugly head __ j. Gain or earn
11. Reap __ k. Possible
12. Gender __ l. NoticeablyVOCABULARY BANK ANSWERS:
1i, 2a, 3l, 4d, 5b, 6k, 7c, 8e, 9f, 10h, 11j, 12gHandout 3
1.    What are the well- known benefits of dancing?
Improving your overall health, reducing stress levels, increasing well-being, increasing cognitive functions, reducing developing mental illnesses such as Alzheimer’s or dementia
2.    What was one of the interesting findings of the 21-year study?
The study found that some of the physical and cognitive activities were beneficial o mental awareness, others had little or no effect. Frequent dancing was the only activity to contribute to a significant reduction in the risk of developing Alzheimer’s or dementia.
3.    What are the differences between cognitive and physical activities?
Cognitive activities mostly include a lot of mental functions while the body is passive, but physical activities include a lot of body movements with less mental functions.
4.    What are three possible reasons why dancing can promote mental awareness?
Dancing requires quick thinking and decision-making process; when you learn new dance styles, moves and techniques, you are learning new skills that leads to creating new neural pathways in the brain helping to strengthen and store memories and long term connections; you use several mental functions and processes.
5.    What styles of dances have the greatest benefits to our mental health?
Those where you are constantly learning and trying new steps and routines.
6.    If you do like to dance, what are some suggestions to increase your cognitive functions?
Try to include dancing in your regular exercise routine and challenge yourself.
7.    What are some other positives to dancing besides boosting your overall health?
Entertainment, way of spending free time, raising mood, antidepressant.

Removed motion Festival "Jaunpils 2017"

rsz 20170428 153814Removed motion Festival "Jaunpils 2017"; cleared environmental themes dedicated to rsz dsc 3334distinguished the performances
Last Friday, April 29, Jaunpils Castle around the hundreds of large and small dancers that surprised the jury and the audience with original dance performances in motion Festival "Jaunpils 2017". This year participants in the parallel movement of the traditional entertainment program could start the new discipline, playing a green belt environmental performances that emphasize ecology topic, preparing the costumes from recycled material or environmental materials, etc.
Overall, the Festival of the arts of their movement showed 7 preschool collectively, 32 rsz 20170428 171559primary schools collectively, 26 primary schools and 8 secondary and collective life of the new age group representative teams. Of those, 10 were particular performances staged under the theme of environment and ecology.
For best environmental performances which not only received a "Green Belt" surprise award, but also honorary guest in status are invited to participate in the large environmental Festival "Clean Latvia!" (26.05.2017, Tērvete) was nominated for the following teams:
• The primary group Lejasstrazdi "Michael and his girls" with performances "Time to dance!";
rsz dsc 3351• Mārupe secondary school 3-5. class group with performances of "Insects strikes";
• Center of Kuldīga high school band "Ekodance" with "Ekodance" performances;
• Music schools of 4 Nīgrande 4.class. dance with performances of "Shape of you";
• Alsunga high school 7-8. class group with performances of "Spring wake".
Jaunpils Palace on the day of the Festival in the  free stage, "Green Belt" courtyard ran and Jostiņš Hedgehog called for a  environmental education games, various workshops offered the society "7 Balles"-inviting kids to engage in handicraft workshops, preparation of egg flower packaging boxes, coloured Butterfly painting, candle painting. Parallel to the stretching Jaunpils cheese tasting,  "Swedbank" rest corner, riding a horse, trampoline, eco-friendly entertainment and games. As usual the rsz dsc 3366participants have the opportunity to go sightseeing the Castle and its surroundings of the Palace Lady escort.
Jaunpils movement Festival traditionally organized a " Society of culture", laboratory "Green Belt", a movement Studio "Mike" and municipal agency "Jaunpils".
Thank you to the Festival supporters:
• Jaunpils municipality dome
• Tukums Ice Hall
• Cafe "Līvas"
• Dairy of Jaunpils
rsz dsc 3322• Jaunpils high school
• i/k "Niedras." O "
• JSC "Lestene bakery"
• Berg photo
• P/A "Castle"
• Baltic Candles
• Judīte Valaine apiarist
• Riga Zoo
• Anna Metla
•  X Pulse
Photo: "Independent News in Tukums"

“Zelta kurpīte”

rsz zelta 10On 31 March at Jaunpils vidusskola there was organized a ball dance competition „Zelta Kurpīte” (Golden Shoe) by a sports teacher Artūrs Zaremba, who prepared his pupils of 5-7 grades to participate in it.  This competition has already been implemented for 10 years. This year we celebrated the 10th anniversary of the competition.
Pupils proved their skills performing ball dances such as Slow Waltz and Cha-Cha-Cha. The undertaking was enriched by the wonderful performances of the dance clubs „Sāra” and „Saldus”, whose leader is Aleksandrs Aļošins, from Talsi and Saldus towns. Our pride Estere Andreca and Emīls Freimanis, and aerobics groups pleased us with their performances as well, but Kristīne Elvīra Kalviņa – with her beautiful voice.  
The dance performancrsz zelta 14es were judged by a jury consisting of  a head of the Support Association of Jaunpils vidusskola Edijs Pahmurkins, our school principal Jānis Liepiņš, a head of the dance clubs „Sāra” and „ Saldus” Aleksandrs Aļošins, a head of the cafe „Līvas” Dagmāra Altenburga, a head of the beauty salon „Kalnsili” Aija Mizga, a teacher of folk dance Irēna Liepiņa, a deputy of the Council of Jaunpils Region Raivo Altenburgs and a parents’ representative Gita Gavariņa.
This year the decision of the jury is the following:
Dance Slow Waltz
1st place - Emīls Freimanis un Demija Riekstiņa (5th class),
2nd place – Klāvs Sīmanis and Tīna Bir’hele (6th class),
3rd place – Rainers Pašulis and Kristīne Elvīra Kalviņa (7th class).
Dance Cha-Cha-rsz zelta 18Cha
1st place – Rainers Pašulis and Kristīne Elvīra Kalviņa (7th class),
2nd place – Eduards Viņķis and Viktorija Niedre (6th class),
3rd place – Uģis Jānis Juzups and Aivija Ņikiforova (6th class).
So far the most skillful dancers got the Travelling Cup. However, this year each winner apart from the Diploma and Promotion Award also got their own Cup.
Choice Awards were given to Miks Priednieks (5th class), Estere Andreca (5th class) and Beāte Bīlava (6th class).
 The undertaking leader Irēna Martuzāne admitted that the aim of the competition „Zelta Kurpīte” is to give the life colours, emotions, new feelings and experience that is given by dance. The dance can really give us much. Each participant of the event made sure about it.
Thanks for the surprise gifts to the Council of Jaunpils Region, Edijs Pahmurkins, Dagmāra Altenburga and Aija Mizga!  
                                                                                                                    Anete Grāvīte, (a pupil of the 7th class),  
                                                                                                                    Kristīne Elvīra Kalviņa (a pupil of the 7th class),
                                                                                                                    Gundega Ķirsone


"Erasmus +" projekta pasākumi Jaunpils vidusskolā

 16300400 1155637467887649 2921755522519353083 o No 2016. līdz 2018. gadam Jaunpils vidusskola kopā ar vēl 5 valstu skolām  realizē
 Erasmus + projektu „Globālā izglītība prātam un sirdij”. 2016. gada rudenī piedalījāmies projekta 1. posmā Polijā, kur tika aktualizēti jautājumi par darbu, bezdarbu, izglītību, karjeras iespējām un darba melklēšanas prasmēm. 2.posms tiks realizēts Latvijā , Jaunpilī. Un mūsu tēma ir deja- tās ietekme uz cilvēka garīgo un fizisko veselību.
   Jaunpilī ir dejots vienmēr, tās ir dziļas un skaistas tradīcijas, kas tiek mantotas no paaudzes paaudzē. Dejo gan pavisam maziņi cilvēciņi – Jaunpils „Pilskundziņi” līdz gados nobriedušiem cilvēkiem vidējās paaudzes deju kolektīvā „Jaunpils” un dāmu klubā „Vīgriezes”.
   „Deja māca mums būt patiesiem, brīviem, radošiem. Tā vairo pašpārliecību, prieku, 16804307 1867831043453951 6348171343105385639 onoņem sresu, mazina nogurumu un dod mums energiju. Tāpēc šāds projekts ir ļoti būtisks un aktuāls”, savā uzrunā Jaunpils vidusskolas skolotājiem saka direktors Jānis Liepiņš, informējot par projekta 2. posma realizēšanu šinī pavasarī.  
   Ielūkojoties  skolas 2. pusgada pasākumu plānā  ir skaidrs, ka gan daudz dejosim, gan vāksim informāciju par dejas vēsturi un tradīcijām projekta partnervalstīs, gan tiksimies ar interesantiem cilvēkiem, kas sevi realizē deju mākslā.
   3.martā skolā notika Kustību diena, kur katra klase bija sagatavojusi kādu kustību priekšnesumu, parādot savu radošumu, prasmi sadarboties, sportiskumu un atraktivitāti.
   4. martā Jaunpils vidusskolas aerobikas grupas piedalījās Saldus deju festivālā, kur rsz img 05241uzstājās ar savām iestudētajām komozīcijām  un vēroja citu grupu sniegumu, kā arī piedalījās  hio-hop deju meistarklasē pie Sergeja Karžaņeca
   31. martā Jaunpils vidusskolas zālē skanēs sarīkojuma deju mūzika,  jo 5.-7.klašu skolēni jau trīs mēnešus gatavojas skolas konkursam „ Zelta kurpīte 2017”, kur individuāli deju pāri startē konkursā ar Lēnā valša un Ča-ča-ča priekšnesumiem. Ciemos uz šo pasākumu gaidam sporta deju klubu „SARA” un „ SALDUS” dejotājus u n viņu vadītāju Aleksandru Aļošinu- sporta deju pasniedzēju. Tāpat šinī datumā Jaunpils vidusskolas mazie tautas deju kolektīva dejotāji pārstāvēs skolu tautas deju koncertā „Zemgales bļoda” Slampes kultūras pilī.
   28. aprīlī Jaunpils pilī norisināsies kustību festivāls „Jaunpils 2017”. Kustību festivāls “Jaunpils 2017” ir īpašs ar to, ka paralēli dalībnieku deju uzvedumiem tiek rsz img 0506plaši domāts par videi draudzīgu un veselīgu izklaidi kā lieliem, tā maziem. Turklāt vides un ekoloģijas tēma šogad īpaši izcelta arī priekšnesumu programmā. Kā norāda “Zaļā josta” mārketinga vadītāja Laima Kubliņa, “Aicinot dejotājus iestudēt ar vidi saistītu kustību priekšnesumu, ceram ne tikai aktualizēt esošās vides problēmas un meklēt tām risinājumus, bet arī pamudināt skolēnus aizdomāties par dabas skaistumu, unikalitāti un trauslumu.” Festivāla dienā Jaunpils pils pagalmā darbosies brīvā skatuve, radošās darbnīcas, videi draudzīgas izklaides un spēles. Dalībniekiem kā ierasts būs iespēja iziet ekskursijas pa pili un tās apkārtni pils dāmu pavadībā. Festivālā “Jaunpils 2017” aicināti pieteikties deju kolektīvi vai grupas ar līdz 4 minūšu garu priekšnesumu vienā no kustību mākslas veidiem (aerobika, modes dejas, ritma dejas, tērpu teātris u.c.) vai Zaļās jostas vides priekšnesumu disciplīnā.
7. maijā sagaidīsim viesus no Polijas, Zviedrijas, Vācijas, Itālijas un Turcijas, lai kopīgi realizētu projekta “Globālā izglītība prātam un sirdij 2016-2019” 2.posmu “Deja”



Movement Festival "Jaunpils 2017" alongside the original dance performances will be staged in unprecedented environmental performances

Thinking about tomorrow, is time to  think green! Updating environment-friendly lifestyles, traditional motion Festival "Jaunpils 2017" this year thrilled members with new discipline, calling the dancers rehearse Green belt environmental performances by emphasizing ecology, the natural beauty, danced their elation going the costumes from recycled material or environmental materials, etc.
Login is a member of the Festival movement "Jaunpils 2017", which will take place this year on April 28 in Jaunpils Castle. Festival are invited to participate in the Latvian educational institutions and Dance Studio students under the age of 18 years, and ever new dancers, playing a 4-minute long movement performances. Members login happens to 20 April, sending applications to email Šī e-pasta adrese ir aizsargāta no mēstuļu robotiem. Pārlūkprogrammai ir jābūt ieslēgtam JavaScript atbalstam, lai varētu to apskatīt. or call the Festival organizers for to Irene Martuzane by phone 26464378.
This year the movement Festival "Jaunpils 2017" is particularly focused on eco-friendly lifestyles, updating the Green thinking, Nature Conservancy, and the ecological value of the landing. Parallel to the diverse traditional dance performances, this year's special role in the festival devoted to the Green belt environmental performances, in which the participants invited to the show dance by natural beauty, to update environmental problems, to represent the processes in nature or make to costumes from recycled material or natural materials. Festival day will run the environmental education games, creative workshops and other entertainment for audiences of different ages.
Jaunpils movement Festival traditionally organizes the society of "Culture laboratory",  SIA " Green belt", a movement Studio "Mike" and municipal agency "Jaunpils", gathering hundreds of dancers from all over Latvia.Additional information on the progress of the Festival:
Phone: 2 6464378
E-mail: Šī e-pasta adrese ir aizsargāta no mēstuļu robotiem. Pārlūkprogrammai ir jābūt ieslēgtam JavaScript atbalstam, lai varētu to apskatīt.al information about the Green belt environmental performances:
Phone: 2 6710793
E-mail: Šī e-pasta adrese ir aizsargāta no mēstuļu robotiem. Pārlūkprogrammai ir jābūt ieslēgtam JavaScript atbalstam, lai varētu to apskatīt.

 Shadow Day

rsz img 0704The aim of Shadow Day is to promote the link between cross-curricula content in pupils education with the real life thus helping pupils plan their career purposefully as well as o make choices about their future profession and to prepare for the labour market. For employers it is a good opportunity to make their enterprises recognised and attract their future colleagues.

The theme of this year’s Shadow Day is “Invisible professions”. Namely, since childhood pupils have known what a policeman, a fire fighter, a postman or a driver does. However, there are a lot of professions which stay undeservedly unnoticed – a biometrist, an actuary, a bacteriologist, a perfumer, a petroleum chemist. They are just some of the professions whose labour results are used by each of us directly or indirectly every day. We even do not think what kinds of professional teams stand rsz img 0707behind these professions.

In the activities of the last year’s Shadow Day 2016 there participated 1044 shadow employers, who offered 7491 vacancies in total. That was 10% more than in 2015. 22600 registered shades claimed for the offered vacancies. The most demanded professions were a radio announcer (361 applications), a programmer (335 applications), a flight attendant (297 applications), a physiotherapist (274 applications), a journalist (245 applications), a doctor (243 applications), a lawyer (197 applications), a police officer (189 applications), an artist (184 applications), a cook (180 applications). In turn, the biggest shadow employers were the Saeima of the Republic of Latvia with 224 vacancies, Swedbank – 100 vacancies, State Fire Service with 80 vacancies and Jelgava Municipality with 65 shades.

rsz img 0716 About the Shadow Day of JA Latvija

Shadow Day is a worldwide recognizable and visible career education programme for 1-12 class pupils, whose aim is to introduce pupils with the demands of different professions and areas to help youths choose professions and accordingly get ready for the labour market. During the Shadow Day pupils visit workplaces and watch chosen professionals’ daily routine for about 4-6 hours.

In Latvia Shadow Day is a trade mark of business education registered by a union “Junior Achievement Latvia” (JA Latvija). JA Latvija has implemented this programme and has given young people an opportunity to meet their potential employers for more than 15 years.

rsz img 0721Pupils of Jaunpils vidusskola also took part in the activities of Shadow Day and were shades of the employees of Jaunpils Municipality Council getting acquainted with the professions like a police officer, a chairman, a social worker, a head of the development department, a specialist of social affairs etc.






This is a dance story, a dance essay and dance poetry;

A story narrated by dance when it uses words,

That is very unusual as a dance is not in the habit of using words;

More often it uses other kinds of epistles: a movement,

a touch, a step rhythm, a glance…

Dance is a feet touch upon the ground and opening hands to make wings;

Dance is my way to you,

Dance is life, dance is a story, an epistle of a nation, each of us, - mine, yours …

Dance is not intended to be demonstrated, and participation is

the only way to be in it.

As long as any single living being has lived in this world,

it has been dancing and it is still dancing:

Dance of Stars and Galaxies,

Eternal dance of the Sun and Moon in the distances of the Universe,

Dance of Fire power, Land tenderness, Air freedom and Water depth.

Dance – it’s an interaction that maintains the world;

Dance of Fire on the top of a mountain in a lit flame,

Dance of Land opening its depths for the life of the plant roots and seeds;

Dance of Wind with the tops of the trees – gentle and light

or riotous and fervent,

Dance of Water on the way of the sea waves to the coast,

in serenity of lakes and river flows,

in its ringing conversation with stones and fish,

Crane dance of Love and Worship,

Dance of a Blossoming flower.

/written by an unknown author; translated in English by Valentīna Rubīna/

rsz deju festivals engure quot t 7rsz dsc 24001



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Lesson plan

Topic: Employment and Unemployment

Time: 2x40 minutes

Cross-curricular links: English (Intermediate – Upper-intermediate), Social Science, Economics,

                                        Class Lesson

Age: Secondary school students (16-19)

Objectives: At the end of these lessons, the students will be able to explain the terms “employment” and “unemployment”, they will have understanding about the national rate of unemployment and its types and main reasons, will be acquainted with the most required professions and skills in the national labour market, will have developed their speaking skills and cooperation skills.

Materials: 1. Handout 1 – The text “Types of Unemployment”


                   2. Online sources:1 http://www.dictionary.com/browse/employment

                                               2 http://wikipedia.org/wiki/employment

                                                3 http://economicshelp.org/blog/2247/unemployment/definition-of-


                                               4http://www.study.com/academy/lesson/what-is-unemployment-definition causes-effects html

                                               5 http://www.nva.lv/index.php?cid=6


Activity 1 – Students work in pairs and discuss what they understand by the terms “employment/unemployment”. Then they share their ideas with the classmates.

Activity 2 – Students use the online sources 1, 2 and 3 mentioned above to find out what the definitions of these terms are and compare with their own definitions.

Activity 3 – Students get a Handout 1 “Types of Unemployment” for the reading task to find out what most common kinds of unemployment there are. They read individually, after reading activity the class together discusses the following questions:

  • Have you or your family members experienced any kinds of unemployment?
  • Which of these kinds are related to the economic reasons, which to personal reasons and which to geographical reasons?
  • Which kind of unemployment, do you think, is the most common in your country and your local area? Why?

Activity 4 – Students use the online source 5 to get to know the unemployment level in their country and answer the following questions (pair work), after they have discussed the topic in pairs, they share their ideas with the class:

  • What is the national unemployment level?
  • What does this number really mean? Is it a temporary or permanent indicator?
  • Which regions/ towns and cities have the lowest unemployment level? Why, do you think, those?
  • Which regions/towns and cities have the highest unemployment level? Why, do you think, those?

Activity 5 – Students work in small groups and discuss the given topics. After discussion in groups, each group presents their ideas to the other students. The listeners can add any other ideas on the given topic after they have heard the presented ones.

1st group - the main reasons of unemployment in general and in their local area.

2nd group – how unemployment influences peoples’ lives.

3rd group – what the Government could do to decrease the unemployment level in the country and the local area.

4th group – what an individual could do to avoid being unemployed.

Activity 6 – Students use the online source 5 to find out how the national Employment State Agency work to help unemployed people (pair work):

  • what kind of information is provided on the website of ESA for those who look for jobs;
  • what kind of activities are provided for those who look for jobs.

Activity 7 – Students use the Internet to find different websites providing the information about vacancies and do the individual research on the most required professions in their country and the most required skills for jobseekers.

Activity 8 - After students have done the research on the topics of the activity 7, they work in pairs and make a conclusion of what they have learnt during the two lessons: what should young people take in consideration to have a job and not to become unemployed?

The lesson plan written by a teacher of Jaunpils vidusskola Valentīna Rubīna


Types of unemployment

  • Demand Deficient Unemployment. – Lack of aggregate demand in economy (e.g. unemployment rises in a recession)
  • Structural Unemployment – workers lack necessary skills or suffer from geographical immobility
  • Real Wage Unemployment – wages above equilibrium, e.g. due to high national minimum wage.
  • Frictional unemployment – workers in between jobs
  • Voluntary Unemployment. – workers prefer not to work

Demand Deficient Unemployment. Demand deficient unemployment occurs in a recession or period of very low growth. If there is insufficient aggregate demand, firms will cut back on output. If they cut back on output then they will employ less workers. Firms will either cut back on recruitment or lay off workers. The deeper the recession, the more demand deficient unemployment there will be. This is often the biggest cause of unemployment, especially in a downturn. This is also known as cyclical unemployment – referring to how unemployment increases during an economic downturn.

Structural Unemployment

This is unemployment due to inefficiencies in the labour market. It may occur due to a mismatch of skills or geographical location. For example structural unemployment could be due to:

  • Occupational immobility. There may be skilled jobs available, but many workers may not have the relevant skills. Sometimes firms can struggle to recruit during periods of high unemployment. This is due to the occupational immobility.
  • Geographical immobility. Jobs may be available in London, but, unemployed workers may not be able to move there due to difficulties in getting housing e.t.c.
  • Technological change. If an economy goes through technological change some industries will decline. This is likely to lead to structural unemployment. For example, new technology (nuclear power) could make coal mines close down leaving many coal miners unemployed.

Real Wage Unemployment / Classical Unemployment

This occurs when wages are artificially kept above the equilibrium. For example, powerful trades unions or minimum wages could lead to wages above the equilibrium leading to excess supply of labour (this assumes labour markets are competitive)

Frictional unemployment

This occurs when workers are in between jobs e.g. school leavers take time to find work. There is always likely to be some frictional unemployment in an economy as people take time to find a job suited to their skills.

Voluntary Unemployment.

This occurs when workers choose not to take a job at the going wage rate. For example, if benefits offer a similar take home page to wage – tax, the unemployed may feel there is no incentive to take a job.

Other Concepts about Unemployment

Seasonal Unemployment. In certain regions, unemployment may be seasonal e.g. unemployment rises in winter when there are no tourists.

Disguised / Hidden unemployment. Often unemployment statistics don’t include certain types of workers. For example, those put on incapacity benefit may not be counted as unemployed, but, it may really be a type of structural unemployment. Disguised unemployment exists where part of the labor force is either left without work or is working in a redundant manner where worker productivity is essentially zero. It is unemployment that does not affect aggregate output. An economy demonstrates disguised unemployment when productivity is low and too many workers are filling too few jobs.

Disguised unemployment exists frequently in developing countries whose large populations create a surplus in the labor force. It can be characterized by low productivity and frequently accompanies informal labor markets and agricultural labor markets, which can absorb substantial quantities of labor.

Under-employment. This is when people have a job but it is part time or temporary. They would like to work full time, but only have a part time income.



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11Seminārs Jaunpils vidusskolā -  „Jaunietis darba tirgū: no teorijas līdz praksei”

2016.gada 1.decembrī Izglītības un karjeras portāls Prakse.lv  viesojās Jaunpils vidusskolā pie 10., 11. un 12. klases skolēniem ar semināra nodarbību  „Jaunietis darba tirgū: no teorijas līdz praksei” .
Semināra mērķis: izglītot Latvijas vidusskolu vecāko klašu audzēkņus par nākotnes darba tirgus perspektīvām, kā arī palīdzēt izvēlēties sev atbilstošāko profesiju un augstākās izglītības iestādi, kur izvēlēto profesiju apgūt. Pastāstīt par jaunākajiem projektiem, kas palīdz orientēties profesiju daudzveidībā. Iepazīstināt jauniešus ar darba intervijas procesu.
  Ievadā ciemiņi iepazīstināja ar sevi un pastāstīja par bezdarba augsto līmeni jauniešu vidū, tādā veidā aicinot jauniešus ieklausīties informācijā, ko viņiem stāsta. Papildus radīja ieskatu par iespējamiem šķēršļiem un risinājumiem, meklējot darbu. Iepazīstināja ar projektu "Virtuālā prakse", kur jaunieši var sev pielaikot vairāk nekā 300 profesijas, ko piedāvā vairāk nekā 400 reālie darba devēji. Sniedza informāciju par projektu” Atvērto durvju nedēļa Latvijas uzņēmumos”. Jauniešus informēja par projekta norisi un lietderīgumu kā arī  iepazīstināja ar Skolu un studiju TOPa 2016 rezultātiem. Tika izspēlēta darba intervijas simulācijas spēle. Jauniešiem tika piedāvāta vakance kādā no portāla Prakse.lv sadarbības uzņēmumiem, kur tiek uzdoti tradicionālākie jautājumi no darba intervijas ikdienas, tādejādi radot jaunietim priekšstatu par reālo dzīves situāciju. Vēlāk kopīgi tika izanalizēts viss padarītais un doti ieteikumi no darba devēja puses.
Paldies ciemiņiem par vērtīgo informāciju un iedvesmojošo nodarbību.
Seminar at Jaunpils vidusskola – „A young person in the labor market – from theory to practice”
On 1 December, 2016 Career and Education portal Prakse.lv visited pupils of 10 – 12 grades of Jaunpils vidusskola and led a class „A young person in the labor market – from theory to practice”.
The aims of the seminar: 1) to educate pupils of senior grades of Lavia about future labor market prospects, as well as to help them to choose the most appropriate profession and a higher education institution where to learn for the chosen profession; 2) to tell about the newest projects, that help to orientate in a variety of professions; 3) to introduce youths to the process of a job interview.
At first guests introduced the pupils to themselves and told about the high level of unemployment among young people, in this way inviting the young people to listen to the information that was being told. In addition to it, they gave an insight in possible obstacles and solutions while searching a job. The pupils were introduced to the project “Virtual Practice”, where youths can try more than 300 professions provided by more than 400 real employers. There was given the information about the project “Open Door Week at Enterprises of Latvia”.  The youths were informed about the process and effectiveness of the project, as well as they were introduced to the results of the Top of Schools and Studies 2016. After that the pupils had to play a simulation game of a job interview. The pupils were offered a vacancy at the cooperative enterprises of the portal Prakse.lv, where the most traditional questions from the daily job interview are asked, thus creating an idea of the real life situation. In the end, all participants of the seminar analyzed the tasks they did and got some advice from the employer.
Thanks to guests for this valuable information and this encouraging seminar.


11On 8 December at Jaunpils vidusskola there was a visit of a representative of Swedbank. Our students had an opportunity to participate in the lesson on how to start enterpreneurship. During the lesson they found out what it means to be an enterpreneur and why it is worth becoming an enterpreneur. They learnt what kind of personality treats an enterpreneur must have and what the first steps have to be taken to start business.

On 14/12/2016 pupils of the 10 class of Jaunpils vidusskola participated in the lesson of business etiquette at a cafe "Līvas". They learnt how to lay the festive table, bring and serve food, how to serve quests during the feast. They also got an insight in professions needed at cafes, required education, skills, abilities and attitudes to work at cafes. Thank you very much to the head of the cafe "Līvas" Dagmāra Altenburga and her team. It was a great, interesting, educational and delicious lesson!






7Projekts“Globālā izglītība prātam un sirdij 2016-2019”
7.05.2016.-13.05.2017. Latvija, Jaunpils vidusskola (projekts)

7.05. Satikšanās diena. Iebrauc viesu delegācijas. Sagaidīšana, iepazīšanās, bērniem vakars ģimenēs, skolotājiem apspriede par projekta organizatoriskajām lietām.
8.05. Skolas diena. Iepazīšanās spēles, tikšanās ar Skolēnu Parlamentu. Atklātās stundas klasēs, piedalīšanās pulciņu nodarbībās. Viesošanās Amatu mājā.  Pieņemšana pie Jaunpils novada domes priekšsēdētājas Ligitas Ginteres pilī. Viduslaiku ekskursija pilī un iepazīšanās ar viduslaiku dejas mākslu. Viduslaiku mielasts.
9.05. Sporta aktivitātes dabā – veselā miesā vesels gars. Tīreļa purva laipa. Jūra un deja – radoša nodarbība. Ciemošanās Smārdē, latviskie dzīvesziņas rituāli un latviešu tautas dejas māksla, vakariņas senlatviešu gaumē.
10.05. Ekskursiju diena. Vietas, notikumi, cilvēki. Kultūras progamma Rīgā. Ekskursija Rīgas operas teātrī . Koncerta vai teātra apmeklējums.
11.05. Viesošanās „7 ballēs”- amatniecības nodarbība, nodarbības skolā, pusdienas skolā, kopīgā koncerta ģenerālmēģinājums pilī. Vakarā -  latviešu rotaļdejas un spēles pie ugunskura.
12.05. Latvijas Šveicē – Kurzemē. Tikšanās ar interesantiem cilvēkiem – deju mākslas pasniedzējiem un dejotājiem. 16.00 Gatavošanās koncertam. 18.00 Koncerts pilī. 20.00 .Vakariņas un Balle skolā.
13.05. Starptautiskā sadraudzības skolu semināra noslēgums, projekta 2.daļas izvērtējums. 11.00. Atvadīšanās no viesiem. Deju labirinti Baskāju takā.
Cienījamie draugi! Mēs Jūs ar nepacietību gaidām Latvijā un ceram uz jauki pavadītu laiku kopā! Lai būtu vēl interesantāk, lūdzam Jūs sagatavot un atvest:
1  priekšnesumu  koncertam (tradicionālās vai mūsdienu dejas, kaut ko raksturīgu Jūsu valstij, skolai.)
Stāstījumu un prezentāciju par savu skolu, pilsētu, valsti, ietverot informāciju par tradicionālo un mūsdienu deju kultūru Jūsu valstī.
Pieredzes apmaiņai 1 uzstāšanos 20 min. garumā par interešu izglītības tēmām un  metodēm, kuras praktizējat mācību stundās, pulciņu nodarbībās vai skolas pasākumos jūsu skolā.
 Lūgums pēc iespējas ātrāk precizēt delegācijas sastāvu( vārds, uzvārds, vecums, amats, īpašas vajadzības, e-pasts, lai skolēni un skolotāji varētu sākt sarakstīties), kā arī – ja nepieciešams oficiāls ielūgums vīzām, vajadzīgās prasības dokumentam.
Programmā iespējamas nelielas izmaiņas. Ar cieņu, projekta koordinatore – Irēna Martuzāne


7Project “ Global education for Mind and heart 2016 2019”7.05.2016.-13.05.2017. Latvia, Jaunpils vidusskola (project)

7.05. Meeting day. Arrival of visitors. Welcome, getting to know each other, evening in the families for pupils, consultation on the organizational matters of the project for teachers.

8.05. School day. Ice braking games, meeting with the School Parliament. Open lessons, participating in the interest group classes. Visiting Amatu māja (Crafts house). Reception at Jaunpils District Council Chairwoman Ligita Gintere in Jaunpils Castle. Medieval excursion in the castle and getting acquainted with the art of medieval dance. Medieval feast.

9.05. Sport activities in the nature – healthy body healthy spirit. Visiting a nature object Moor Marsh footbridge. The sea and dance – a creative class. Visiting Smārde – rituals of Latvian wisdom and the art of Latvian folk dance, dinner in ancient Latvian style.

10.05. Trip day. Place, events, people. Cultural programme in Riga. An excursion in Riga Opera Theatre. A concert or a theatre visit.

11.05. Visiting “7 balles” – crafts workshop, workshops at school, lunch at school, concert rehearsal in the castle. In the evening – Latvian plays and dances by the fire.

12.05. in Latvian Switszerland – Kurzeme. Meeting interesting people – dance art teachers and dancers. At 16:00 preparing for the concert. At 18:00 concert at Jaunpils Castle. At 20:00 dinner and ball at school.

13.05. Closing the International school twinning seminar, evaluation of the 2nd part of the project. At 11.00 parting of the guests. Dance labyrinths at Baskāju taka (Barefoot trail).

Dear friends! We are looking forward to meeting you in Latvia and spending wonderful time together! To make it more interesting we would like to ask you to prepare and take with you: 1 performance for the concert (a traditional or a modern dance, something characteristic for your country, school)

Narration and presentation about your school, town, country including the information about the traditional and modern dance culture in your country.

For experience exchange 1 speech (20 min long) about the topics on interest education and methods that you practice in your lessons, interest group classes or school undertakings at your school.

We would like to ask you to send us a list of the participants of your delegation (name, surname, age, occupation, special needs, email) as soon as possible, as well as the information if you need our official invitation to get visas or necessary documents.

The programme might be slightly changed.

With regards, Project coordinator Irēna Martuzāne






Jaunpils Secondary School





  Part 1     ENTERPRISE, UNEMPLOYMENT and EMPLOYMENT       September 2016 - January 2017

Month Activity Teacher



preparatory activities

1) Directorates and the authorities from the schools will be informed about receiving financing

2) contacts will be established with the supporting institutions – Jaunpils regional Council, Jaunpils Castle, State Employment Agency, Jaunpils Dairy etc.

3) in the curriculum of general education they will take into account the contents resulting from the ongoing project

4) establishing the project teams (agreements on the method and frequency of communication)

5) confirmed allocation of the tasks in the project management at the level of schools

6) preparatory regulations of recruitment and participation in the project

Jānis Liepiņš

Irēna Martuzāne

Irēna Martuzāne, Valentīna Rubīna

Jānis Liepiņš

Jānis Liepiņš

Irēna Martuzāne

Project team


School participation in the Forum of Jaunpils residents: discussing the issues about the life, work and entertainment opportunities in the parish.

The undertaking of Jaunpils Region “Martin’s Day Fair”: preparation, publicity.

Jānis Liepiņš

Irēna Martuzāne


1) Visit of a portal Prakse.lv at school, lesson for the secondary school students “Youth in the labor market – from theory to practice”.

2) Interview - what is an employment office and how to employ - note in English;

3) Lecture by Swedbank for secondary school students “Beginning entrepreneurship”

Irēna Martuzāne

Valentīna Rubīna

Irēna Martuzāne


1)Presentation of cooperative activities on the school grounds for students and parents in English

2) The exchange of materials between the partners

3) Scenario lessons - a teacher

4) Educational trip

5) Evaluation - survey

Jānis Liepiņš

Irēna Martuzāne

Andris Fridrihsons

Ilze Inkina

Irēna Martuzāne

Valentīna Rubīna

Jānis Liepiņš



“Globālā izglītība prātam un sirdij 2016-2019”

Jaunpils vidusskola starptautiskajā skolu partnerības projektā “Erasmus +”


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Prezentācija par bezdarbu.

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rsz dsc 0975Esam ļoti priecīgi , ka piedalījāmies Erasmus+ projektā “Globālā izglītība prātam un sirdij 2016-2019” un pārstāvējām Latviju un savu mazo Jaunpili Polijā – pirmajā projekta posmā, kurš notika no 23.oktobra līdz 28. oktobrim Zloceņecā.” Mūsu Jaunpils pilij ir rsz dsc 1220vairāk kā 700 gadu, bet domās , jūtās, darbos mēs esam jauni un pieņemam izaicinājumus.”, ar šādiem vārdiem sākās mūsu prezentācija projekta organizatoriem un viesiem – skolēniem un skolotājiem no Vācijas, Turcijas, Zviedrijas, Polijas un Itālijas. Šajā pirmajā braucienā piedalījās 9.klases skolniece Linda Grāvīte, 10.klases skolniece Nikola Smeltere, projekta koordinatore Irēna Martuzāne, skolotājs Andris Fridrihsons un projekta vadītājs Jānis Liepiņš. Priecājāmies būt poļu zemē un priecājāmies satikt un iepazīt kolēģus no sadarbības valstīm. Gribas teikt paldies par brīnišķīgo uzņemšanu Polijas pārstāvjiem, interesantajām lietām, ko darījām un darīsim kopā, paldies mūsu vecākiem par brīnišķīgajiem, gudrajiem, pieklājīgajiem bērniem, ar mūsu skolēniem tiešām var braukt kaut uz pasaules malu. Paldies vecākiem, kas gatavi uzņemt ģimenē kādu bērnu no citas valsts, paldies novada domei, Jaunpils pienotavai, kas atbalstīja šo projekta posmu. Esam patiesi gandarīti par Polijā pavadīto laiku, pozitīvajām emocijām, iegūtajām zināšanām un pieredzi. Pavasarī gaidīsim ciemiņus Latvijā.

Projekta dalībnieki - Jaunpils vidusskolas skolēni un skolotāji




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“Prasmes labākai dzīvei”

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 Jaunpils vidusskolas delegācija Austrijā - Erasmus+ projekts

„Prasmes labākai dzīvei”

IMG 1859   Laikā no 8. maija līdz 15. maijam Jaunpils vidusskolas skolēni un skolotāji piedalījās Erasmus+ starptautiskajā projektā „Prasmes labākai dzīvei”, kurš norisinājās Austrijā, Sankt an der Glan pilsētiņā un tās apkārtnē. Projektā varēja piedalīties 9 jaunieši vecumā no 17 līdz 30 gadiem un skolu pārstāvēja Ramona Šilberga, Nadīna Pahmurkina, Viktorija Krīgerte, Ieva Spure, Elīza Kuzmicka, Linda Jotčika, Raimonds Kuculabs, Sintija Platace un Diāna Studente. Pavadošie skolotāji bija Jānis Liepiņš un Valentīna Rubīna. Lai piedalītos projektā, skolēniem bija jāizpilda konkrēti mājas darbi – jāizveido prezentācija par valsti un skolu un jāmāk komunicēt svešvalodās. Bez Latvijas delegācijas projektā piedalījās jaunieši no Polijas, Lietuvas, Vācijas, Turcijas un Austrijas. Pirmajā dienā ir sāpīgas atmiņas par garo ceļu uz Austriju, kas mums sākās svētdienas dienā 14.00 un galapunktā nonācām pirmdienas pēcpusdienā 17.00. Braucām ar autobusu no Jaunpils līdz Kauņai, tad kopā ar lietuviešu jauniešiem līdz Krakovai, kur mums pievienojas poļu delegācija un Vīnē tikāmies ar jauniešiem no Turcijas un Vācijas. Autobusā skanēja visas iespējamās valodas, interesanti bija pavērot, kā jaunieši komunicē savā starpā , īsti nezinot valodu, bet saprotot viens otru. Skolotāji ar savu atvērtību, atraktivitāti un entuziasmu momentā atraisījās, iepazināsun nevienam nebija neērti no tā , ka pus teikums skanēja angliski, otra puse – vāciski un trešā krievu valodā. Visi viens otru saprata, un tas radīja sajūtu, ka viss izdosies – projekta mērķi- sadarbība, valodu apguve, dzīvesprasmju praktiska pielietošana – tiks realizēti. Īpašs notikums – pirmās pusdienas. Sankt an der Glan pilsētiņā mūs sagaidīja projekta koordinatore Aldona Bīdermane un aicināja ārkārtīgi skaistas viesnīcas restorānā uz tradicionālo austriešu maltīti- buljona zupu ar pankūku strēmelītēm un Vīnes šniceli. Fantastiski garšīgi, taču nepierasti! IMG 1971Esam Austrijā, restorānā un baudām nacionālo virtuvi. Kas var būt vēl jaukāk pēc garā ceļa! Pēc pusdienām tikāmies ar vietējo uzņēmumu, viesu namu un hoteļu īpašniekiem, kuri ar nepacietību gaidīja jauniešus, kas viņu uzņēmumos trīs dienas gatavi strādāt, apgūstot visdažādākās prasmes, atbilstoši uzņēmuma profilam. Te visus projekta dalībniekus skāra neliels šoks, jo visi iepriekš saskaņotie plāni izjuka, kāds no uzņēmējiem atteicās piedalīties un sekoja haotiska jauniešu sadale pa darba vietām. Skolotāji pat nepaspēja ievērot, uzkuru no vietām tiek aizsūtīti jaunieši. Projekta vadītāja, ņemot vērā, ka projekta būtība ir iejusties un pašiem tikt galā gan ar sadzīvi, gan darba apstākļiem, gan valodu, stingri pieteica jauniešiem un skolotājiem trīs dienas savā starpā nesazināties. Bet mūsu direktors – Jānis Liepiņš jau pirmās dienas vakarā pārkāpa šo noteikumu un īsziņās ar mums visiem sazinājās. Mēs bijām priecīgi, ka direktors interesējas, kur mēs esam un kā mums iet. Sekojošās trīs dienas jauniešiem bija nopietni jāstrādā, stingri ievērojot saimnieku prasības, darba dienas garumu, pauzes, veicamo darbu kvalitatīvu izpildi, bez tam katrā grupā bija jaunieši no dažādām valstīm un bija spiesti viens otru saprast un atbalstīt. Šajās dienās skolotāji kopā ar projekta vadītāju apciemoja jauniešus viņu darba vietās un šīs tikšanās atspoguļoja vietējā televīzija. Vēl skolotājiem bija iespēja viesoties vienā ārkārtīgi modernā profesionālajā skolā Villahā, kur jaunieši apgūst prasmes strādāt viesnīcās, ēdināšanas uzņēmumos klientu apkalpošanas sfērā. Trīs dienas jāstrādā bija ļoti smagi, bet divas pēdējās ekskursiju dienas atsvēra visas iepriekšējās grūtības. Austrijas daba, skaistie kalni un ielejas, mājas, kas pazūd ziedukupenās, fantastiskā ekskursiju programma uz Klāgenfurti, kur apskatījām pilsētu, iepazināmies ar tās vēsturi un vietējā parlamenta ēku. Bijām nesen tapušā skatu tornī kalna galotnē, jau uzbraukšana kalnā bija īpašs piedzīvojums- šaurs ceļš ar dziļām kraujām ceļmalās un nereāli skaistām dabas ainavām. Pabijām Minimundus brīvdabas muzejā, apskatījām pasaules slavenākās ēkas miniatūrās un noskatījāmies filmu 5 D formātā. Par lielisku pasākumu izvērtās vakara noslēgums – kopējas vakariņas restorānā, kurā, starp citu, praktizējās mūsu Ramona Šilberga. Vietējā pašvaldība bija speciāli apmaksājusi vietējo muzikantu priekšnesumus – trīs atraktīvi muzikanti tautas tērpos izklaidēja projekta dalībniekus visa vakara garumā. Mūsu delegācija saņēma īpašasuzslavas, jo atraktīvi ņēma dalību visos mūzikas numuros.Katrs dalībnieks saņēma dāvanu no pašvaldības vadītāja. Nākošajā dienā – ekskursija uz Vīni. Pēc pusdienām vienā no picērijām apskatījām Vīnes vēsturisko centru. Beidzot bija pāris stundas brīvā laika, kuru izmantojām, iegādājoties suvenīrus mājiniekiem. Tad vēl pēdējāsvakariņas visiem kopā un laba vēlējumi jaunajiem draugiem, kolēģiem, cerība uz tikšanos atkal kādu reizi nākotnē. Garais ceļš mājup. Noguruši, laimīgi, ar jauniešu brīvprātīgā darba veicēju sertifikātiem darba mapēs atgriežamies mājās. Projekta dalībniekiIMG 2089


Fill up your health with colorful fruits and vegetables

Skolas autobuss



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Skolas padome

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