COMENIUS  PROJECT  FULL  PROGRAM    

2010-­‐2012    

 

My  World,  Your  World,  OUR  WORLD!  GOALS:    

Our  project  focuses  on  developing  creative  outdoor  learning  opportunities  for  children  in  the  early  years  by  building  on  our  repertoire  of  stories,  songs,  rhymes  and  games.  Beginning  by  finding  out  about  school  and  home  life  in  partner  countries,  we  will  celebrate  and  develop  stories  and  rhymes  that  are  common  to  all  our  countries  and  cultures,  e.g.  ‘The  Three  Billy  Goats  Gruff.  The  project  will  develop  to  involve  the  sharing  of  individual  folk  stories/songs/rhymes  and   rituals  based  around   festivals   and  key  events  unique   to  partners.  The   creative  use  of   the   indoor   and  outdoor  environment  will  facilitate  the  development  of  language  learning,  including  sign  language.  An  E-­‐twinning  web  space  will  enable  recording  and  sharing  of  learning  outcomes.    

 

We  will  share  and  explore  good  practice  in  creative  curriculum  planning  using  a  multi-­‐sensory  approach  and  building  on  children’s   interests.  Through  working  with  our  partners  we  will  broaden  our   children’s  understanding  of   their  place  within  the  wider  world,  thus  promoting  understanding  of  how  they  can  make  a  positive  contribution  to  society.  All   groups   of   children   represented  within   our   schools  will   be   included   in   the  project,   including   those   from  ethnic  minorities,  those  with  special  needs  and  those  living  in  socially  or  economically  deprived  areas.  

 

 

 

 

RATIONALE:    

They   believe   that   pupils   should   be   actively   engaged   in  meaningful   activities  which   build   upon   their   interests.   All  participants   share  a  desire   to  develop  children’s   communication   skills   in   their  mother   tongue  and  understand   the  value   in  extending  the  experience  to   include  additional   language  acquisition  and  enrichment.  All  partners  are   fully  committed  to   including  all  pupils  and  exploring  the  benefits   to  be  gained  by  the   local  communities   from  European  partnership,  including  staff  professional  development.  

 

We   see   a   great   opportunity   to   immerse   ourselves   in   our   learning   and   hence   widen   the   children's   learning   and  understanding,  both  for  specific  language  development  and  for  free-­‐range  activity  -­‐  within  the  wider  context  of  our  regions,  our  countries  and  the  wider  European  community.  

 

Staff  will  have  the  opportunity  to  develop  and  enhance  knowledge  of  ICT,  managing  various  ways  to  communicate,  work  with  digital  cameras  and  camcorders  and  communication  via  the  project  intranet.  We  will  also  gain  knowledge  of   the   various   countries'   teaching   and   learning   activities,   and   of   how   to   teach   to   children   in   different   ways  with  respect  to  language  and  play.  

 

 

 

 

OBJECTIVES  AND  STRATEGIES:  

-­‐  An  awareness  of  different  cultures  is  developed  across  communities  including  

an  enhanced  understanding  of  the  way  children  learn  and  ways  of  life  in  partner  countries  

-­‐  Children  develop  personal,  social,  health  and  emotional  skills,  language  and  literacy  and  an  

understanding  at  their  own  level  of  what  it  means  to  be  a  European  citizen  

-­‐  Staff  and  pupils  have  the  opportunity  to  listen  to,  know,  read,  perform  and  share  stories,  rhymes,  games,  festivals  and  dance  in  a  range  of  learning  contexts,  including  the  outdoors  

-­‐  Pupils’  language  acquisition  is  developed  in  their  mother  tongue  through  immersion  in  the  

vocabulary  -­‐  particularly  story  language,  rhyme,  games  and  song  

-­‐  Children  and  staff  are  able  to  communicate  in  different  ways  appropriate  to  age  and  experience  

through  song,  languages,  role  play,  technologies,  pictures,  signs  and  words  

-­‐  Children  develop  knowledge  and  understanding  about  the  local  geography  of  individual  

institutions  

-­‐  All  children,  including  immigrant  pupils  and  those  having  special  educational  needs  or  

experiencing  social  or  emotional  disadvantage,  are  motivated  to  participate  in  activities  

through  the  use  of  a  range  of  learning  styles,  levels  of  support  and  groupings  

-­‐    Partners  extend  and  develop  an  awareness  of  the  environment  both  for  educational  experiences  

and  in  relation  to  the  world’s  resources  and  impact  that  we  can  all  have  at  a  school,  local  and  

global  level  

-­‐  Partners  understand  that  learning  is  meaningful  and  relevant  to  their  futures  e.g  opening  up  

intercultural  dialogue  and  future  life  opportunities  

-­‐  Staff  share  and  develop  good  practice  and  skills  including  communication  technologies,  

teaching  and  learning  methods  to  support  the  development  of  a  creative  curriculum  and  the  

acquisition  and  enrichment  of  both  mother  tongue  and  additional  languages.  

 

 

 

 

 

 

 

 

ADDED  VALUE:    

-­‐  An  enhanced  awareness  and  acceptance  of  the  differences  between  different  European  cultures  and  people  that  is  celebrated  and  valued  for  its  Diversity.    

-­‐   A   developing   awareness   of   extending   future   life/work   opportunities   through   intercultural   dialogue   and  partnership.  

-­‐  European  citizenship  will  be  promoted  in  a  meaningful  way,  through  learning  days  focusing  on  partner  countries.    

IMPACT:    

-­‐  Expected  Impact  on  Persons:  

-­‐    The  development  of  friendships  and  professional  working  relationships  between  pupils  and  staff      (hopefully  many  lasting  beyond  the  duration  of  the  project).    

-­‐    Pupils  and  staff  develop  insight,  understanding  and  knowledge  of  the  unique  identity  of  participating  countries  –  to  include  culture,  language  and  traditions.    

-­‐    Direct  communication  channels  established  through  letters,  videos,  e-­‐mails,  websites  and  video  conferencing  that  will  extend  beyond  the  length  of  the  formal  partnership.    

-­‐    The  enhancement  of  information  and  communication  technology  capability.    

-­‐    Development  of  early  additional  language  acquisition  for  a  purpose.    

-­‐    Good  practice   shared  across   international   communities   e.g.   use  of   the  outdoor   learning  environment,   ICT   skills,  leading  to  increased  motivation  and  enjoyment  of  the  curriculum  and  enhanced  practice.    

-­‐     An   understanding   of   how   partner   institutions   include   pupils   having   educational   disadvantage   e.g.   special  educational   needs,   physical   disabilities,   social   /emotional   problems,   immigrants/pupils   learning   in   a   language  different  to  that  used  in  the  home  leading  to  enhanced  practice  allowing  access  across  the  curriculum.    

-­‐    Migrant  children  will  feel  that  they  and  their  cultural  heritage  are  valued  leading  to  raised  self  esteem  and  sense  of  cultural  identity  within  the  International  Group.    

-­‐  Expected  Impact  on  the  Institution.    

-­‐     The   International   dimension   added   to   learning   and   teaching   across   the   curriculum  will   raise   the   profile   of   the  school  in  the  local  community  beyond  the  duration  of  the  Project.    

-­‐     The  project  will   help   to  broaden   the   curriculum  by   encompassing   learning   about   our  partner   institutions,   their  language,  geographical  background  and  traditions.    

-­‐     The   school   community  will   become  more   accepting   and   tolerant   of   those  who   are   different   and   celebrate   this  diversity.    

 

 

 

 

 

 

RELEVANCE OF THE PROJECT IN OUR CONTEXT: All  participating  institutions  have  a  strong  desire  to  work  closely  with  European  partners  in  order  to  share  and  build  upon   current   good   early   years   practice   to   support   the   development   of   an   increasingly   creative   curriculum  which  maximises  the  use  of  space  indoors  and  outdoors.    

They   believe   that   pupils   should   be   actively   engaged   in  meaningful   activities  which   build   upon   their   interests.   All  participants   share  a  desire   to  develop  children’s   communication   skills   in   their  mother   tongue  and  understand   the  value   in  extending  the  experience  to   include  additional   language  acquisition  and  enrichment.  All  partners  are   fully  committed  to   including  all  pupils  and  exploring  the  benefits   to  be  gained  by  the   local  communities   from  European  partnership,  including  staff  professional  development.  

 

 

 

 

 

 

DISTRIBUTION  OF  THE  TASK:    

-­   The   co-­‐ordinator   will   ensure   the   effective   running   of   the   programme,   maintaining   effective   and   regular  communication  (minimum  monthly  by  e-­‐mail)  and  collating  and  sharing  on  going  reports  and  evaluation  materials.  She  will  act  as  an  intermediary  if  there  are  any  concerns  or  problems.  

-­‐     All   schools  will   share   equally   the   responsibility   of   attaining  project   objectives   and   of   communicating  with   each  other  on  a  regular  and  frequent  basis.  Partners  will  reply  promptly  to  e-­‐mails.    

-­‐    Partners  will  sign  a  contract  of  commitment  to  the  project  

-­‐    All  schools  will  ensure  that  pupils  are  fully  involved  in  the  process  of  investigation,  evaluation  and  communication  

-­‐     Each   partner   institution   will   take   responsibility   for   planning   and   co-­‐ordinating   a   mobility   visit   and   staff  development   activity/workshop   (see   work   programme).   This   will   include   arranging   accommodation   for   those  visiting,   advising   on   transport,   drawing   up   a   programme   of   activities   and   leading   on   the   planning   of   a   Comenius  group  Newsletter  to  be  completed  back  in  partners’  own  countries    

-­‐    As  a  group  we  will  use  the  strengths/expertise/skills  of  each  individual  institution  to  best  effect:  

Raysfield  Infant  School  will  lead  a  workshop  on  forest  skills  and  how  they  are  taught  progressively  from  the  ages  of  4  –  7  Sätrabrunns  Förskola  will  lead  a  workshop  on  sign  language  and  how  this  can  influence    Language  development  for  all  children.    

 

 

 

 

COOPERATION  AND  COMMUNICATION:    

-­‐    Clear  guidelines/protocols  will  be  agreed  by  participating  partners  at  the  initial  project  meetin  in  November  2010  e.g.  communication  channels  and  expectations,  production  of  a  Comenius    newsletter.  All  partners  should  abide  by  the  project  Work  Programme  and  take  full  part  as  agree  at  submission  of  the  application.  

-­‐    Effective  communication  channels  will  be  drawn  up  at  the  start  of  the  project  e.g.  minimum  monthly  e-­‐mail  contact  and  the  establishment  of  school  Comenius  pages  on  web  sites  enabling  pupils  and  teachers  to  work  cooperatively    

-­‐    The  co-­‐ordinator  will  encourage  others  and  act  as  a  good  role  model  

-­‐    All  partners  will  act  with  consideration  to  other  members  of  the  partnership  

-­‐    Support,  monitoring  and  evaluation  will  be  provided  by  the  Gloucestershire  International  

     Education  Office  to  the  co-­‐ordinator  as  required.  Such  advice  will  be  disseminated  to  partner    

     Institution.  Partners  will  be  able  to  discuss  ongoing  issues  in  more  depth  at  timetabled  project  meetings