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Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
Global Learning and Professional Development in eTwinning
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Global Learning and Professional Development in eTwinning

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  • One sentence to describe your school and its setting
  • Words to describe youretwinning partnership
  • Complete sheet
  • Transcript

    • 1. Global Education and InternationalLearning at the heart of the schooland curriculumImplementing a Whole School Approach Nick Falk, Anne Jakins, George Glass
    • 2. INTRODUCTORY ACTIVITYThe eTwinning Model in My School.
    • 3. © Connecting Classrooms
    • 4. Southwater Infant AcademyThe Primary modelSouthwater Infant Academy is situated in rural West Sussexwith 270 pupils and 14 teaching staff. Southwater was ratedOutstanding by OFSTED‘ When we started we didn’t know just how significanteTwinning was going to be in our development as a school’Sue Winn Headteacher
    • 5. The Lead Teacher and theeTwinning TeamTotal commitment of Head Teacher essential.Inclusive approach to international work.Appointment of a lead teacher to support the teaching staff.All staff registered on the eTwinning Portal.EVERY teacher in the school has one ‘performancemanagement’ target to engage pupils in an internationalproject.
    • 6. An example Project‘An exploration of PlaygroundGames’Partnership school in Northern ItalyTaking a PE theme – integrating practical skills with team work andrecording.An exchange of playground games with a visual emphasisPupils decided on the skills they wanted to share.Invented playground games without specific equipmentUse of videos, digital images, presentation software.
    • 7. Impact and Benefits for Pupils‘eTwinning has given us a different tool to bringlearning to life for our pupils’ (class teachers)Pupils in both classes shared their work informallywith other children in the playground.Creative use of ICT to exchange ideas and imagesPresenting information clearlyAbsorbing cultural similarities and differencesOpportunities for pupils to showcase project work.
    • 8. Impact and Benefits for staff• School Governors were persuaded to increase the school’s computer hardware• eTwinning promoted the culture of sharing ideas, expertise and concerns.• Positive impact on gaining promotion for teachers• Leading the way with other schools in the locality..
    • 9. Shawlands Academy theSecondary ModelShawlands Academy is situated on the south side ofGlasgow. This is non-denominational school catering for1,250 students and approx 100 staff.‘Etwinning supports young people to understand diversity,learn for each other’s cultures and create social cohesion.Our work here is testament to that’. (Deputy Head Teacher)
    • 10. The eTwinning TeamThe core team:• Deputy Head Teacher• Lead Teacher• ICT teacher reg. for eTwinning• Total number of staff active on the Portal: 16• Timetabled meeting once a week for core team.• Meetings scheduled for all registered teachers. These include subject leaders and classroom practitioners.• Specific ICT support available for all staff involved
    • 11. Partnerships and Project Work‘Embedding the use of ICT and integratinginternational work into the curriculum is seen askey to its success and sustainability’Food Technology – creating an eTwinning recipebookDrama – film on internet safetyGeography – collaborative project on volcanoes
    • 12. Impact and benefitsfor students and teachers• Innovative pedagogy grows and develops to the benefit of students.• Use of simple ICT tools such as ‘Flashmeeting’• When supporting a project – teacher to teacher SKYPE from home.• ICT curriculum for Yr7-Yr9 based on eTwinning partnerships• Impacts favourably when applying for promotion• Contributing to a culture of good communication between school staff.
    • 13. Tasks SkillsArranging international activities Ability to motivate staff and studentsDeveloping an international/global Good international learning and globalpolicy citizenship practiceAuditing the school and the curriculum Good communication skillsDeveloping cross-curricular projects Project managementSupporting school partnerships Intercultural awarenessSupporting overseas visitors Language skillsEvaluating the impact of initiatives Evaluation skillsTelling others about impact Presentation skillsInvolving local communities Ability to arrange and lead meetingsObtaining and managing resources Fundraising and financial management skillsApplying for a Quality Label Organisational skillsPlanning professional development Ability to delegate and involve others
    • 14. Roles and ResponsibilitiesIdentify – The tasks that are happening in your school – Any tasks or skills that are new for your school
    • 15. © Connecting Classrooms
    • 16. Embedding to Expanding• Recognise the new expertise that staff have gained in intercultural,educational, leadership, partnership development and global citizenshippractice. Share this expertise by supporting others in your school and beyond.• Share the lessons that you have learned, e.g. at conferences, on yourwebsite, in professional publications and in the local media.• Involve learners in disseminating the benefits of your partnership within theschool and beyond.• Review and strengthen your support network of external contacts, e.g.parents, community groups and global citizenship organisations and, whenpossible, partner countries’ local communities or individuals.• Continue to identify and implement more ambitious teaching, leadership andcurricular goals. Reflect on and maintain or improve impact.• Get external recognition for the work you are doing,

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