1. The project aimed to create bonds between students in Spain and Poland through cultural exchanges and online collaboration.
2. Students worked in pairs on presentations about their schools, countries, traditions and places of interest to share cultures.
3. The project culminated in visits between students hosted by families in each country, with activities showcasing local culture.
"Tutti in Gita-Let's go on a trip" - A Family Learning and CLIL projectMMeasso
A school project to enhance language learning based on CLIL (Content and Integrated Language Learning) and family learning experiences.
The project was planned and organized by Michela and Jemma Enrica, two MFL specialists and teacher trainers working for the Italian Consulate in London.
Pupils learnt about History, Geography, Art using the Italian language, improving their linguistic skills, developing their thinking skills and learning new contents.
School trips were organized on the Sundays to the British Museum and other museums in London. Storytelling workshops and art and craft workshops were held to motivate children and add fun to the all learning experience..
"Tutti in Gita-Let's go on a trip" - A Family Learning and CLIL projectMMeasso
A school project to enhance language learning based on CLIL (Content and Integrated Language Learning) and family learning experiences.
The project was planned and organized by Michela and Jemma Enrica, two MFL specialists and teacher trainers working for the Italian Consulate in London.
Pupils learnt about History, Geography, Art using the Italian language, improving their linguistic skills, developing their thinking skills and learning new contents.
School trips were organized on the Sundays to the British Museum and other museums in London. Storytelling workshops and art and craft workshops were held to motivate children and add fun to the all learning experience..
How to use CLIL based activities to teach art and Italian in Primary Education.MMeasso
ARTE...Amore mio!! Art...my love!! The project I presented at the "Primary and Secondary MFL Conference" at the Westminster University in London on the 28th of June 2014.
This project for Primary School children aims to use CLIL (Content and Language Learning Approach) to teach Italian and Art. The work of modern Italian artist Bruno Munari is used to enhance students' motivation and interest. He was a gifted, talented artist, fond of painting, sculpture, graphic and industrial design. His free and vivid creative art is very inspirational for young learners.
Students from High school Novska made presentations of their Hometown Novska (about all relevant institutions in the city). It is a product of an eTwinning project called "Youth Leisure Time".
Projecte en el qual els alumnes treballaren en un tòpic molt conegut amb el que tingueren l'oportunitat de reforçar la seva habilitat en l’ús de les TIC; doncs utilitzaren blocs i wikis i també l’entorn del Twinspace (enviament d’emails, fòrums i sessions de xat).
El projecte també els ajudà a reflexionar sobre la seva llengua pròpia i l’anglès per tal d’entendre que en l’estudi d’una llengua es pot aprendre molt sobre la cultura d’aquest país.
S’utilitzaran cançons en cada apartat del projecte: l’escena musical de cada país, les cançons i la llengua anglesa, les cançons com a tòpic per debats, les cançons com a finestra a una cultura i un país, traducció de cançons sobre els altres països i composició col.laborativa d'un himne del projecte.
OBJECTIUS:
•Aprendre anglès i música d’una manera divertida;
•Fomentar l´ús de l’anglès com a llengua vehicular (de comunicació) amb diferents joves europeus;
•Aprofitar les TIC com a mètode creatiu i didàctic de comunicació (pàg web, blogs, xats, fòrums, e-mails…)
•Millorar i diversificar l’ensenyament i l’aprenentatge amb l´ús de les TIC;
•Fomentar les relacions interpersonals;
•Recolzar l’intercanvi cultural de les diferents realitats dels diferents països, comparant, buscant semblances, opinant i arribant a conclusions, desenvolupant una identitat europea rica i multicultural.
How to use CLIL based activities to teach art and Italian in Primary Education.MMeasso
ARTE...Amore mio!! Art...my love!! The project I presented at the "Primary and Secondary MFL Conference" at the Westminster University in London on the 28th of June 2014.
This project for Primary School children aims to use CLIL (Content and Language Learning Approach) to teach Italian and Art. The work of modern Italian artist Bruno Munari is used to enhance students' motivation and interest. He was a gifted, talented artist, fond of painting, sculpture, graphic and industrial design. His free and vivid creative art is very inspirational for young learners.
Students from High school Novska made presentations of their Hometown Novska (about all relevant institutions in the city). It is a product of an eTwinning project called "Youth Leisure Time".
Projecte en el qual els alumnes treballaren en un tòpic molt conegut amb el que tingueren l'oportunitat de reforçar la seva habilitat en l’ús de les TIC; doncs utilitzaren blocs i wikis i també l’entorn del Twinspace (enviament d’emails, fòrums i sessions de xat).
El projecte també els ajudà a reflexionar sobre la seva llengua pròpia i l’anglès per tal d’entendre que en l’estudi d’una llengua es pot aprendre molt sobre la cultura d’aquest país.
S’utilitzaran cançons en cada apartat del projecte: l’escena musical de cada país, les cançons i la llengua anglesa, les cançons com a tòpic per debats, les cançons com a finestra a una cultura i un país, traducció de cançons sobre els altres països i composició col.laborativa d'un himne del projecte.
OBJECTIUS:
•Aprendre anglès i música d’una manera divertida;
•Fomentar l´ús de l’anglès com a llengua vehicular (de comunicació) amb diferents joves europeus;
•Aprofitar les TIC com a mètode creatiu i didàctic de comunicació (pàg web, blogs, xats, fòrums, e-mails…)
•Millorar i diversificar l’ensenyament i l’aprenentatge amb l´ús de les TIC;
•Fomentar les relacions interpersonals;
•Recolzar l’intercanvi cultural de les diferents realitats dels diferents països, comparant, buscant semblances, opinant i arribant a conclusions, desenvolupant una identitat europea rica i multicultural.
This eTwinning project aims to create networks of collaborative work by sharing activities with ITC or web 2.0 tools, develop in the primary classroom, in different European countries. Each teacher will share creative activities developed with their students through photographs, videos, accompanied by a brief framework for the other teachers can accomplish. Activities should preferably be shared with classes of the same grade. These activities may be of different areas of the curriculum of primary education.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2. Language: English
Student´s age : 14 - 16
Subjects involved: Art, Music, Physical Education ,
Itc, English language
The main goal of this Project is to create a bond
between two groups of students in two countries with
different languages and cultural backgrounds.
3. WORKING PROCESS
1.Project Preparation. Proposal in e-twinning.Negotiation of the
work proposal.
Proposal of the project to the educational community (parents /
students / School) and the City Council
2. Creating the blog/ twinspace
http://amongus-etwinningproject.blogspot.com.es/
3. Start-up and implementation of activities
4. Activities
3.Evaluation of the project
https://twinspace.etwinning.net/34486/home
4. ● All the products were shared in the twinspace so all the participants
can enjoy them.
● Also we have a blog and everuthing will be linked to the schooll
web page.
5. Expected results:
At the end of the project the students will have developed linguistic and communicative
competence, being able to use the language they study more fluently.
They will have a broader and more complete general culture by knowing concrete aspects
about other realities.
They must also be more open to the different and see cultural diversity as a wealth for all.
They will have contacted people of their age from another country and will have greater
interpersonal intelligence.
Creation of a final product a magazine with ISSUU with all presentations (PADLET, IMovie
Presentation,Prezi ,Piktochart,LIST).
Some of them will be displayed in Poland and the rest in Spain.
Presentation of the project to the educational community.
The final products will be in Twinspace, up loaded to our blog and to Web page of the
School.
Appearance in a regional newspaper.
Final presentation for the entire educational community of the films in the House of
Culture of the City Council
6. Collaboration Spain-Poland
The different work groups will communicate through Twinsapce and Wassap and
work in their Prezzi presentations. Students take decisions together about their
own activities´s design .
7. Process
1.Project Preparation. Proposal in e-twinning.Negotiation of the work proposal.
Proposal of the project to the educational community (parents / students / School)
and the City Council
2. Creating the blog/ Preparing twinspace
3. Start-up and implementation of activities
4. Evaluation of the project
Activities summary
January 1.Preparation :Explain the project and Twinspace2.Presentation:We
introduce ourselves to our partners.PADLET 3.Presentation :We read the
companions' entries. (we form international groups). PADLET 4.My school, my
class.(Polish / Spanish) IMovie Presentation
February March Our country 1. Interesting sites 2. Political structure3.Lengujes4.
Culture (Cinema, Music ...)5. Food 6. Folklore 7. Sportsmen 8. Artists ..Team
work (Polish / Spanish) and Prezi (Presentations)
April My place:My room my house.Piktochart
May Traditions :Special celebration days (ex: San Xoan) We make a listing as a
calendar.LIST
June. Visit to Poland .
Setember.Visit to Spain.
8. At the end of the project the students have developed linguistic and
communicative competence, being able to use the language they study more
fluently.
They have a broader and more complete general culture by knowing concrete
aspects about other realities.
They are more open to the different and see cultural diversity as a wealth for all.
They have contacted people of their age from another country and will have
greater interpersonal intelligence.
Creation of a final product a magazine with ISSUU with all presentations
(PADLET, IMovie Presentation,Prezi ,Piktochart,LIST).
Some of them will be displayed in Poland and the rest in Spain.
Presentation of the project to the educational community.
The final products will be in Twinspace, up loaded to our blog and to Web page
of the School.
Appearance in a regional newspaper.
Final presentation for the entire educational community of the films in the House
of Culture of the City Council
9. WHO? WHAT? WHAT DO WE DO? HOW? WHEN?
EVA AND
MONIKA
Preparation Explain the project and space Twinspace We learn and use TwinSpace January
ENGLISH
TEACHERS
Presentation
We introduce ourselves to our partners. We write
about our jovies, interests, favorite music,
personality, etc. We write in English and we put a
photo.
Students must write if they are traveling or not.
EVERY participant in the project makes an entry
.PADLET
https://padlet.com/evaverez/pke2eizv7ola#
ENGLISH
TEACHERS
Presentation We read the companions' entries. We look for other
partners with whom we have affinity (we form affinity
groups)
PADLET
JULIA My school , my class We make photos to make a video: The Institute, the
classes. Teachers and students in the school ....)
Team work
(Polish / Spanish) IMovie Presentation
February
JULIA
EVA
MONTSE
Our country Spain / Poland, 8 topics:
1. Interesting sites
2. Political structure
3.Lenguajes
4. Culture (Cinema, Music ...)
5. Food
6. Folklore
7. Sportsmen
8. Plastic Artists
Team work
(Polish / Spanish)
Prezi ( Presentation)
March/ april
ENGLISH
TEACHERS
My place:
My room my house
We take pictures and write descriptions May
ENGLISH
TEACHERS
Traditions Special celebration days (in: San Xoan) We make a
listing as a calendar.
Team work
(Polish / Spanish)
LIST
June
JULIA
EVA
MONTSE
MONIKA
ANNA
JOANNA
Visit to Poland Students from each country act as hosts, living
together for the duration of the visits. Preparation
visits, activities and make guides for their peers.
Film with photos of different activities in Poland
Team work (Polish / Spanish)
JULIA
EVA
MONTSE
ANTONIO
MARIAM
MONIKA
JOANNA
FILIP
Visit to Spain Students from each country act as hosts, living
together for the duration of the visits. Preparation
visits, activities and make guides for their peers.
Film with photos of different activities in
Poland.Team work.(Polish / Spanish)
Septembrer
10. 1.Preparation :Explain the project and Twinspace
2.Presentation:We introduce ourselves to our partners.PADLET
https://padlet.com/evaverez/pke2eizv7ola
12. February March Our country 1. Interesting sites 2. Political
structure3.Lengujes4. Culture (Cinema, Music ...)5. Food 6. Folklore 7.
Sportsmen 8. Artists ..Team work (Students worked in pairs Polish /
Spanish from their own countries) and Prezi (Students made their oral
presentations once in Spain)
https://twinspace.etwinning.net/34486/pages/page/226222
https://twinspace.etwinning.net/34486/pages/page/233234
13.
14.
15. June. Visit to Poland .
https://drive.google.com/drive/folders/0B73nMSS4Na5VUGY5d1VFa1dDWVk
16.
17.
18.
19. Setember.Visit to
Spain.Tuesday 19thArrival in Laracha. Welcome from spanish families at the School parking lot. Around 12:00h.
EVERYDAY, THE PARENTS WILL TAKE THE SPANISH AND POLISH STUDENTS TO THE SCHOOL and they will pick them up to take
them back home. School lessons start at 8:40 and finish at 14:20h.
Wednesday 20th
Reception by the school management team at 8:40.
Tour around school. The Spanish studends show their Polish friends around the school facilities.
At 10:40h students from both Laracha and Warsaw present the projects they uploaded in etwinning.
At 11:30h the physical education teachers have organized sport activities and Galician popular games so that the students can play at the
gym.
At 12:40h The Polish students and teachers will be welcomed by the Mayor at Laracha Town Hall.
Thursday 21th
This day all the activities will take place in A Coruña from 10.00 to 18.00. The school has hired a bus to drive the students
and the teachers there.
In two groups they will visit the Aquarium, the Hercules Tower and the Domus Museum: (Group A in the morning, and Group B in the
afternoon) There will also be a kayaking activity at Oza beach (Group A in the afternoon and Group B in the moorning.)
Friday 22th
All the students and teachers will visit Costa da Morte. The activity starts at 9:00 am and finishes at 14.20 pm
All students and teachers are traveling by bus.
This day they will visit the Castro a Cida (ancient Celtic ruins), the Dombate Dolmen (megalithic Stone from 3000 b C), Laxe (a small
fishing village on the coast ).
They will also visit the Buño pottery museum, where thy will be able to learn how to make pots out of clay. If there is some time left, they
will visit Malpica, a small fishing village on the coast where a fish auction is held every day .
Saturday 23th and Sunday 24th
Families are organazing special activities with students.
Monday 25th
In the morning the activities will take place at the school theatre. Some Spanish students are preparing some songs for that day. If some
polish students would like to sing a song or whatever, we would really appreciate it.
9:00h There will be a competition which consists of defining words in English.
11:30h Some students from A Laracha will perform Galician traditional dances.
12:00h Some students from A Laracha will perform the play: The Ghost of Canterville in English.
13:00h. Week summary. A compilation of photos taken during the week will be shown at the theatre
At 14:30, after the theatre activities, all the students and the teachers will hike to Gabenlle, a park which is about 3 km away from the
school. The trail runs alongside the river Anllóns. At the park there will be a farewell lunch.
23:00 departure from A Laracha school parking lot.
DEVELOPED PLANNING
27. Program evaluation
Tools to assess the program:
● Questionnaires for students and families
● Daily observation and analysis
● Percentages related to participation
● Interview with the school community
Assessment results:
Questionnaires for students and families. We wanted to know whether the program had the intended effect and how to improve it. Also,
we have taken into account school opinions, further influences, and impact in the community. Students and parents have suggested new
activities and they have mentioned the program as a good experience that they would repeat.
Daily observations and analysis. We have paid particular attention to those items related to BASIC COMPETENCES, such as, developing
oral conversations (linguistic competence), solving daily problems with the hosting families (personal initiative competence), trying to learn
from mistakes (learning to learn competence), sharing different experiences and cultures (social and civic competence), and creating
cooperative online projects (digital competence).
Program cost per participant. We were satisfied with the final cost. Students have paid part of the cost of the program. They have raised
money by doing different activities. We have also reciveb some money from the school and some money from Laracha´s Council. After all,
participants agree in the good price for the programme.
Interview with school community. Families, students and faculty members have stated that the program is worthwhile because we had the
opportunity to become familiar with a new culture, country and way of living. They have realized “We are not so different”, they have
reduced their prejudices, and they have gained tolerance. However, some students found it hard to get along with their partners due to
different personalities.
Improvements:
We would like to improve the online cooperative projects by focusing on oral tasks. We will have our students share video recorded
projects where they can show their partners their personality, their interests, and their way of life. We think this will contribute to a better
knowledge of each other so that we can make couples that work better. As a result the project will have less problems when they are
visiting each other.