The document provides information about IES Azahar, a secondary school located in Seville, Spain. It summarizes that the school has around 550 students, offers secondary education, vocational training in administration, and operates bilingual English programs. It also describes the school's staff, educational levels, schedules, extracurricular activities, and contact information.
Cooperative learning is defined as 'a method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher
Spanish School System.2012. Brief description.
Plus information about our shool C.E.I.P. Tomás Romojaro.
This power point presentation forms part of one activity of our comenius project Let´s meet where our cultures meet. 2012-2014.
Cooperative learning is defined as 'a method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher
Spanish School System.2012. Brief description.
Plus information about our shool C.E.I.P. Tomás Romojaro.
This power point presentation forms part of one activity of our comenius project Let´s meet where our cultures meet. 2012-2014.
Mustafa asım cula secondary school presentationinsvallbona
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Presentation of the "Niño Jesús Hospital School" in Madrid, Spain, in the preparatory visit in Paris for the elaboration of the Comenius Project, from the 31st January to the 2nd February, 2012.
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Mustafa asım cula secondary school presentationinsvallbona
This is the presentation of MUSTAFA ASIM CULA SECONDARY SCHOOL in Antalya (Turkey) for the ECLIPSE Erasmus+ project meeting in Vallbona d'Anoia (Spain)
Presentation of the "Niño Jesús Hospital School" in Madrid, Spain, in the preparatory visit in Paris for the elaboration of the Comenius Project, from the 31st January to the 2nd February, 2012.
Media literacy lesson plans booklet finalMaria Mitarea
This is a book with the lesson plans created by the teachers working on the Erasmus+ project 'Understanding and Critical Media Literacy during the years 2016-2019
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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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
4. Who we are
Our center, created in 1989 and
therefore with a long history, is located
in the northern area of Seville, and has
as affiliated schools, CEIP Francisca
Romera and CEIP Pío XII in all of its
students in 6th grade of Primary. The
students of IES Inmaculada Vieira who,
having finished 4th ESO, wish to
continue their studies in Bachillerato,
are also attached to our center. With
around 550 students from different
country-homes, it is a diverse and open
center where the professional and
human quality of its educational
community stands out.
LEARNING
In addition to ESO, our center offers the
baccalaureate in Sciences and Humanities
and Social Sciences, with very positive
results in “Selectividad”, and the complete
branch of Vocational Training related to
administration studies: Initial Basic Grade
Studies in Administrative Services,
Intermediate Grade Studies in
Administrative Management and High
Grade Studies in Administration and
Finance. 4
5. Our team
The teaching staff is made up of around 60 teachers,
including the five members of the Management
Team: headteacher, deputy, head of studies, assistant
head of studies and secretary, who, beyond the
functions attributed to each of the positions, work
together addressing all the areas covered by the
operation of a center: organization of teaching and
curriculum, plans and projects, coordination of
teaching staff, coexistence, and finally, financial
management and maintenance of facilities. The
administration and services staff (P.A.S. in Spanish) is
made up of two administrative members, three
orderlies and a cleaning team of four people. An
external company is in charge of maintenance.
5
8. LEARNING LEVELS IN OUR SCHOOL
Secondary (compulsory) -Baccalaureate Vocational training: Finance
8
2º ESO
1º ESO 3º ESO
1º BAC
Science/Te
ch.
Humanities
MEDIUM
(2 years)
4º ESO
2º BAC
Science
/Hum
HIGH
(2 years)
BASIC
(2 years)
9. Compensatory Education
Programme
Compensatory education is a program that allocates
specific material and human resources to guarantee
access, permanence and promotion in the educational
system for students, in order to compensate for their
possible social disadvantage.
9
10. Therefore, in our school we have
specialized resources and
professionals to address, in
coordination with the teaching
staff, learning difficulties of any
nature: students with special
educational needs, or those with
family and social obstacles, paying
special attention to the prevention
of nonattendance.
These professionals include three
instrumental subject support
teachers, two guidance counselors
and a specialist in Therapeutic
Pedagogy.
10
13. I
Our center is bilingual in English since 2008, having
already reached all levels and groups from 1st to 4th
ESO, with a bilingual line in Bachillerato.
13
15. 15
Coexistence in an educational center is one of the fundamental pillars to achieve adequate
learning in a favorable environment.
Relationships among all members of the educational community must be based on respect, equality
and tolerance.
To achieve a favorable state of coexistence, we need to comply with some basic rules that
must be worked from the family environment.
From school, we work on the prevention and resolution of conflicts, and we ensure compliance
with the rules from the tutorial work, taking our Coexistence Plan as a reference.
17. TDE
Educational Digital Transformation, following the digitalization
plan of the centers. CLASSROOM OF THE FUTURE
IMPULSA
Socio-educational program of the Junta de Andalucía with
several lines of action.
ERASMUS+ / eTwinning
International programs with participation in projects and
exchanges with several European countries
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18. LIBRARY READING PROGRAMME
Plan to promote, as well as our GLOBAL-SCHOOL LINGUISTIC PLAN a series
of measures to facilitate the development of reading practices and
intellectual and linguistic skills as a support resource
PROA
Reinforcement and support programme two days a week
18
ATAL
Temporary Classroom for Linguistic Adaptation, for students who need to
adapt to our language.
19. SCHOOL AS A PLACE OF PEACE
Ensuring coexistence through conflict prevention and resolution, with
the Student Helper and Mediator programme
RED SOLIDARIA DE JÓVENES
COEXISTENCE
Framed in the Government programme of prevention of gender violence and
tolerant behaviours towards any type of diversity.
19
C
20. “ALDEA-RECAPACICLA”
Programme that promotes ecological awareness through recycling
and the implementation of school gardens.
“FORMA JOVEN”
Promoting healthy lifestyles for the younger in collaboration with
health professionals
SPORTS AT SCHOOL
Plan for the promotion of sport in schools in collaboration with
the City Council
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22. In addition to training days/workshops, guided tours, temporary exhibitions
of pupils' work, commemoration of anniversaries and participation in
important events (Science Fair, Odyssey through Heritage, school
Olympics...), of particular interest are the travel projects consolidated until
the outbreak of the pandemic, which we are gradually taking up again.
1º- 2º baccalaureate
Biennial educational
travel projects to
London and Rome,
organised by the
English and Geography
and History
departments.
3ºeso
“Journey of the Three
Cultures": a journey
through the Jewish,
Muslim and Christian
cultures with stays in
Cordoba, Madrid and
Toledo.
4ºeso
“The Way of St. James,
a metaphor for Life",
which this year would
have reached its 18th
edition and we hope to
continue in the future.
22