Friendship
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The document outlines a pedagogical approach for a project on friendship between students from different cultural backgrounds. The functional objective is to encourage communicative competence by having students write emails to international peers. Learning objectives include being able to describe personality, feelings, physical appearance, and daily routines. Students are divided into levels based on ability and interest. Over seven sessions, students acquire vocabulary on friendship, analyze sample emails, and create their own to send internationally with scaffolding for lower levels. The project aims to motivate students through shared experiences and materials tailored to different learning styles and abilities.
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Primary School "CEIP Francisco Galiay" (Ballobar): Diversity Cares Primary Sc...
The document discusses measures taken by teachers and schools to support students with diverse needs. The teacher identifies issues like lack of language skills and asks for help from specialists. The school provides resources and individualized plans. Experts like guidance counselors evaluate students and propose support. Schools provide various programs and adaptations based on a student's specific needs, disability type, and school resources.
Primary School "CEIP Francisco Galiay" (Ballobar): Special needs
This document discusses support for students with special educational needs at the second level of primary education. It describes different types of support including individualized curriculum adaptations, support in ordinary schools, special education schools, or combined schools. Support may involve special education teachers providing help with curriculum, basic cognitive skills, and social skills, as well as auxiliary technicians assisting with personal care, autonomy, behavior and socialization. Placements and support are determined through psychoeducational evaluation and aim to promote the student's social abilities and normalization.
Primary School "CEIP San Juan Bautista" (Zaidín): Late schooling
The document summarizes the welcoming process for a new late-enrolling student named Shengyul at the CEIP San Juan Bautista Zaidín school in Huesca, Spain. The head teacher collects personal documents and inputs the student's information into the school and government databases. A welcoming tutor gives Shengyul and her family a tour of the school and introduces her to her new classroom classmates. Shengyul tells her name to the class and is assigned a student tutor named Miguel to help guide her through her first day.
Education System in Spain
The document summarizes key aspects of Spain's education system. It outlines that Spain has a national education law and four co-official languages besides Spanish. It also describes the main levels of education including pre-primary, compulsory primary and lower secondary education, optional upper-secondary (Bachillerato), and university education. The document provides statistics on student populations and breakdowns of subject areas taught at different education levels.
We are proud of our republic’s 87 years
The document discusses Turkey's 87 years as a republic and its establishment after World War I. It summarizes that Turkey was established in 1923 as a republic by Mustafa Kemal after the collapse of the Ottoman Empire. The ideology of the new Turkish republic emphasized secularism, nationalism, and modernization. Every year on October 29th, Turkey celebrates the establishment of the republic with state ceremonies and events in schools.
Kirşehir hürriyet primary school
Kırşehir Hürriyet Primary School aims to provide basic education to children residing in the Bağbaşı neighborhood. The school opened as an elementary school in 1960 and became a primary school in 1991. It has 18 classrooms, rooms for the principal, assistant principal, guidance services, computer lab, multi-purpose hall, and staff room. With 23 teachers and 439 students, the school works hard toward its goal of success.
The festival of sacrifice
The document discusses the Festival of Sacrifice, celebrated during the last month of the Muslim calendar. It notes that sacrifice is a form of worship that brings one closer to Allah. The festival commemorates the story of Prophet Ibrahim's willingness to sacrifice his son Ismail at God's command and how a ram was provided as a substitute. During the festival, Muslims offer sacrifices, distribute the meat to the poor, and gather for morning prayers at mosques.
Measures to organise the diversity at secondary school
The Orientation Department at IES Bajo Cinco takes several measures to address diversity among students. The department is composed of a head and teachers specialized in subjects like psychopedagogy. They get to know each student's situation and work with other departments to implement flexible groups, split classrooms, reinforcement groups, curriculum adaptations, and programs like PAB and diversification. Other measures include tutoring, coordinating teachers, meeting with parents, optional subjects, extracurricular activities, and professional orientation. The goal is to respond to different paces, knowledge levels, and motivations through these various programs and supports.
Attention to diversity in Spain
The document discusses attention to diversity in primary and secondary education. It outlines the main principles of quality education for all students, equality of opportunity, inclusion, and non-discrimination. It also describes how diversity is developed through flexible teaching methods tailored to students' individual characteristics. General and specific measures are taken at the primary, secondary, classroom, and individual level to support students' learning needs.
Chestnut day zaidin
1. The document summarizes autumn festivals celebrated at a school in Spain. It describes activities for Chestnut Day, including classroom work, decorating, making pastries, and eating chestnuts.
2. For All Hallows' Eve (Halloween), the document outlines a process used in the classroom to study the holiday, including activating prior knowledge, structuring and relating information, collecting common factors, and applying lessons through experiments like a parade and telling scary stories by the fire.
Families participation
Families were involved in various activities as part of a chestnut festival project at a school. Parents participated alongside their children, aged 3 to 12, in preparing traditional desserts, decorating windows and pumpkins, costume design, storytelling, and cooking scary food. Students enjoyed playing traditional games and listening to scary stories in the library while the community socialized and ate chestnut dessert.
A horror chesnut day
The document outlines a 6 phase plan for a school project to dramatize scary stories for students at Ballobar School in 2010-2011. The phases include: 1) awareness building by reading and discussing scary stories, 2) analytical work analyzing fears and text types, 3) systematizing analysis by collecting student work, 4) creative production through a play performance, 5) collective correction by reviewing video of performances, and 6) co-evaluation through performing the play for the community in November.
GUIDANCE AND RESEARCH CENTRE: REHBERLİK VE ARAŞTIRMA MERKEZİ
The document outlines the missions, assignments, publications, and programs of the Guidance and Research Center in Kırşehir, Turkey. The Center aims to provide psychological counseling, guidance, and support to students and families. It coordinates activities in schools and conducts counseling. The Center also conducts research on topics like job satisfaction of counselors and intelligence of students. It organizes seminars for teachers, parents and students on various educational and developmental topics.
STUDENTS' PROJECTS ABOUT TURKEY
The document discusses several ancient Greek mathematicians and astronomers who were born in areas that are now part of modern-day Turkey, including Thales, Hypatia, Euclid, Archimedes, Hipparchus, and Muhammad ibn Mūsā al-Khwārizmī. It then discusses some math and history projects completed by Spanish students about topics related to Turkey, such as Roman towns, Turkish currency, and comparing Turkey's socioeconomic structure to Spain's.
PROJECTS' EXHIBITION ABOUT TURKEY
The document summarizes a Turkish exhibition put on by students at a school. Students researched and presented various aspects of Turkish culture, geography, history, art, architecture, mathematics, food, costumes, and other topics. They compared Turkey and Spain's geography and climates. They learned about important historical figures like Mustafa Kemal Atatürk and places like Cappadocia. Students also reproduced Turkish mosaics, learned about the symbolic Turkish eye amulet, and researched Turkish buildings and mathematicians. They were surprised to find that ingredients for Turkish food like kebab are common in Spain. The exhibition on Turkish culture was a great success at the school.
Everybody takes part in our school project
The document summarizes the activities and initiatives at the C.E.I.P. Francisco Galiay Sarañana school in Ballobar, Spain. The school places an emphasis on building coexistence and getting everybody involved in the school project. It discusses the school's role in promoting reading, writing, art, poetry and more. It also describes library programs and resources, educational technology initiatives, English language exposure, cultural events and trips, and efforts to foster relationships between the school and families/community.
Primary School: " CEIP Francisco Galiay", in the town of Ballobar
This document provides an overview of the organization and management of the Francisco Galiay primary school in Ballobar, Huesca, Spain. It describes the school's leadership structure, which includes a headmaster, 2 teachers, 2 parents, and 1 town hall representative on the school council. It also outlines the school's curriculum, which includes subjects like Spanish, math, science, social studies, and English for primary education students. The timetable shows students attend school from 10am to 1pm and 3pm to 5pm daily, with teachers working an additional hour per day.
Institution: "Department of Education, Culture and Sports of Aragon"
This document outlines the organizational structure and responsibilities of the Department of Education, Culture and Sports in the Autonomous Region of Aragón in Spain. It details the various directorates within the department focused on education, personnel, training, cultural heritage, and sports. It also describes the department's role in establishing educational regulations, competencies, and curricula for pre-school, primary, and secondary education. Finally, it provides an overview of the department's initiatives to promote school libraries, reading, writing, and oral language skills.
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Guidance and Research Centre:REHBERLİK VE ARAŞTIRMA MERKEZ
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GUIDANCE AND RESEARCH CENTRE: REHBERLİK VE ARAŞTIRMA MERKEZİ
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Friendship
- 1. FRIENDSHIP CULTURAL BACKGROUND AND SHARED EXPERIENCES AS A BASIS FOR COMMUNICATION By Laura Arnedo, Araceli Ruiz I.E.S. Bajo Cinca, Fraga, April 2011 COMENIUS REGIO
- 3. INTRODUCTION Which is the FUNCTIONAL objective? The Friendship project is viewed as an excuse to encourage the communicative competence. Pupils have to write an email. COMENIUS REGIO
- 9. MATERIALS AND RESOURCES COMENIUS REGIO
- 10. MATERIALS AND RESOURCES COMENIUS REGIO
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- 12. MATERIALS AND RESOURCES COMENIUS REGIO
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