MoRCE-Net National English Resource Centers’ week. Some activities of MoRCE-N...Saadia Morcenet secretary
MoRCE-Net National English Resource Centers’ week.
Some activities of MoRCE-Net - Abd El Ali Benchekroune Middle school
English Resource Center in Agadir.
MoRCE-Net National English Resource Centers’ week. Some activities of MoRCE-N...Saadia Morcenet secretary
MoRCE-Net National English Resource Centers’ week.
Some activities of MoRCE-Net - Abd El Ali Benchekroune Middle school
English Resource Center in Agadir.
Erasmus+ "European schools go green" magazine #1 2018
Goethe Gymnasium Kassel Germany
Galileo Galilei Technical High School Genova Italy
2nd Junior High School of Amaliada Greece
"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..
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.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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!
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Informe de la primera reunión transnacional en Noruega
1. First Trasnational Meeting Report
I.E.S Arabuleila. Cúllar Vega, Granada. Spain
As Ungdomsskole, Norway. From 25th to 27th of September, 2017
Monday 25th of September
We start the meeting at 9:00 discussing the
Project implementation: what to do and
when. We reached these agreements:
• Use E-twnning and Twin Space in
order to disseminate the activities of
the Project.
• Create a space for the Project in the
school webpage.
• Create an Erasmus+ corner as a
permanent exhibition at the school.
• Each school is designing a logo for
the Project and one will be chosen as
the logo of the Project.
• Develop cross-curricular lesson plans
about issues related to sustainability,
climate change, pollution,
biodiversity, etc.
• Do research on the causes and effects
of the environmental crisis and
analyse how this is reflected in our
local environment.
• Having experiences in nature.
• Engage students in philosophical
dialogues.
2. 2
Tuesday 26th of September
• We have a walk-in-the-woods appreciating
nature guided by two teachers from As
Ungdomsskole. We have the opportunity to
appreciate the richness of nature in Norway
and how the Wood is used a pedagogical
resource for students.
• We visit the ecological school farm and see
how the activities of the farm are integrated
in the education of some students.
• We also visit the Science centre; we are
shown examples of Phenomenon based
teaching considering students as
researchers.
• We attend to an inspirational lecture about
sustainability offered by Astrid Sinnes,
associate professor from the University of
Life Science, NMBU.
• We have dinner with colleagues at As
Ungdomsskole.
3. 3
Wednesday 27th of September
We start the morning with a tour in the school,
visiting some lessons such as Arts and Crafts,
French, English, Spanish, and Food Technology.
The media the school invest in the integration of
immigrant students particularly impresses us.
We keep on discussing dates of mobilities,
number of students. After some negotiations we
agree on the following dates:
GREECE 11th-17 March 2018
FRANCE 20th-26th May 2018
BULGARY 7th-13th October 2018
PORTUGAL 2nd-6th December 2018 2nd
transnational meeting.
SPAIN 31th march-6th April 2019
NORWAY 19th-25th May 2019
We also agree on moving 5 students instead of 2,
with the help of some small financial support
from the families and some other sponsors.
We end the day visiting the Nobel Peace Centre
and the city of Oslo.
