Leena system for immigrants in vaasa
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- The document discusses Finland's immigrant population, education system, and instruction for immigrant students. It notes that at the end of 2008, there were 190,540 foreign-born residents in Finland, comprising 4% of the population. - It outlines Finland's education system from basic education from ages 7-18 to upper secondary and vocational schools to universities and polytechnics. It describes instruction preparatory to basic education for immigrant students ages 7-17 to help with integration into Finnish society. - The document discusses assessing immigrant students, providing instruction in both their native language and Finnish, and allowing individualized learning plans. It provides an example of an immigrant student's path through the education system from preparatory instruction to
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- Upper secondary/vocational education lasts 2-3 years and may include specialized subjects. Students take exams to graduate.
- Higher education requires completion of secondary school. Universities offer bachelor's and graduate degrees.
Kartanonkoski school, Vantaa Finland
A presentation kindly offered by the principal of Kartanonkoski school, Mrs Tuija Tammi, during our visit at their premises a part of our Erasmus+ KA1 project.
Eurydice finland
National summary sheets on education systems in Europe and ongoing reforms provides an overview of the education system in Finland. The summary highlights that:
1) Education is publicly funded and compulsory from ages 7-16, with over 99% of children participating in pre-primary education at age 6.
2) Post-compulsory education includes both upper secondary general and vocational pathways, with over 90% of students continuing immediately after basic education.
3) Higher education consists of universities and polytechnics, with polytechnics offering professionally oriented degrees and universities emphasizing research.
The what why...
The document discusses mother tongue-based multilingual education (MTB-MLE). It explains that MTB-MLE uses the student's mother tongue and additional languages in the classroom. Students first learn in their mother tongue to build a strong foundation before adding other languages. Research shows that using a child's mother tongue leads to better educational outcomes. The document outlines the components of MTB-MLE implementation in the Philippines, including teacher training, curriculum development, and advocacy efforts to promote MTB-MLE nationwide.
CHIARAPPA, MICHELLE 2016 Teaching Resume
Michelle Chiarappa has extensive experience teaching English to speakers of other languages. She holds a Bachelor of Arts in Linguistics and Teaching English to Speakers of Other Languages from Stony Brook University, where she graduated summa cum laude. She has taught English in Turkey as a Fulbright English Teaching Fellow and has tutored and student taught in various K-12 settings in New York. She is proficient in Spanish and Italian and has intermediate proficiency in Turkish.
The-WhatWhy....pptx
The document discusses mother tongue-based multilingual education (MTB-MLE). It explains that MTB-MLE uses the student's mother tongue and additional languages in the classroom. Students first develop a foundation in their mother language before adding other languages. The purpose is to develop cognitive and reasoning skills to operate in different languages. MTB-MLE provides a strong foundation in the first language and successful transition to additional languages to enable lifelong learning. It also maintains local culture while providing national language acquisition.
Toom 2012 educational_system_and_te_in_finland
Finnish teacher education focuses on developing teachers' research skills and pedagogical thinking. Student teachers complete practice periods where they teach under supervision and reflect on their lessons individually and in group discussions. The goal is for teachers to be able to both conduct research and apply research findings in their own teaching, making data-driven decisions. Research skills and reflection are emphasized throughout teacher education.
Syllabus_SFI_English
Swedish Tuition for Immigrants provides language instruction to adult immigrants to help them develop basic Swedish language skills. The education aims to give students the ability to communicate and participate in daily life, society, and work in Sweden. It is intended for students with varying backgrounds and language abilities. The education consists of four courses - A, B, C, and D - that progressively increase in difficulty. It focuses on developing students' listening, reading, speaking, and writing skills. Assessment is based on students' ability to use Swedish in everyday contexts. Completing courses B, C, and D is followed by a national exam. The goal is for students to gain communicative competence in Swedish.
2014 supporting the eal students in the mfl classroom
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
Spanish Educational System
The document summarizes the Spanish educational system. It outlines that Spain has a decentralized model of education, with responsibilities divided between the central government, autonomous regions, and local administrations. It then describes the different levels of education in Spain, including infant education, primary education, compulsory secondary education, higher secondary education, and vocational training cycles. It concludes by providing specific details about IES Villa de Alguazas, a secondary school in Región de Murcia, including its staff, facilities, educational programs, and special projects.
Education in Finland 2011
- Education in Finland is based on equal opportunities for all citizens regardless of attributes like age, location, finances, gender or native language. Basic education from ages 7-16 is free and compulsory.
- The educational structure includes pre-primary education, basic education from ages 7-16, optional 10th grade, general or vocational upper secondary education, and university or polytechnic degrees.
- Comprehensive school is based on a single structure divided into grades with class instruction in early grades and subject teachers in later grades. The school year consists of 190 days with minimum lesson requirements.
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2014 supporting the eal students in the mfl classroom
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Stv iceland 031021_icelandic school system
Education in Iceland consists of preschool for children ages 1-6, compulsory elementary school for ages 6-16, and secondary school for ages 16-19. Preschool is optional but most children attend, while elementary school is mandatory. All schools, including public and vocational secondary schools, are funded by either municipalities or the national government to ensure accessibility across Iceland. The national curriculum emphasizes literacy, sustainability, health, democracy, equality, and creativity.
Islândia: formação de professores do AEAnadia
Uma vez que as escolas nórdicas têm melhores resultados relativamente ao abandono escolar e qualidade de resultados finais, foi importante ver o método de trabalho para podemos aprender a forma ideal de atingir estas metas. Haverá sessões de formação/apresentação do modelo educativo do país, com as leis e regras pelos quais se regem. Será importante aprender esta
pedagogia de modo a que possa ser testada na nossa escola pelo grupo de professores participantes, para posteriormente poderem ser avaliados os resultados escolares.
My internship in trabzon
The document discusses a student's internship in Trabzon, Turkey where they celebrate "Domestic Goods Week" between December 12-18 by emphasizing the importance of being thrifty, investing, and using domestic goods. The summary also mentions activities like free play time, breakfast, and spending time with trainee friends and kids.
Empreendedorismo ppp
Este documento define as orientações para a criação de um clube de empreendedorismo em duas escolas. Serão três professores responsáveis, um de cada departamento. O clube terá como objetivo educar estudantes e famílias sobre finanças pessoais. Participantes serão organizados em equipes de comunicação, recursos e recrutamento/treinamento, lideradas por um professor supervisor.
Oficio dts
As escolas vão criar um Clube de Empreendedorismo em 4 de novembro. Uma apresentação sobre o projeto será feita às 18h no auditório para os diretores de turma. O objetivo é informar sobre a criação de um novo clube para empreendedorismo.
Comunicação alunos
O Clube de Empreendedorismo da escola começará em 14 de novembro, das 16h às 18h na sala oito. As inscrições estarão abertas até o final de novembro através de um link na página da escola.
Pleased to meet EU timeline
The document summarizes meetings and activities that were part of the Lifelong Learning Program between partners in several European countries from November 2012 to May 2013. Key events included workshops in Portugal on communication tools, a language placement test administered in December, and students in each country filming projects between December and February to present at a meeting in Austria. Future meetings were planned in Germany and Portugal to share teaching methods and final products.
Pleased to meet eu timeline
The document summarizes meetings and activities that took place as part of the Lifelong Learning Program between partners in several European countries from November 2012 to May 2013. Key events included:
1) A workshop in Portugal on communication tools and creating language placement tests and student evaluation forms.
2) Students in all partner countries took a language placement test in December.
3) From December to February, students learned filmmaking skills and created interviews and videos showcasing their language skills and culture.
4) A meeting was held in Austria in February to present student films and analyze placement test results.
Christmas students 3rd classes italy
The students of I.C.”V.Mennella” in Lacco Ameno, Italy sing Christmas carols at their school before the Christmas holidays. Families in Italy decorate their homes for Christmas with trees, lights, and nativity scenes, and celebrate by eating traditional foods and exchanging gifts. The children look forward to receiving presents and participating in the festivities.
Typical portuguese recipes christmas leandro1
Este documento fornece receitas típicas portuguesas para o Natal, incluindo bacalhau, polvo assado, peru recheado e cabrito assado. Ele também descreve sobremesas tradicionais como rabanadas, que são panquecas fritas servidas em muitas famílias portuguesas na ceia de Natal.
Christmas in portugal jorge almeida
In Portugal, cod is traditionally eaten for Christmas Eve and Christmas Day meals. However, other seafood like octopus and roasted meats are also commonly consumed. Desserts typically include scrambled milk, vermicelli in wine, and French toast. On Christmas Day, turkey, pork, lamb, and chicken are often served, along with regional specialties like sausages in Alentejo. Traditional Portuguese desserts at Christmas include French toast, cakes, doughnuts, and crooked cakes. Regional variations exist, but cod, chicken, suckling pig, and beef feature prominently in the cuisine of Christmas celebrations across Portugal.
Typical portuguese recipes christmas Leandro
Typical Portuguese Christmas recipes include:
1) Bacalhau (cod fish), which is traditionally served with potatoes, cabbage, carrots, beans and eggs.
2) Polvo Assado (roasted octopus).
3) Peru Recheado (stuffed turkey), which is regularly served and stuffed twice with ingredients from the Alentejo region.
Natal Angela Oliveira e Marco Coelho
Christmas is a Christian religious holiday celebrated in Portugal on December 25. It commemorates the birth of Jesus Christ. Traditions include attending church services, exchanging gifts and cards over a special Christmas meal with family, singing Christmas carols, and decorating with trees, wreaths and nativity scenes. Popular dishes include turkey, cod fish with potatoes, suckling pig and sweet treats like king cake and fried bread.
Christmas hollyday pedro marques
Christmas in Portugal is celebrated on December 25th and involves several traditions. The traditional Christmas Eve meal consists of codfish with vegetables and potatoes, followed by shellfish or wild meats. People then attend the "Mass of the Rooster" church service, where a baby Jesus figurine is brought out for people to kiss. After opening presents at home, the traditional desserts include a fruitcake known as bolo rei and rabanadas, a type of fried bread.
Las Palmas school
The Santiago Ramón y Cajal school is located in the disadvantaged El Polvorín neighborhood of Las Palmas de Gran Canaria. It serves around 110 students from kindergarten through primary school, many of whom face social problems like family disintegration, single parenthood, poverty, and drug addiction in their community. The school aims to provide these students with educational and social services like breakfast, lunch, a library, and guidance to help overcome the challenges in their environment.
Group dinamics
1) The document describes an exercise where participants were each given a balloon and toothpick, with the only rule being to keep their balloon inflated for 5 minutes while others may try to pop it with their toothpick.
2) Some participants were more focused on popping others' balloons than protecting their own, going against the stated rule.
3) The document suggests that true victory comes from collaboration where all can succeed, not from destroying others to ensure one's own success.
Web 2 segunda sessão
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Web 2 primeira sessão
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- 4. Education system Basic education, Class 1 – 9 General upper Secondary schools Vocational upper Secondary education and training Universities Polytechnics Instruction preparatory to basic education AGE 7 - 18 Preparatory instruction Joint-classes MED Pre - primary The special – needs education
- 16. BASIC EDUCATION Classes 7, 8, 9 Lower level Class 6 Preparatory instruction Joint-classes The learners differ in readiness for studies.