This document summarizes a school project called "Take One Picture 2010" where students at Milbourne Lodge Prep School created various art and technology projects based on the painting "Tobias and the Angel". Over 150 students from ages 4-13 participated in creating tactile books, paintings, animations, games and other projects focused on visual impairment to gain understanding. They learned from organizations supporting the blind and took a field trip to the National Gallery to study the original painting. The projects were designed to be cross-curricular and help students research independently.
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This presentation is about theoretical information and practical activities connected with dramatization used at Primary School and Kindergarten Želiarska 4, Košice in Slovakia.
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This presentation sums up theoretical information and practical activities about reading comprehension, creative writing and dramatization used in Primary School and Kindergarten Želiarska 4, Košice in Slovakia.
This presentation is about theoretical information and practical activities connected with dramatization used at Primary School and Kindergarten Želiarska 4, Košice in Slovakia.
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.
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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.
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Slides from a workshop at the Primary Languages Conference hosted by Network for Languages London, 16 November 2013. The workshop was led by Kathy Wicksteed and Pippa Jacobs on behalf of the Institut Français.
A trip to Riaza. Learning more about the present continuous: "going to" (Gram...marianamorales
Some ideas to teach the present continuous in the form "going to", for 1st ESO. Students learn to use the structure in the context of a real trip they are going to do with the school.
ETA presentation of the Many Faces of Grammar using examples from Macmillan Education's Primary Series English World and Macmillan Books for Teachers; Teaching English Grammar and 500 Activities for the primary classroom
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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.
1. Our experience of
Take One Picture :
Milbourne Lodge Prep School
Tiggy Bawden (Art) /Sybil Cary (ICT)
2. Take One Picture 2010
Introduction to our school…
• 150 pupils (Boys/Girls)
• 4 to 13 yrs(Pre Prep to Yr 8)
• Wide catchment area
• This year we have
submitted 13 projects
involving the whole school
• Art and ICT lessons –
Summer Term – with broad
cross curricular links
Milbourne Lodge, Esher, Surrey
4. Our Journey….
• Began last November with the Teachers’
Training Day in this theatre.
• Research and investigation of the topic using -
‘Teachers’ Notes’ handout
• Wanted to look at the painting laterally rather
than literally
• Central theme of the story – blindness – chose
to focus on visual impairment
5. First steps..
• We (as teachers)spent many weeks exploring our
theme; and learning from many organisations including
RNIB (library, shop and online resources)
SA-VI (local Surrey Association for the Visually
Impaired)
ClearVision and Talking Books (borrowed tactile books
to show our pupils)
Talked to/emailed as many organisations as possible to
gain a broad understanding of the subject
6. Assembled a vast array of materials
• Borrowed
• Donated
• Purchased
Pupils experienced VI Goggles, borrowed from a local
organisation
7. Joint Introduction…
• 40 min. Introduction
• Storyboarding /Brainstorming
• A3 Flip Charts
Encouraged pupils to document their own
thoughts, approaches and methods . We
were guiding them towards a pre-determined
end : but they were free to make changes
along the way
8. School Assembly - SAVI
Carole Hunt from SA-VI with Milbourne Lodge Pupils
9. National Gallery Trip
• Arranged with Education Dept
• Guided tour of the Gallery – focused on
‘Tobias and the Angel’ and our theme of visual
impairment.
• Lecture /Practical Examples : how the National
Gallery makes works accessible to blind and
visually impaired visitors
13. Cross-curricular approach
• Worked hard to create a seamless cross-curricular
approach, although taught exclusively during Art
and ICT lessons have included links to include:
History
Drama
PSHE
DT
English
RE
Geography
Classics
21. Sugar Cube model castles
Year 4 – Castles : built from sugar cubes as individual projects
22. Tactile Book
Year 5
We have brought the book with us today if you would like to see it after this session!
23. Preparing the pages of the tactile book
Year 5 – Whole class worked together to build a tactile book including
Braille, fabric pages and sound pads
25. Inside Page of the Tactile Book
Braille overlay, Sans Serif text printed on fabric sheet, sound pad (RH
Corner of page) and bird – created using washable, durable and ‘child—
friendly’ materials
26. Huge Tactile Painting of Tobias and the Angel
Year 5. ( Actual size approximately 1metre x 1.5 metres )
27. Raphael Speaks
Year 6 – using facial animation software pupils added their voices and
animated the face of Raphael from the painting
29. Translations of sections of the painting
Year 6 - some pupils created tactile diagrams and audio descriptions of
Tobias and the Angel. Recorded their own voices onto MP3 players to
‘walk through’ the translation they had created (printed on ‘swell’ paper)
32. Fortune Tellers
Year 6- created using Photoshop and printed and then enlarged to A3
with questions relating to the painting and the story behind the picture
34. Braille Signs
Year 7 - including BSS (Bonnington System Symbols) used with
permission of the author. Braille created using a Braille ‘dymo’ labeller
35. Board Game – the Adventures of Tobias and the Angel
Year 7 – whole class project
36. Pupils, with varying degrees of visual impairment, visited Milbourne
Lodge this week to test our projects and discuss them with our pupils
37. This was hugely valuable – as it allowed pupils to see their projects being
used by children of their own age : but with a visual impairment
38. St. Stephen’s School, Godstone
The feedback gained from this visit was invaluable – for pupils and staff
39. Why Take One Picture ?
• Easily adapted to any age group or ability
• Wonderful cross-curricular opportunities
• Encourages pupils to research and work
independently
• Links to the real world