The students went on a trip to visit their partner school and friends in Livorno, Italy. To raise money for the trip, the parents organized a flea market and collected cans and paper to recycle and resell. As a thank you to their families, the students arranged an evening at school where they shared details of their fantastic trip over Panna Cotta.
Με αφορμή την Περιβαλλοντική Εκπ/ση κ΄ συγκεκριμένα τη θεματική ενότητα « Ελιά », τα παιδιά του κλασικού τμήματος επισκεσκέφθηκαν ελαιοτριβείο της γειτονιάς τους.
Η περιοχή των Εξοχών εκτείνεται από τον Λευκό Πύργο έως την Βίλα Αλλατίνι, στο ύψος της σημερινής βασ. Όλγας. Η εργασία αυτή ειδικεύεται σε δύο κτήρια, την Βίλα Καπαντζή (σημερινό Μορφωτικό Ίδρυμα Εθνικής Τραπέζης) και την Βίλα Μοντρώχ (σημερινή δημοτική Πινακοθήκη). Μια εργασία από τους μαθητές της Β τάξης (περ. 2012-13) του 1ου Πρότυπου Πειραματικού Γυμνασίου Θεσσαλονίκης. Υπεύθυνη καθηγήτρια: Κατερίνα Τσολακίδου
These documents provide information about Greek traditions, culture, history and agriculture. They discuss the roots of the Greek nation through traditions and customs, the importance of agriculture to Greek history and culture, and how agrotourism can support rural communities and share Greece's agricultural heritage.
The students went on a trip to visit their partner school and friends in Livorno, Italy. To raise money for the trip, the parents organized a flea market and collected cans and paper to recycle and resell. As a thank you to their families, the students arranged an evening at school where they shared details of their fantastic trip over Panna Cotta.
Με αφορμή την Περιβαλλοντική Εκπ/ση κ΄ συγκεκριμένα τη θεματική ενότητα « Ελιά », τα παιδιά του κλασικού τμήματος επισκεσκέφθηκαν ελαιοτριβείο της γειτονιάς τους.
Η περιοχή των Εξοχών εκτείνεται από τον Λευκό Πύργο έως την Βίλα Αλλατίνι, στο ύψος της σημερινής βασ. Όλγας. Η εργασία αυτή ειδικεύεται σε δύο κτήρια, την Βίλα Καπαντζή (σημερινό Μορφωτικό Ίδρυμα Εθνικής Τραπέζης) και την Βίλα Μοντρώχ (σημερινή δημοτική Πινακοθήκη). Μια εργασία από τους μαθητές της Β τάξης (περ. 2012-13) του 1ου Πρότυπου Πειραματικού Γυμνασίου Θεσσαλονίκης. Υπεύθυνη καθηγήτρια: Κατερίνα Τσολακίδου
These documents provide information about Greek traditions, culture, history and agriculture. They discuss the roots of the Greek nation through traditions and customs, the importance of agriculture to Greek history and culture, and how agrotourism can support rural communities and share Greece's agricultural heritage.
The Turkish educational system has undergone several reforms since the founding of the modern Turkish Republic in 1923. One major change was abandoning the Arabic alphabet in favor of a Latin alphabet. Preschool is not compulsory and aims to support children's physical, mental, and spiritual development through plays, songs, and activities to introduce letters and prepare for primary education. Primary school starts around age 7 and has 40-minute lessons with breaks. Classrooms are equipped with various teaching tools like word walls, puppets, tape recorders, and technology to develop early writing, phonics, and vocabulary skills through games, songs, and dramatizations.
1) Antonis Gavriel Papas is a Cypriot writer and poet born in 1947 in the village of Kiti.
2) He had a difficult time pursuing higher education in the 1960s in Cyprus but got a job at a local bank.
3) In 2001, after retiring from his bank job, he published his first book of poems titled "From the Bottom of My Heart" and has since published over ten books, including both poems and folk stories.
4) One of his most popular works is a 2010 book of Cypriot folk stories adapted into poetic form that was distributed to elementary schools across Cyprus.
Students are learning the foundational skills of writing in Polish, including learning letters, spelling rules, and putting words together into sentences. The process starts with short, simple sentences and builds up to writing longer texts and stories. While some pick up writing skills easily, others continue to make mistakes. By the end of their schooling, students are assessed on their writing ability in a nationwide examination.
Finnish preschool is free for one year for children turning age 6. Preschool focuses on linguistic awareness through playing with words and sounds. Primary school begins at age 7, with 21 hours of school per week divided into 45 minute lessons. In year one, Finnish class is divided into up to three ability groups. Learning progresses from individual letters and sounds, to syllables, words, sentences, and stories. Writing instruction focuses on proper letter forms, spelling, syntax, and typing skills. Various digital tools and exercises are used to support writing development. Differentiation and multi-sensory methods help students with reading and writing difficulties.
The document discusses teaching tools for understanding and producing oral and written speech. It provides examples of 14 tools for oral speech, such as brainstorming, notes, and stations of narration. It also lists 8 tools for written speech, including predictions, guessing the story, and Know-Want-Learn charts. The tools are meant to actively involve students, strengthen understanding of texts, and promote linguistic development.
Italy specific learning disorders in englishmakarono
Specific learning disorders affect an individual's ability to read, write, or do math calculations. They include dyslexia, dysgraphia, and dyscalculia. The disorders are specific to individual skills and do not reflect overall intelligence. They involve difficulties with school-based learning like reading, writing, and calculating. The disturbances are not illnesses but alterations in particular functions. Laws have been passed in Italy to help identify students with specific learning disorders early and provide support through individualized learning plans and accommodations.
The document discusses teaching writing in Italian schools. It emphasizes developing students' competence in their mother tongue, which is seen as the most fundamental skill. It promotes using creative writing activities to enhance various skills. Specific recommendations are made for teaching reading and writing in early primary school years, including using phonemic-syllabic methods and storytelling. The teaching philosophy of Gianni Rodari is also discussed, who promoted using fantasy and play to engage students in learning rather than making it a chore. His "Grammar of Fantasy" provides techniques for creative writing with children.
This document provides information about teaching writing in Greek, including:
1. An overview of the Greek alphabet and features of Greek grammar like nouns and verbs.
2. Methods for teaching writing to young students, from individual letters to syllables and sentences.
3. Techniques for older students to produce written works like descriptions, interviews, and narratives. These emphasize planning, drafting, and revising.
4. Accommodations for students with dyslexia or dysgraphia, like experimenting with different pens and organizing thoughts before writing.
1. During the project, there were special events and press releases, and two partner schools received the eTwinning quality label. Students and teachers should check the Twinspace webpage to see project work.
2. Comenie Mouse, who had visited 7 countries for the project, returned to Scotland with a certificate of attendance from a project meeting in Greece.
3. Czech students visited their partner school in Slovakia for a day, where they learned together and celebrated with a cake for the 10th anniversary of eTwinning. They later discovered the natural wonders of the region.
The document summarizes the activities of the Comenius project involving schools from 7 countries visiting Poland. During the visit from April 7-11, teachers and students from Slovakia, Czech Republic, Greece, Turkey, Scotland and Cyprus participated in educational workshops and trips around Brodnica and Torun to learn about Polish culture and traditions. They visited historic sites, participated in crafts, and cooked and tasted traditional Polish food. The visit aimed to foster cultural exchange between the countries.
The document summarizes the selections of the most attractive places from each of the seven participating countries in the project. Slovakia selected Tanzania, an adrenaline park in the treetops. The Czech Republic selected the Battle of Austerlitz. Greece selected Plaka, the old town of Athens. Turkey selected Salt Lake, known for its sunsets. Poland selected a rope park with climbing obstacles. Scotland selected the Kelvingrove Museum and Art Galleries in Glasgow. Cyprus had a vote among students between historical and nature sites.
Primary Seven students in Glasgow were split into groups and each chose one of the city's attractive places to research and present on. They created presentations with photos, artwork, and information about Princes Square, Kelvingrove Museum, the rotating Glasgow Tower, Emirates Arena, their school, Hampden Park Football Stadium, and Glasgow Green. After the groups shared their presentations, Primary Seven voted and chose Kelvingrove Museum and Art Galleries as Glasgow's most attractive place.
The document announces that the seven countries in the Comenius project have selected their third regional wonder, which is the most traditional handicraft. It then provides details on each country's selection: Slovakia selected bobbin lace making; Czech Republic selected violin making; Greece selected traditional needlework; Turkey selected Ebru art of marbling; Poland selected Grod foluszek settlement crafts; and Scotland highlighted weaving and tartan design activities.
The document summarizes the first project meetings between schools participating in the "Seven Wonders of Our Region" Comenius project. It describes visits between partner schools in Slovakia, the Czech Republic, and Poland where students explored local wonders, exchanged cultural knowledge, and strengthened international partnerships. Activities included visiting landmarks, tasting traditional foods, and sharing school presentations. The initial project discoveries included the highest hills in each region. Students in all countries expressed enjoyment in learning about other cultures through the international collaboration.
The document summarizes the activities of various schools in selecting the most important person from their region as part of a collaborative project. Each of the seven participating countries - Slovakia, Czech Republic, Greece, Turkey, Poland, Cyprus, and Scotland - chose a notable figure from their area and created presentations about them. Examples included a Slovak actor, a Czech writer, a Greek composer, a Turkish politician, a Polish author, and a Cypriot poet. The schools shared their selections and the overall most important person chosen was Sir Alex Ferguson from Scotland.
The document summarizes the findings of several schools that participated in a project to identify the healthiest places in their respective regions.
Slovakia identified their spa town of Trenčianske Teplice as the healthiest place, with its hot pools, spa houses, and healing waters. The Czech Republic chose a facility that produces herbal teas and spices. Greece selected the healing Vouliagmeni Lake. Turkey identified the Salt Lake, known for its natural health products. Poland visited a fitness club called "The Seven". Cyprus chose the forest park Rizoelia. Scotland determined that Glasgow Green was the healthiest place in their area. The schools documented their findings and shared their results.
The document summarizes the activities of teachers from six countries who visited Greece as part of a Comenius-eTwinning project called "The Seven Wonders of Our Region". During their visit, the teachers participated in an educational program that involved touring sites in Athens, visiting schools, and engaging in cultural activities. They discussed their projects for discovering the most interesting historical places in their own regions. Greece's Acropolis was selected as that country's "Seventh Wonder".
The Acropolis hill in Athens is the most important historical site in the city and one of the most recognizable monuments in the world. During the Golden Age under Pericles in the 5th century BC, the Acropolis represented the peak of artistic development in ancient Greek civilization. Architectural masterpieces from this period were constructed on the Acropolis, which symbolizes the culture and identity of Athens. As part of a school project, students learned about the Acropolis through books, websites, maps, and some classes took virtual or actual visits to experience this important historical place.
The National Garden in Athens is a 38-acre public park located behind the Greek Parliament building. It contains over 500 species of plants and animals like peacocks. Alsos Neas Smyrnis is a large 50,000 sqm park in Nea Smyrni with trees, flowers, jogging paths, a playground, and stage for performances. There is also a small park near the author's school that students pass through each day which has trees, flowers, a playground, and spaces for activities.
1. ΣΧΟΛΙΚΟΣ ΚΗΠΟΣ
Στα πλάισια των δραστηριοτήτων του προγράμματος Comenius και σε
συνεργασία με το Δήμο Νέας Σμύρνης και τους Συλλόγους Γονέων, δημιουργήθηκε
στον χωμάτινο αύλειο χώρο των συστεγαζόμενων σχολείων μας, 5ου & 8ου Δημοτικών
Σχολείων Νέας Σμύρνης, μικρός σχολικός κήπος – παρτέρι.
Τα παιδιά κατά τάξεις επισκέφθηκαν τον κήπο και φύτεψαν κηπευτικά
(ντομάτα, πατάτα, κολοκυθιά, αγγουριά, κ.α.) και αρωματικά (λεβάντα, δυόσμο,
μελισσοβότανο, κ.α.) φυτά. Έτσι τα παιδιά παρατήρησαν, κατέγραψαν κι έγραψαν
βιωματικά σημαντικές γνώσεις που αγνοούσαν. Θα συνεχίσουν να έρχονται
οργανωμένα στον κήπο για να χαίρονται τη δροσιά των ανθισμένων δέντρων αλλά
και να ποτίζουν τα φυτά και να παρατηρούν την εξέλιξή τους.
Η εμπλοκή των παιδιών στην όλη διαδικασία τους χάρισε πρωτόγνωρη χαρά
και έδειξαν μεγάλο ενδιαφέρον και ενθουσιασμό.
Τέλος συμφωνήσαμε όλα αυτά να τα γνωστοποιήσουμε σ’ όλους αυτούς που με
οποιοδήποτε τρόπο μας βοήθησαν στη δημιουργία του σχολικού κήπου, για να τους
ενημερώσουμε και να τους ευχαριστήσουμε.
