comenius project 2004-07 a holistic approach to developing world citizens
TRANSCRIPT
The partners
Top o’ th’ brow primary school
Bolton - United [email protected]
Rainbow Kindergarten
Nicosia – Cyprushttp://www.rainbow.com.cy/
Terzo Circolo Didattico
Verbania – Italywww.terzocircolo.comune.verbania.it
The project
We are focusing on a whole school
ethos/climate which supports and
celebrates diversity, tolerance and respect
for others.
This will be achieved through classroom and
whole school management which promotes
the inclusion of all children.
The emphasis of teaching and learning is in
DEVELOPING WORLD CITIZENS
who grow up to be
CRITICAL THINKERS
and
INDEPENDENT LEARNERS.
Project topics
• Social integration/exclusion
• European citizenship/ democracy
• Information and communication technologies
• Violence at school
• Interculturalism/ethnic minorities
• Comparing educational systems
• School management
• Raising pupil achievements
• Pedagogical methods
• Disabilities/special needs
• Quality of education
School subjects
• History
• Geography
• Religion/Ethics
• Civics
• Health education
• Mother tongue
• Foreign languages
• New technologies
First year
The first year will involve management of
behaviour to promote self esteem, personal
and international identity and a strong sense of
tolerance and respect for others.
It will involve emotional literacy and
educational therapy.
Partner schools will audit their own practice,
share, exchange ideas, methodologies, etc…
Second year
The second year will be concerned with the
core curriculum and aspects which can
increase pupil awareness and understanding
of living in a multicultural society and
individuals, being world citizens.
Third year
The third year will focus on delivering a
curriculum from a world perspective, which
develops pupils to be critical thinkers and
independent learners.
School years 2004/06 - Activities
All schools have articulated our own
school’s vision and shared it with partner
schools.
Key personnel in partner schools have made
contact through e-mails and have
exchanged relevant policies to scrutinise.
Each partner school has begun an audit of their
own behaviour management in school i.e.
practices, perceptions, relevant documentation.
Together we have devised questionnaires for
parents, pupils and staff and begun to evaluate
the data collected.
To meet together to scrutinise collected data and
then formulate action plans for our own schools.
Share the good practice which has been
evaluated from the collected data. Look at all
schools behaviour policies and relevant
documents and pick out good practice to
implement in own schools.
Key personnel do teacher exchanges to observe
behaviour in partner schools.
Key personnel to demonstrate positive strategies in
classes in partner schools.
Key personnel from school in England to do training in
partner schools on Emotional Intelligence and brain
gym.
Key personnel from school in Cyprus to do training on
ADHD and Learning Disability in England.
June 2005 – We met to share questionnaires results with partner
schools, update policies and plan next year activities.
May 2006 - We met to plan the final year and brainstorm ideas
on ways to include our new partners from Portugal, Crete and
Ireland (if they are accepted). The English partner demonstrated
in some classes breathing exercises and peer massage
Final meeting in Cyprus
Questionnaires
STAFF QUESTIONNAIRE
1. Which 5 behaviour problems cause you the most stress on a day to day basis? Rate the “most stressful” first down to the least stressful.
2. What do you think are the cause of these problems?
3. What kind of positive behaviours do you think the school should be seeking to develop?
4. What aspects of behaviour does the school do well?
5. What are the strengths of the school generally and how might we use these strengths to develop better behaviour management practices?
PARENTAL QUESTIONNAIRE
1. I am aware of the way in which the school motivates children to behave well.
2. I am aware of the way in which the school disciplines children who misbehave.
3. I am kept well informed about how my child is behaving at school.
4. I have the opportunity to be involved in the way school manages the behaviour.
5. Parents are regularly updated or reminded about the discipline/behaviour policy in school.
6. I believe my child has a clear understanding of their rights and responsibilities in this area.
7. I believe the school is fair and efficient in managing children’s behaviour.
8. I believe all the children are equally valued regardless of their backgrounds, colour, race or faiths.
9. If I have a concern about my child’s behaviour I know who I can contact.
10.I believe that all the children, including my own, receive all the support they require in being helped to behave well.
11.I believe the school has the right balance between rewards, motivation and punishment and discipline.
12.I believe the school does a good job in dealing with bullying.
a) Strongly agree b) Tend to agree c) Disagree d) Strongly disagree
e) Don’t know
PUPIL QUESTIONNAIRE
1. Do you think children’s behaviour in this school is
a) Excellent b) Very Good c) Alright d) Could be better e) Poor/ I often feel unsafe and bullied
2. Do you think your own behaviour is
a) Excellent b) Very Good c) Alright d) Could be better e) Poor
3. Do you think adults in this school notice children who are behaving well
a) All the time b) Most of the time c) some of the time d) Not often e) Never
4. Do you think adults in this school deal well with bad behaviour
a) All the time b) Most of the time c) some of the time d) Not often e) Never
5. The school has rules about behaviour. How much do you know about them? What influence does it have on your behaviour?
6. How seriously do you think teachers listen to children about what is happening in school?
a) Very seriously b) Seriously c) Quite seriously d)Not very seriously
e) Not at all seriously
7. Can you think of any examples when children’s views about behaviour were listened to and acted on?
a) Four or more examples b) Three examples c) Two examples
d) One example e) None
8. How would you describe relationships between children in this school?
a) Excellent b) Very good c) Good d) Not very good e) Poor
9. How would you describe relationships between adults and children?
a) Excellent b) Very good c) Good d) Not very good e) Poor
10. If I were the Headteacher of this school I would…
A beautiful island
Cyprus is a beautiful island rich in history,
culture, traditions and marvellous seaside places.
Here are some pictures we took during our visit
for the first year final meeting.
KOLOSSI CASTLE
The most important
Medieval Castle in Cyprus.
It was originally a camp of
the last Byzantine
Governor of Cyprus,
defeated by Richard Coeur
de Lion.
KOURION
One of the most
important ancient sites in
the Eastern
Mediterranean, regarded
as second only to
Pompei.
APHRODITE’S BIRTHPLACE
“The moist breeze of
zephyr brought her
there on the waves of
the sea with a noise of
thunder among the
soft foam”.
Homer
THE GREEN LINE
The Green Line is an
unnatural border dividing
Nicosia.
For the past thirty years,
Turkish Cypriots in the
north and Greek Cypriots
in the south have lived
separated on the same
island.
On 15th July 1974 the ruling
military junta of Greece
staged a coup to overthrow
the democratically elected
Government of Cyprus.
On 20th July Turkey, using
the coup as a pretext,
invaded Cyprus.Cypriots captured by Turkish Troops
Stone Soup Museum of Children’s arts
The invasion and occupation has
had disastrous consequences.
About 142 000 Greek Cypriots
living in the north were expelled, a
further 20 000 Greek Cypriots
enclaved in the occupied area were
gradually forced through
intimidation and denial of their
basic human rights to abandon
their homes.
Thousands of people were missed.