3. Support to learners

3.6. Extended and extra-curricular learning

Extra-curricular and out-of-school educational activities may either have a strong academic component or a more informal learning and development approach. These activities, when compatible and coherent with educational aims, may provide additional opportunities for young people to 'shine' and can increase motivation and a sense of belonging with the school that they might not otherwise have. Extra-curricular and out-of-school educational activities should be designed to complement curriculum delivery and to maximise learner participation and social inclusion. They may be developed in cooperation with parents, local organisations, services and NGOs and with the involvement of volunteers from the community.

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Please note that for the moment the content on the resource pages is available in English only.

Arany Janos Programmes

The aim of Arany János programmes in Hungary is to help disadvantaged students in their secondary education, ensuring that they get a school leaving certification at the end of their education and can go to university or find a place in the labour market.

Area: 3. Support to learners

Subareas: 3.6. Extended and extra-curricular learning; 3.11. Targeted support - disadvantaged socio-economic background

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Hungary

Breakfast / Morning clubs

In Irish schools, different initiatives to facilitate social inclusion and equality include breakfast clubs, lunch clubs, chess clubs and homework clubs. Schools promote the benefits of providing an early morning breakfast - this includes improved school attendance and retention, improvements in punctuality, interaction with adults, allowing students to have fun whilst at the same time developing social skills, meeting nutritional needs and developing positive links between the school and the family.

Area: 3. Support to learners

Subareas: 3.3. Career guidance and support; 3.6. Extended and extra-curricular learning; 3.11. Targeted support - disadvantaged socio-economic background

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Ireland

Checklist and recommendations for prevention of absenteeism and school drop-out

It is undeniable that medical, psychological, social, educational and legal interventions are required in a number of cases of truancy and early school leaving, but research also shows clearly that in all cases, school and teaching staff can have a decisive influence. This document comprises a checklist for self-assessment of schools, 59 detailed recommendations for improvement of school attendance, pupil engagement and school culture, as well as proposals for behaviour agreements and examples of questionnaires for teachers and parents. The recommended measures are primarily directed at the target group of teachers, principals and parents. The document has been translated from the manual by Nairz-Wirth, Feldmann, Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

Picture: Shutterstock.com

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.1. Well-being of learners; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 4.1. Communication and information; 5.2. Stakeholders' networks

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Austria

Creating Peace

The aim of the project Creating Peace is to encourage and coach students with special educational needs to develop their transversal skills, especially interpersonal and intrapersonal skills and critical reading and thinking to help them to integrate more easily into local society.

During the first year, students learned about the Thirty Years´ War, how it influenced lives of people and how peace was reached. They looked for successful solutions of conflicts in their national history in general, discussed other possibilities and tried to draw inspiration from it for their lives. Students were coached to improve their critical reading and thinking. They expressed their impressions and feelings through comic, art object, song, rap, drama, etc.

Area: 3. Support to learners

Subareas: 3.6. Extended and extra-curricular learning; 3.10. Targeted support - special educational needs and learning difficulties

Language: EN

Country: Czech Republic; France; Germany; Norway; Poland

IKAN Project

The IKAN project is a project where higher education students of the consortium of Antwerp University and Colleges (AUHA) voluntarily assist Newly Arrived Immigrant (including Refugee) Children with their studies in secondary education. This project aims to respond to the large increase of Newly Arrived Immigrant Children in Flemish education in recent years.

After a maximum of 1 year in reception classes (i.e. OKAN: reception classes for foreign-speaking newcomers), newly arrived immigrant students continue to regular education. This transition is often difficult. Only a small part of the foreign-speaking newcomers who started in OKAN eventually receives a secondary education diploma. With the name IKAN (referring to I Can) the project wants to emphasize that newly arrived immigrant children can have a successful education career, when provided with the right support.

Areas: 3. Support to learners; 5. Stakeholders involvement

Subareas: 3.1. Well-being of learners; 3.6. Extended and extra-curricular learning; 3.7. Monitoring learners at risk; 3.8. Targeted support - Language; 3.9. Targeted support: Migrants, Roma; 3.11. Targeted support - disadvantaged socio-economic background; 5.1. Multidisciplinary teams; 5.2. Stakeholders' networks; 5.4. Partnerships: Community organisations and civic society

Language: EN

Country: Belgium

INCLUD-ED Family Education

Family Education is one of the Successful Educational Actions (SEAs) identified in the research project INCLUD-ED. It supports the promotion of cultural and educational interactions between students and social agents, and more particularly with family members and enhance students' achievement.

Areas: 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 3.6. Extended and extra-curricular learning; 4.4. Family learning; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Albania; Austria; Belgium; Bulgaria; Croatia; Cyprus; Czech Republic; Denmark; Estonia; Finland; Former Yugoslav Republic of Macedonia; France; Germany; Greece; Hungary; Iceland; Ireland; Italy; Latvia; Lithuania; Luxembourg; Malta; Netherlands; Norway; Poland; Portugal; Romania; Serbia; Slovakia; Slovenia; Spain; Sweden; Turkey; United Kingdom

IndY (Individualized Learning at the school centre Ybbs)

In the school year 2015/16 the Schulzentrum Ybbs (a school center consisting of three vocational upper secondary schools) introduced a concept called IndY, which involves that 20% of the teaching time is intended for individualized learning. IndY aims at improving students’ expertise, motivation, self-responsibility, self-management, collaborative skills, emotional intelligence and learning methods.

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 1.2. School planning and monitoring; 1.3. School management; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.1. Well-being of learners; 3.2. Learners' participation in school life; 3.4. Curriculum and learning paths; 3.5. Learning and assessment; 3.6. Extended and extra-curricular learning; 3.8. Targeted support - Language; 3.9. Targeted support: Migrants, Roma; 3.10. Targeted support - special educational needs and learning difficulties; 3.11. Targeted support - disadvantaged socio-economic background; 4.1. Communication and information; 5.2. Stakeholders' networks

Language: EN

Country: Austria

InnoOmnia

InnoOmnia, in the city of Espoo, Finland, was founded in 2011. It is the first multi-sector vocational education centre in Finland where entrepreneurs may run their businesses jointly with students and teachers. Work and vocational education are part of a blended learning approach. One of the key aims of the programme is to improve the appeal of vocational education, and to offer “21st century learning” opportunities.
Services include:
1. Entrepreneurship support for current and aspiring entrepreneurs, primarily in arts and crafts or the service sectors.
2. Work-based/on-the-job learning programmes
3. Innovation and piloting of new teaching methods in the context of vocational education, g, e.g. gamification, mobile learning, entrepreneurial teaching methods
4. Teacher and school leader professional development for K-12 and vocational sectors

Areas: 1. School governance; 2. Teachers; 3. Support to learners; 5. Stakeholders involvement

Subareas: 1.1. School culture and climate; 2.1. Teacher skills and competences; 2.2. Teachers and their relationships with pupils and parents; 3.2. Learners' participation in school life; 3.3. Career guidance and support; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular learning

Language: EN

Country: Finland

JOPO - Flexible Basic Education

Finland has been developing innovative teaching methods and procedures to cater for individual needs through the use of activity based learning, small group teaching, on-the-job learning and different learning environments to reduce dropout.

Areas: 2. Teachers; 3. Support to learners; 5. Stakeholders involvement

Subareas: 2.1. Teacher skills and competences; 2.3. Initial Teacher Education and Continuing Professional Development of teachers; 3.4. Curriculum and learning paths; 3.6. Extended and extra-curricular learning; 3.10. Targeted support - special educational needs and learning difficulties; 5.1. Multidisciplinary teams; 5.3. Partnerships - employers and businesses; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Country: Finland

Joy of Reading

Joy of Reading is a three-year (2012-2015) national literacy programme led by the Finnish Ministry of Education and Culture and implemented by the University of Oulu Faculty of Humanities (Information Studies) and Faculty of Education.

Areas: 3. Support to learners; 4. Parental involvement; 5. Stakeholders involvement

Subareas: 3.6. Extended and extra-curricular learning; 4.3. Spaces for parents and involvement in educational activities; 5.4. Partnerships: Community organisations and civic society

Language: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL

Country: Finland

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