Múinteoirí agus a gcaidreamh le daltaí agus le tuismitheoirí

The project partners designed and implemented a new anti-bullying programme in schools in five EU countries. It drew on the experiences of existing programmes and practices originated by the project partners working in different cultural contexts.  It provided further evidence of effective approaches to the reduction of bullying in schools that will inform the development of improved child centred, whole school strategies for adoption at European level.

Is clár Erasmus+ é ICAM (Páistí ar imir an imirce tionchar orthu a ionchuimsiú) a dearadh chun a chinntiú go bhfuil rochtain ar oideachas ag páistí ar imir an imirce tionchar orthu. Cabhraíonn an clár seo le scoileanna timpeallacht shábháilte a chruthú do pháistí ar imir an imirce tionchar orthu ar mhaithe le cur ar a gcumas tairbhe iomlán a bhaint as a n-oideachas.

Manchester Communication Academy (MCA) works to improve outcomes for children, families and the community. This secondary academy opened in 2010 to serve one of the most disadvantaged inner-city neighbourhoods in England. From the outset, the academy’s sponsor, a large employer in the city, wanted the school to help to contribute to a vibrant and sustainable neighbourhood, and committed to addressing the many inter-related economic, social and physical challenges which characterise the neighbourhood. This mission has directly shaped the academy programme, which places equal importance on ‘teaching and learning’ and ‘social investment’. The school’s social investment department is a highly distinctive feature of its overall strategy for addressing the impacts of disadvantage on young people’s education and wider life chances.

Is tionscadal de chuid Fís 2020 é RefugeesWellSchool (RWS) atá maoinithe ag an Eoraip, a chur seachtar comhpháirtí ar siúl i sé thír Eorpach. An forchuspóir atá ann ná an ról bunaithe ar fhianaise d'idirghabhálacha agus coisctheacha scoil-bhunaithe a chur i bhfeidhm i dtaca le meabhrshláinte na ndéagóirí teifeacha agus imirceacha, agus conas is féidir iad a chur i bhfeidhm i suíomhanna éagsúla oideachais.

Rights Respecting Schools (RRS) is a UNICEF-UK driven approach that integrates the UN Convention on the Rights of the Child (UNCRC) as a whole school approach to child rights education. The overall aim of the approach is to create a participative, inclusive, and safe school culture, where respect for every member of the school community is guaranteed. The UNICEF Child Rights Education (CRE) Toolkit provides guidance on how to become a Rights Respecting School. Schools adapt the RRS approach to their context. The approach influences relationships between every actor in the school environment and is applicable in any school context. The framework outlined in the RRS toolkit is intended to provide a central organising principle for the entire school and, by extension, for the families and community in which the school is situated. There are three phases of development. The second and third phases (Levels 1 and 2) are similar. The aim is to execute the action plan that is developed during the Recognition of Commitment phase in order to reach the four standards of the RRSA: 1. Rights-respecting values underpin leadership and management 2. The entire school community learns about the CRC 3. The school has a rights-respecting ethos 4. Children are empowered to become active citizens and learners.

The school’s philosophy in relation to teaching and learning is focused students’ active understanding of and participation in the learning process. The school’s curriculum is based on the principles of progression and coherence.

‘The Bridge’ is one of the key innovative practices implemented at the school. It consists of a curriculum innovation established to provide a conducive and supportive learning environment for students entering secondary education at age 11. Learning is project-based and delivered by teams of teachers from different areas of the curriculum, which enables students to engage with a small number of teachers, and to work on clearly defined and cohesive learning objectives. The five principles underpinning the Bridge are: Achievement; Belonging; Celebration; Discipline; Enrichment. The students are empowered as independent learners – throughout their time at the school – and beyond. A rewards system enables students to earn points towards prizes at the end of the year.

The school’s approach to teaching and learning is based on attaining educational excellence and achievement for all students. The school developed a stimulating curriculum which seeks to provide its students with an understanding of the learning processes in which they are involved (meta-cognition) – and to build their self-belief. The provision of specialist teaching in certain subject areas (science, music, art, physical education) is a key element in this process, as is the development of maths teaching throughout the school (for 6th graders). The teaching of philosophy to all students is also a vital element in developing students’ thinking skills, resilience and self-confidence. Curriculum innovation is undertaken on the initiative of the school, working in co-operation with its Federation partners at Whitmore Park Primary School. All staff, the governing body, students and parents are regularly consulted and made part of the process of curriculum development, and the school is strongly engaged with community partners in developing broader learning activities.

Is acmhainn ilmheáin fhorleathan é T-SEDA a bhí deartha do mhúinteoirí ag gach aon leibhéal oideachais chun tacú le húsáid s'acu d'idirphlé sa seomra ranga.  Cuidíonn sé le múinteoirí chun a gcuid cleachtas dialógach féin sa seomra ranga a iniúchadh go córasach trí fhiosrúcháin faoi stiúr an mhúinteora. Cuireann comhordú agus ionchur ó phiar-éascaitheor áitiúil inscálaitheacht, inbhuanaitheacht agus úinéireacht áitiúil chun cinn.