2. Nastavnici

Velik broj istraživanja pokazao je da je potpora koju nastavnici pružaju učenicima najvažniji pretkazivač školskog angažmana učenika. Ta je snažna povezanost utvrđena u pogledu dobrobiti i stavova u socijalnoj i emotivnoj sferi, kao i onih povezanih s ponašanjem. Od nastavnika se sve više očekuje da učenicima olakšaju učenje. Motiviranjem, usmjeravanjem te stalnim podupiranjem nastavnici mogu pomoći učenicima da ovladaju vlastitim procesom učenja. Stoga je potrebno da nastavnici s učenicima i roditeljima razviju snažan odnos koji se temelji na povjerenju.

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Action Antibullying (AAB)

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.

Teme: 1. Upravljanje školom; 2. Nastavnici; 3. Potpora učenicima; 5. Uključivanje dionika

Podteme: 1.1. Školska kultura i ozračje; 1.3. Upravljanje školom; 1.4. Suradnja u okviru obrazovnih sustava; 2.1. Vještine i kompetencije nastavnika; 2.2. Nastavnici i njihovi odnosi s učenicima i roditeljima; 3.4. Kurikulum i oblici učenja; 3.10. Ciljana potpora: Posebne obrazovne potrebe i poteškoće u učenju; 5.4. Partnerstva: organizacije u zajednici i civilno društvo

Jezik: EN

Zemlja: Italija; Rumunjska; Slovenija; Ujedinjeno Kraljevstvo; Španjolska

Education Endowment Foundation´s (EEF) parental engagement guidance report

The guidance report on “working with parents to support children´s learning“ is funded by the Education Endowment Foundation (EEF) and focuses mostly on activities that aim to improve children’s learning directly. Thus, it reviews the best available research to offer schools and teachers four recommendations to support parental engagement in children’s learning. When it talks about ‘parental engagement’, ‘schools working with parents to improve children’s academic outcomes’ is meant. It is not a new study in itself, but rather is intended as an accessible overview of existing research with clear, actionable guidance. The guidance also draws on a wider body of evidence and expert input.

Teme: 1. Upravljanje školom; 2. Nastavnici; 4. Uključivanje roditelja; 5. Uključivanje dionika

Potpodručje: 4.4. Obiteljsko učenje

Jezik: EN

Zemlja: Ujedinjeno Kraljevstvo

ESL - monitoring and prevention solutions (Przedwczesne kończenie nauki - monitoring i przeciwdziałanie)

The project goal is to provide a comprehensive analysis of best practices for preventing ESL in partner countries in the areas: of ESL monitoring systems; and, methods of counteracting ESL and reintegrating students.

Project partners were from Poland, the UK and Italy. Outputs include a report on ESL monitoring systems, a report on prevention and reintegration methods, and a training pack.

Teme: 1. Upravljanje školom; 2. Nastavnici; 3. Potpora učenicima

Podteme: 1.1. Školska kultura i ozračje; 1.3. Upravljanje školom; 3.7. Praćenje rizičnih učenika; 3.11. Ciljana potpora: Nepovoljno socioekonomsko podrijetlo

Jezik: EN

Zemlja: Italija; Poljska; Ujedinjeno Kraljevstvo

Glavna priča u gradu

Intervenciju „Glavna priča u gradu” (eng. Talk of the Town) razvili su The Communication Trust i ICAN, dvije nevladine organizacije u Ujedinjenoj Kraljevini specijalizirane za govor, jezik i komunikaciju. Projekt je od 2011. do 2012. proveden u malom savezu manchesterskih osnovnih i srednjih škola koje se nalaze u teškim socijalnim uvjetima kako bi se riješio problem zaostajanja u razvoju govora, jezika i komunikacije u djece. Riječ je o integriranom i sustavnom pristupu potpori govoru, jeziku i komunikaciji u djece i mladih koji se provodi na razini zajednice. Ključno je otkriti problem i pružiti potporu učenicima s poteškoćama u učenju prije nego se problem pretvori u izostajanje s nastave. Istraživanja su ukazala na potrebu da se utvrdi koji su učenici izloženi riziku i hitno intervenira na prikladnoj razini, a u ovom slučaju najprimjenjiviji je ciljani pristup. Projekt „Glavna priča u gradu” slijedi sustavni postupak kako bi se ugradile strategije i postigli mjerljivi pozitivni ishodi. Njegova su četiri glavna cilja: 1. rano prepoznavanje djece i mladih s posebnim potrebama u pogledu govora, jezika i komunikacije; 2. suradnja između roditelja i stručnjaka u području zdravstva i obrazovanja; 3. pozitivni ishodi za djecu i mlade s poboljšanim vještinama govora, jezika i komunikacije; 4. održiv pristup kako bi se u okviru politika i prakse i dalje davala potpora pozitivnim ishodima.

Teme: 1. Upravljanje školom; 2. Nastavnici; 3. Potpora učenicima; 4. Uključivanje roditelja; 5. Uključivanje dionika

Podteme: 1.1. Školska kultura i ozračje; 2.1. Vještine i kompetencije nastavnika; 3.1. Dobrobit učenika; 4.1. Komunikacija i informacije; 5.3. Partnerstva: poslodavci i tvrtke

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

Zemlja: Ujedinjeno Kraljevstvo

INTERAKTIVNE SKUPINE U OKVIRU PROJEKTA INCLUD-ED

Interaktivne skupine jedna su od uspješnih obrazovnih aktivnosti utvrđenih u okviru istraživačkog projekta INCLUD-ED. U okviru projekta INCLUD-ED analizirane su obrazovne strategije koje pridonose prevladavanju nejednakosti i promiču socijalnu koheziju, kao i one zbog kojih dolazi do socijalne isključenosti, s posebnim naglaskom na ranjivim i marginaliziranim skupinama. Interaktivne skupine upotrebljavaju se u različitim kontekstima radi poboljšanja obrazovanja djece i mladih. Riječ je o malim heterogenim skupinama učenika u razredu, od kojih svaka ima potporu odrasle osobe. Svaka se skupina sastoji od četiri ili pet učenika, a heterogene su u smislu razine sposobnosti, spola, kulture, jezika i etničke pripadnosti. U ovom primjeru pojašnjava se aktivnost interaktivnih skupina i navode rezultati njezine provedbe.

Teme: 2. Nastavnici; 3. Potpora učenicima; 4. Uključivanje roditelja

Podteme: 2.1. Vještine i kompetencije nastavnika; 3.5. Učenje i ocjenjivanje; 3.9. Ciljana potpora: Migranti, Romi; 3.10. Ciljana potpora: Posebne obrazovne potrebe i poteškoće u učenju; 4.3. Prostori za roditelje i uključivanje u obrazovne aktivnosti

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

Zemlja: Albanija; Austrija; Belgija; Bugarska; Cipar; Danska; Estonija; Finska; Francuska; Grčka; Hrvatska; Irska; Island; Italija; Latvija; Litva; Luksemburg; Malta; Mađarska; Nizozemska; Njemačka; Norveška; Poljska; Portugal; Rumunjska; Sjeverna Makedonija; Slovačka; Slovenija; Srbija; Turska; Ujedinjeno Kraljevstvo; Češka; Španjolska; Švedska

Manchester Communication Academy (MCA)

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.

Teme: 1. Upravljanje školom; 2. Nastavnici; 3. Potpora učenicima; 4. Uključivanje roditelja; 5. Uključivanje dionika

Podteme: 1.3. Upravljanje školom; 2.1. Vještine i kompetencije nastavnika; 2.2. Nastavnici i njihovi odnosi s učenicima i roditeljima; 2.3. Početno obrazovanje i trajno stručno usavršavanje nastavnika; 3.1. Dobrobit učenika; 3.2. Sudjelovanje učenika u životu škole; 3.3. Profesionalno usmjeravanje i potpora; 3.4. Kurikulum i oblici učenja; 3.5. Učenje i ocjenjivanje; 3.6. Prošireno i izvannastavno učenje; 3.7. Praćenje rizičnih učenika; 3.10. Ciljana potpora: Posebne obrazovne potrebe i poteškoće u učenju; 3.11. Ciljana potpora: Nepovoljno socioekonomsko podrijetlo; 4.2. Uključivanje roditelja u upravljanje školom; 4.3. Prostori za roditelje i uključivanje u obrazovne aktivnosti; 4.4. Obiteljsko učenje; 5.1. Multidisciplinarni timovi; 5.2. Mreže dionika; 5.3. Partnerstva: poslodavci i tvrtke; 5.4. Partnerstva: organizacije u zajednici i civilno društvo

Jezik: EN

Zemlja: Ujedinjeno Kraljevstvo

ProsocialLearn

ProsocialLearn is creating fun educational games for children to learn social and emotional well-being skills. By working together, teachers and game developers are creating new learning opportunities for inclusive education. The project wants to create a prosocial game development and distribution platform in order to distribute prosocial digital games from game companies to the educational sector and work with communities of teachers in Europe to evaluate their approach. Digital games can be tailored to teach the benefits of cooperation, as well as the ability to recognise the emotions of others and express trustworthiness – prosocial skills – helping children to appreciate team-work, recognise the value of understanding other people’s needs and achieve academically.
The games are targeted in particular at children at risk of social exclusion, who find it difficult to show empathy, and include hidden indicators that measure the development of a child’s skills. ProsocialLearn also developed a platform where teachers can track their pupils’ progress and plan lessons that incorporate the games.

Teme: 2. Nastavnici; 3. Potpora učenicima

Podteme: 3.4. Kurikulum i oblici učenja; 3.5. Učenje i ocjenjivanje

Jezik: EN

Zemlja: Finska; Grčka; Italija; Njemačka; Rumunjska; Ujedinjeno Kraljevstvo; Španjolska; Švedska

Reach Academy Feltham’s whole-school, whole-community response to COVID-19

1. School context

Reach Academy Feltham (RAF) is in West London. It has 900 pupils from ages 2 to 18. It is a Free School, meaning it is funded directly by the Department for Education and is independent of local government. The school serves a community with high levels of disadvantage, where many families find it difficult to access professional support services. RAF’s mission is to help all its pupils lead lives of choice and opportunity. It works closely with pupils and their families to overcome any barriers to doing well, at home and in the community. To support this, in 2017 RAF created Reach Children’s Hub, an organisation dedicated to extending RAF’s work with families, the local community, and other professional services in the area. The Hub works both with pupils and families from RAF and who attend other local schools. Ofsted, the English schools inspectorate, has graded RAF as an outstanding school.

2. Responding to COVID-19

A week and a half before the UK went into lockdown, RAF’s leadership team (the principals and senior staff) began planning their response to the crisis. Their priorities were to:
• provide high-quality, engaging learning for all pupils
• look after families’ well-being
• support the wider community
• look after the well-being of RAF staff.

RAF’s work to develop Reach Children’s Hub meant it already had some good links with other services and community groups locally. As a Free School, it was also used to working quickly and flexibly to respond to pupils’ and families’ needs. These factors meant RAF was able to act much more quickly in response to COVID-19 than was possible for local government organisations. RAF has stepped forward to take the lead on co-ordinating a multi-agency response to the crisis across the community. By taking this role, it has been able to secure a renewed commitment for services, community groups and schools to work together to meet people’s increasing needs.

 

 

Teme: 1. Upravljanje školom; 2. Nastavnici; 3. Potpora učenicima; 4. Uključivanje roditelja; 5. Uključivanje dionika

Podteme: 4.4. Obiteljsko učenje; 5.1. Multidisciplinarni timovi

Jezik: EN

Zemlja: Ujedinjeno Kraljevstvo

School innovation in Europe: Curriculum innovation for a conductive and supporting learning environment at the President Kennedy School in Coventry

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.

Teme: 1. Upravljanje školom; 2. Nastavnici; 3. Potpora učenicima; 4. Uključivanje roditelja; 5. Uključivanje dionika

Podteme: 1.1. Školska kultura i ozračje; 1.2. Planiranje i praćenje u školi; 1.3. Upravljanje školom; 2.1. Vještine i kompetencije nastavnika; 2.2. Nastavnici i njihovi odnosi s učenicima i roditeljima; 2.3. Početno obrazovanje i trajno stručno usavršavanje nastavnika; 3.1. Dobrobit učenika; 3.2. Sudjelovanje učenika u životu škole; 3.4. Kurikulum i oblici učenja; 3.5. Učenje i ocjenjivanje; 4.1. Komunikacija i informacije; 5.4. Partnerstva: organizacije u zajednici i civilno društvo

Jezik: EN

Zemlja: Ujedinjeno Kraljevstvo

School innovation in Europe: promoting students’ self-esteem and higher order thinking skills through curriculum innovation at the Willenhall Community Primary School

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.

Teme: 1. Upravljanje školom; 2. Nastavnici; 3. Potpora učenicima; 4. Uključivanje roditelja; 5. Uključivanje dionika

Podteme: 1.1. Školska kultura i ozračje; 1.2. Planiranje i praćenje u školi; 1.3. Upravljanje školom; 1.4. Suradnja u okviru obrazovnih sustava; 2.1. Vještine i kompetencije nastavnika; 2.2. Nastavnici i njihovi odnosi s učenicima i roditeljima; 2.3. Početno obrazovanje i trajno stručno usavršavanje nastavnika; 3.1. Dobrobit učenika; 3.2. Sudjelovanje učenika u životu škole; 3.4. Kurikulum i oblici učenja; 3.11. Ciljana potpora: Nepovoljno socioekonomsko podrijetlo; 4.1. Komunikacija i informacije; 4.2. Uključivanje roditelja u upravljanje školom; 4.3. Prostori za roditelje i uključivanje u obrazovne aktivnosti; 5.1. Multidisciplinarni timovi; 5.2. Mreže dionika; 5.3. Partnerstva: poslodavci i tvrtke; 5.4. Partnerstva: organizacije u zajednici i civilno društvo

Jezik: EN

Zemlja: Ujedinjeno Kraljevstvo

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