3. Potpora učenicima

3.4. Kurikulum i oblici učenja

Od presudne je važnosti da proces učenja bude relevantan za učenike. Prikladni i poticajni kurikulumi nastavnicima će pomoći u osmišljavanju motivirajućih nastavnih sati. Kurikulumom bi trebalo omogućiti personalizirane oblike poučavanja i učenja kako bi se svoj djeci olakšalo da u okviru vlastitih mogućnosti stječu znanja te razvijaju vještine i kompetencije, zadržavajući pritom kvalitetu sadržaja kurikuluma, kao i visoka očekivanja. Kurikulumi bi na svakom stupnju trebali biti u skladu s kasnijim razinama obrazovanja i osposobljavanja ili pak s alternativnim oblicima osposobljavanja.

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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

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

Peep Learning Together Programme

The Peep Learning Together Programme (LTP) is run by Peeple Charity. It aims to raise children’s outcomes by helping them to make the most of their opportunities and to become confident communicators and active learners. By supporting parents/carers, the programme aims to improve children’s personal, social and emotional development, communication and language, early literacy, early numeracy and health and physical development.
The evidence-based Learning Together Programme values and extends what parents/carers already do. It helps strengthen adult-child relationships, building children’s self-esteem and emotional self-regulation. The programme offers key ideas and activities relating to child development that practitioners can share with parents/carers and their children. LTP helps parents and carers to: value and extend learning opportunities in everyday life; improve the quality of the home learning environment; develop secure attachment relationships with their children; and gain nationally-recognised units based on supporting their child's learning and development. Practitioners and parents can choose which and how many topics they want to focus on, depending on local needs and interests. Nationally-recognised adult learning units are embedded within the programme. These units are based on what parents/carers already do to support their child’s development, and how they have put into practice the knowledge gained while taking part in the programme. This builds parental capacity and “learner identity;, which research shows makes progress in volunteering, learning or work more likely.

Teme: 3. Potpora učenicima; 4. Uključivanje roditelja; 5. Uključivanje dionika

Podteme: 3.1. Dobrobit učenika; 3.4. Kurikulum i oblici učenja; 4.4. Obiteljsko učenje; 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

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

The Brilliant Club

The Brilliant Club is an award-winning charity the aim of which is to increase the number of pupils from under-represented backgrounds progressing to highly selective universities. It does this by mobilising the PhD community to share its academic expertise with state schools. The Brilliant Club was co-founded in 2011 as an after-school project at London Academy, Edgware. The founders, Jonathan Sobczyk and Simon Coyle, are both teachers who became involved in university access through their work in inner-city schools.
This grassroots project initially drew on the expertise and passion of PhD students to deliver academic enrichment programmes to small groups of pupils. Over the course of that programme, the number of pupils working towards five A*-A grades increased from 3 to 12 out of 19, with 15 going on to achieve at least five A*-As in their GCSE results. Today, many of those pupils are now university graduates, with degrees from LSE, UCL, Queen Mary University and Warwick University among others.
Over the past five years the charity has grown significantly. The Brilliant Club now serves more than 10,000 pupils across England and Wales, making it the largest university access programme for secondary schools in the UK.

Teme: 3. Potpora učenicima; 5. Uključivanje dionika

Podteme: 3.4. Kurikulum i oblici učenja; 3.11. Ciljana potpora: Nepovoljno socioekonomsko podrijetlo; 5.4. Partnerstva: organizacije u zajednici i civilno društvo

Jezik: EN

Zemlja: Ujedinjeno Kraljevstvo