Good manners week

Date of the activity: 14-01-2019 – 18.01.2019

Number of participants: 160 pupils from 2nd to 5th grade

Responsible person of the activity: Elizabeth Cafora  –  CR teacher,  Giuliana Tomà – coordinator of the project,  Elisabetta Gabrielli – pedagogist.

COMMUNICATE WITH EMPATHY

OBJECTIVE of the activity:
Find ways to communicate with kindness, care, consideration and empathy towards others.

ACTIVITIES: Empathy Exercise, Role Play

SKILLS: Listening, making inferences, oral and written communication, visual material interpretation, critical thinking.

MATERIAL

Images from newspapers, magazines or from the internet depicting injured, sad or poor people; sentences written on the back. (the images must be suitable for children). Two copies of the texts for the role play (one for the teacher and the other cut out for distribution to the groups).

METHOD

Before the lesson the teacher prepares images by writing on the back sentences with positive or negative meaning.

Examples of positive sentences:

You look sad, what happened to you?

• You look hungry, can I share my lunch with you?

• I’m sorry your child feels sick.

• Don’t worry, I’ll help you fix it.

Examples of negative sentences:

• It’s not my fault what happened and I can’t help you.

• Stop crying, you annoy me!

• You don’t smell good.

• Your clothes are dirty.

The teacher writes on the blackboard “Words that show care and empathy for others” and asks the students for the meaning of “empathy”. Listen to the answers and then explain that EMPATHY means understanding the feelings of others. The teacher shows the first image and reads the sentence written on the back, asks “who thinks that what I read could be a kind phrase or a help for the person in the image?”. He writes it on the blackboard. After showing all the pictures to the class and writing all the kind phrases, ask the students for other kind phrases that could be said to people in need.

ROLE PLAY “Now that we have talked about empathy and the empathic phrases we can say to sad or suffering people, we will try to put them into practice by simulating real situations. You will work in groups and each group will have a different situation to represent ”. Divide the students into groups of five and assign each sheet with a situation to represent. After each group has made its representation in front of the others, it discusses with the rest of the class how kindness and concern for others has been demonstrated. Add other kind / empathic words to the board.

Scene 1

Notice a new child at school and other students ignore it. You decide to get close to him and start talking to him.

Roles:

• New child

• Group of students who ignore it

  • Kind child

“Represent the scene in front of the class, using kind words to help the newcomer”

Scene 2

There is a child in your class who seems very shy and, during the break time often plays alone. One day you decide to go and play with him and ask others if they want to do it.

Roles:

• Shy child

• Group of students who want to play with him

• Other children

“Represent the scene in front of the class, using kind words to help the shyest child.”

Scene 3

Your two best friends make fun of a child from another class who doesn’t have many friends. You don’t like what your friends are doing.

Roles:

• Two friends

• Child from another class

• Child who does not like others to make fun of someone

“Represent the scene in front of the class, using kind words to help the child being teased.”

Scene 4

There is a new child at school who comes from another country and does not know Italian well. Some children don’t want to talk to him and tease him about his foreign accent. You too have changed schools the year before and you know how it feels.

Roles:

• Foreign child

• Child who wants to help him

• Other children

“Represent the scene in front of the class, using kind words to help the new child to settle into the new school.”

Scene 5

At school there is a child who sometimes beats other children and therefore has no friends. You would like to help him and ask your master for help to know how.

Roles:

• Aggressive child

• Child who wants to be his friend

• Teacher

“Represent the scene in front of the class, using kind words to help the child a little aggressive.”

Scene 6

You are at home with your older brother and your younger sister. Have a discussion with your brother about the TV program to watch and your sister for the game you want to play. You don’t like to have a discussion and ask your mom how to solve the problem without arguing.

Roles:

• Child

• Brother and sister

• Mum

“Represent the scene in front of the class, using kind words to solve the problem with your brother and your sister.”

MAKE CONGRATULATIONS TO OTHERS

OBJECTIVES: children will be able to identify their own and others’ talents and strengths, and find out how to compliment others on their strengths.

ACTIVITIES  Games: Who am I? Who are you? Bingo. Compliments activity, notes to compliment, discussion.

SKILLS: Listening, making inferences, oral and written communication, critical thinking.

Who am I? (one card for each child).

Who are you? (Bingo, one for each child). Bingo prizes (optional).

Pencils, colored pencils, markers, cards, old magazines, scissors.

Activity: Games: Who am I? Who are you? Bingo.

Compliments activity, notes to compliment, discussion. Skills: Listening, making inferences, oral and written communication, critical thinking.

Game “WHO AM I “

For each question, explain with examples what children should write. Ex: the things that I like about me are: the color of my hair, …I am good at football, … I like to help my mother make cakes, ..I play the piano …

Introduction “How are we outside and how are we inside? We have two faces like coins. Inside we have our joys, fears, desires, dreams. Outside we are tall, skinny, good at playing cards, swimming … We combine the two to get an idea of ​​how we are. Answer the following questions so you can get a complete picture of your person. “

The things I like about me are: ———————–

I am good at: ——————————————

I would like to be good at: —————————-

A skill I would like to have is: ————————-

My secret dream is: ————————————

When I grow up, I want to be: ———————–

Game “WHO ARE YOU “

“Now that you’ve indicated what you’re good at, let’s play a game to get to know others.” Distribute the “Who are you” page. Start putting in the box what you can do. Then, for the other boxes, try to write the name of a companion who has that ability. Each box must have a different name. Who of the class, gets 5 in a row or completes the sheet first, makes bingo “. Allow 10/15 minutes to play. Once everyone has filled out the forms, collect them and, together with the children, see who has been indicated the highest number of times for the individual skills.

CONGRATULATIONS

WHAT ARE THE GOOD MANNERs TO DO?

OBJECTIVES: Understanding how individuals and groups can face different situations thanks to a kind attitude.

Understanding how to be part of a community helps to respond positively to events.

1. Divide the students into groups of 5.

2. Give them 5/10 minutes to read the scene together and answer the questions in a group.

3. For each group, nominate the spokesperson who will read the designated scene to the rest of the class.

4. Ask each group to position themselves in front of the rest of the class (one group at a time).

5. Ask some group members to read their answers. (if there is time, the other students can add their suggestions for the skits)

6. As the group answers the questions, write their ideas on the board.

What is the nice thing to do?

“Now that we’ve learned about the abilities of others and ours, let’s learn how to compliment them.  “Can anyone tell me what a compliment is?” Allow time for the children to respond and then continue: “When you give someone a real compliment, you comment on your abilities, what you can do. It’s nice to tell a person that you like his bike or his new backpack, it’s also a good compliment to say “Luca you are really good at soccer”. “Now, one by one you stand up and using the things we discovered with the previous game, let’s start paying compliments.” Make sure every child has done and received compliments. If desired, write the compliments on the board, without writing the names.

Scene 1: “Be nice with  parents”

Rita, Luca and Marco don’t like doing houseworks. When mam and dad ask to take out the trash and / or take the dog for a walk, they complain and don’t want to help.

• How can these children show kindness to their parents?

Scene 2: “Be nice with your sister”

Giulia, Rebecca’s younger sister, wants to play with her. When Rebecca’s friends arrive, Giulia doesn’t want to leave them alone and Rebecca gets very upset.

• How can Giulia be kind to Rebecca?

Scene 3: “Be nice with a new schoolmate”

Simone is a new student at your school. During lunch, Simone enters to the canteen and sits down at a table, alone. A group of students at the next table start teasing him. Adriano enters to the canteen and looks around in search of his friends and sees Simone sitting alone.

• How can Andrea be kind to Simone?

Scene 4: “Be nice with a friend”

Jasmine is really excited about a new skirt. But when the next day she wears it at school some girls make fun of her. Letizia is Jasmine’s best friend and sees the girls making fun of Jasmine.

• How can Letizia be kind to Jasmine?

Scene 5: “Be kind with your neighbor”

Francesco is 10 years old and wants to help Mrs Stefania, a widow his neighbor who is in a wheelchair. Mrs. Stefania’s garden is full of weeds and she is often alone.

• How can Francis and his friends show kindness to Mrs. Stefania?

THE FUTURE IS AT SCHOOL

THE FUTURE IS AT SCHOOL

REPORT

1st TRANSNATIONAL PROJECT MEETING IN CENTO – ITALY   09.02.2018 – 14.02.2018

The 1st Transnational Meeting of “ THE FUTURE IS AT SCHOOL” , Erasmus+ project was an event that brought together representative participants from all partner schools involved in this strategic partnership.

Participating

  • Spanish team:

Roberto Martín Molero                       Coordinator

Olga Coello Vázquez                          Teacher

Esther Bravo González                       Teacher

Celia Domínguez Gutiérrez                Teacher  

Jorge Macias Rey                               Teacher

  • Turkish  Team

Ibrahim Donmez                                 Coordinator

Ergun Kılınç                                        Teacher

Nihal Uz                                              Teacher

Sinem Aksu                                                 Teacher                 

  • Bulgarian Team

Maria Ivanova Bonova                        Coordinator

Daniela Angelova Kemcheva              Director Teacher

Zhasmina Dimitrova Hadzhiyska        Pedagocical Advisor

Atanaska Stoimenova                          Teacher       

Katya Trifonova Mitreva                     Teacher

Lala Onikovna Dzhamalyan                Teacher       

Yordanka Zaprinova Shopova             Teacher  

 

Lyubka Slavcheva Dacheva                Assistant Director  

Arrival and departure of all guest countries.

Spain   9 – 14
Turkey 10 – 15
Bulgaria 11 – 15

PROGRAM   

Transnational project meeting  9 th / 10th – 14 th /15th  February, 2018  Cento (Italy)

09.02.2018 / Friday /

18.25               Spanish partners arrival at Bologna airport.

10.02.2018 / Saturday/

  8.00              Spanish team in Venice..

10.25              Turkish partners arrival.

18,30              In Ferrara town  guided tour  and dinner in FOSSADALBERO ancient “Delizia Estense”

11.02.2018 / Sunday/

10,00              Historical re-enactment at Rocca Castle “ Il Prodigioso Usignuol di Corte.

11.30              Bulgarian partners arrival at Milan  Airport.

14.00              Carnival Parade

12.02.2018  / Monday/

9.00                  In Corporeno school : opening Work Session of the Transnational Project meeting :

                         Olga ‘s conference about inclusion; Review: project objectives and management approaches

13,30               Visit of the school

14,00              Work Session Project meeting :

Developed activities and results obtained; Students questionnaires : Evaluation  

21,00               In Pandurera Theatre  performance from Italian students  

13.02.2018/Tuesday/

 9.00                  Work Session Project meeting:

Share good practices, exchange ideas  – feedback; Evolution of the project.

14,00               Work Session Project meeting:

Design of activities and mobilities  for following term.

14.02.2018/ Wednesday /

  8.30              Visit to Venice (Bulgarian – Turkish Team)

10,00              Visit to school in Reggio Emilia (Spanish Group)

14,00              Leaving Spanish team

15.02.2018/ Thursday /

9,00              Visit to Bologna town

18.20            Leaving Turkish team and  Bulgarian.

Preparation

Preparation for the 1st Transnational Meeting of the Erasmus+ project  “ The Future is at school”  took place from Genuary  2018.

The Italian school made practical arrangements:

  • prepared the program;
  • booked  the hotel  for Bulgarian Team,  rent apartments for Turkish and Spanish Team;
  • provided information on how to arrive to Cento town  from Malpensa Airport  and booked  a taxi Van for Bulgarian Team;
  • Spanish and Turkish Team were met at Bologna airport by  the Italian teachers;
  • organized the participation of guest to cultural activities and local traditions, and their visit to Venice, Ferrara  and Bologna Town;
  • for Spanish team we  organized the possibility to visit a kindergarten school in Scandiano Reggio Emilia that uses the method called “Reggio Emilia approach” a kind of pedagogical approach for the kindergarten, born and developed in Italy.
  • Participants made travel arrangements: booking flights,  prepared all the necessary information for the meeting.

Organization

This 1st Transnational Meeting of the Future is at school, Erasmus + project, follows the first LEARNING / TEACHING / TRAINING ACTIVITIES held in PAZARDZHIK Bulgaria 03.12.2017 – 08.12.2017.

The T.P.M. took place within five/six days, the organization had to consider that the partners  arrived in 3 different days and left in 2 different days.
The work sessions were held on Monday and Tuesday from 9 am to 4.30 pm The official opening  was held in the Laboratory room  at  Corporeno school.

Opening Work Session  

During the work session partners worked together  on the project objectives and management approaches

  1. All national coordinators confirmed that
  2.  they had build their team,
  3.  they had translated the project in their national language,
  4.  they had disseminated the project in their schools and local communities
  5.  they had built their target groups according to the criteria agreed on during the Visit in Bulgaria (pupils who are at risk of school dropout, etc)

In Bulgaria, in December  the coordinators  worked together and planned the activities, sharing tasks,agreed procedures and set deadlines:

each partner school:
– organized a break time activities team
– created a special page on the website of the school dedicated to the dissemination of the project.
– set up an Erasmus+ corner that is updated regularly;
– integrated the school curricula with the activities of the project for its implementation.
– Coordinators and teachers are in touch with others via messenger, face book and email.
– used the logo of the project The Future is at school on the documents attesting the partnership.

2)  Conference by the Spanish teacher Olga Coello Vázquez : Road to inclusion

The teacher presents the project entitled  Castra patrol  which is acting in the partner school “Castra Caecilia” during free time in the different playgrounds. The teacher’s lecture was  accompanied by a video and slide: Students are divided in patrol, each patrol is composed of 4 people, two of them, the older ones, are in charge of mediating the conflicts and the third will be an accompanying student.  The mission is to guarantee a safe and pleasant coexistence for all.

Purpose

  • Use alternative games in free time.
  • Interact with friends in a fun way.
  • Enrich the gaming spaces.
  • Aims:
  • Improve social skills.
  • Refer to the companions satisfactorily.
  • Control emotions and peacefully seek troubleshooting.

3) Developed activities and results obtained –  Students questionnaires : Evaluation  

During the first LEARNING / TEACHING / TRAINING ACTIVITIES held in PAZARDZHIK Bulgaria 03.12.2017 – 08.12.2017 it was established that  from December to February the project activities would be based on reading: as the school is a special place for giving curiosity and motivation to the pleasure of reading,

Each school would decide which ones activities and which books to let the students involved in the project read. During this period, a reading questionnaire was given to the pupils.

Each coordinator presented the results of the questionnaire and showed through photos and videos which activities were carried out in the partner schools.

Day two – Matters discusses

Share good practices, exchange ideas  – feedback.  Evolution of the project. Design of activities and mobilities  for following term.

Decisions reached

  • next project activities will be “drawing favorite book characterc”.
  • next LEARNING / TEACHING / TRAINING ACTIVITIES with the Bulgarian and Italian students will be in Caceres-Spain from the 22nd to the 27th April;  the teachers of the partner schools will prepare activities to do in the classes with the Spanish students and specifically it will be about board games
  • It is necessary to organize the project website. It has been agreed that the website will be linked to each school website in order to provide better management of the website and its longevity. It will contain different information about the project, project documents, results of the project will be presented there, photo gallery, links to school websites, etc. But most importantly, it will offer a clear and easy access to all the key activities of the project. The Italian and Spanish coordinators say they are available to inquire about the creation of the site.

Social and cultural program

First day

The visit to the Ferrara town, a World Heritage Site since 1995 accompanied by an official tourist guide allowed the teachers to see the ancient medieval district with Via delle Volte, the buildings built in the Renaissance by the Este family, lords of the city, including the Estense Castle,  to stroll through the fascinating streets of the Jewish Ghetto with the Synagogue in Via Mazzini and the Sephardic Synagogue. The evening ended with an organized dinner  at an Estense residence called Delizia Estense of Fossadalbero.

On Sunday 11 February

In the morning   the partners  attended a reenactment traditional entitled   ” Il Prodigioso Usignuol di Corte”. In the afternoon each team was able to attend the carnival parade of Cento Carnevale d’Europa http://www.carnevalecento.com

The Carnival of Cento has been known since 1600 thanks to some frescoes by the famous painter Gian Francesco Barbieri known as “Guercino”. In 1615 Guercino depicted festivals and demonstrations in his frescoes. Carnival has maintained the connotations of the typically local event until the end of the 80s. In 1990 it was twinned with the Rio de Janeiro Carnival, the most famous in the world. They were received in the historical premises of the municipality  from a Councilor

On Monday 12 February

At 9 pm the partners  attended  at the Pandurera Theater, together with the parents of the pupils of the Istituto C2 Pascoli, the Manager and the teachers, the performance of the students participating in the Erasmus + project entitled THE FUTURE IS AT SCHOOL – FROM THE SCHOOL  TO THE PALCOSCENIC  with the patronage of the Municipality.

The show, followed with warm participation by those present, was the demonstration that music unites and includes, beyond the spoken languages and the problems of each one, and is a formidable contribution to the global formation of young people.

http://www.gpascolicento.gov.it/775-dalla-scuola-al-palcoscenico.html

All partners had the chance to visit the city of Venice for a whole day.

Last day

 Bulgarian and Turkey team visited Bologna town in the last day,  

while the Spanish team,  with both primary and preschool teachers, was able to visit a kindergarten school in Scandiano Reggio Emilia that uses the method called “Reggio Emilia approach” and spoke with a teacher  about that method. “It is based on some distinctive traits: the participation of families, the collegial work of all the staff, the importance of the educational environment, the presence of the atelier and the figure of the atelier, of the internal kitchen, the pedagogical and didactic coordination.

Following the centrality of the “hundred languages” of which the human being is endowed, the atelier spaces are offered daily to the children the opportunity to have meetings with more materials, more languages, more points of view, to have active hands at the same time, thinking and emotions, enhancing the expressiveness and creativity of each child and group children.” http://www.reggiochildren.it/identita/reggio-approach/

RESULTS AND PRODUCTS realized  till now

Results for students and teachers (intangible) Products (tangible)
Changes in attitudes Erasmus corner
Promotion and encourage relationships Contests (eg. logo)
Language skills Books, notebooks, booklet …
Experience in management projects Photos / videos
Digital competence Exhibitions, performances
Learning and assessment teamwork Web page
Etc. Pamphlets 

DISSEMINATION

•Local:

  • Pamphlets
  • Posters
  • School Press
  • School Web
  • Town Halls Web

•Provincial:

  • Radio / TV / press

•Regional:

  • Radio / TV

•National:

  • NA


CASTRA CAECILIA SCHOOL. CÁCERES (SPAIN).

Escuela Castra Caecilia tiene una matrícula de 678 estudiantes divididos en 27 grupos, 9 grupos de educación infantil y 18 grupos de educación primaria.

The first criterion that conditions our school is the bilingual project. It is important to point out that bilingualism does not affect in any case the basic subjects (language and mathematics) to which we have given priority over the rest, in the same way all our programs take into account the work in key skills, for which the center participates in training processes that help us to its correct application.

The second fundamental pillar of the school is the attention to diversity. We have an attention team that works collegially and that together with the tutors sets in motion an ambitious attention plan that during the last years is giving great results.

The third pillar of the centre is the school library. It is not only an educational resource for students. It is also an inexhaustible source of resources for teachers and a backbone of the centre’s common activities.

We have an offer of the second foreign language “Portuguese” This is the fourth year that this proposal is carried out. It implies a great effort in terms of timetables for the entire faculty, but we are convinced of the importance it has in improving our offer for the educational society of the centre.

Asumiremos un fuerte compromiso con los refuerzos escolares (proyecto y cronograma adjunto), como lo hemos estado haciendo en los últimos años, garantizando un mínimo de dos sesiones semanales por aula en todos los cursos de educación primaria y primaria y una sesión de refuerzo en inglés. Muy importante en nuestro centro, ya que casi la mitad del día escolar se impartirá en este idioma en primaria. Además, agregamos al programa general de apoyo específico del centro, REMA y COMUNICA (adjuntos ambos Proyectos del Programa). Este enfoque significa poner en práctica nuestra idea de trabajar específicamente con estudiantes que tienen problemas a la hora de seguir el ritmo general y, por lo tanto, luchar contra la exclusión escolar.

The faculty participates in Erasmus plus K101 and Erasmus plus k219 programmes and some eTwinning projects with other European countries.
Special mention should be made of the continuity of the classroom with specific attention to diversity, the autism classroom, also known as the specialised classroom, which has meant great possibilities for the centre. This classroom serves autistic students. It is the interest of this centre to carry out inclusive policies where the classroom becomes an active resource of the centre and the integration of all its students in the activities of the centre is unquestionable.

This course will continue to work with eScholarium, with it ends to implement the use of ICT in the classroom in a decisive and definitive way, integrating daily digital textbooks in that system.

Two curricular sessions have been programmed (one for language and one for art) using a system of workshops in which the methodology used for the acquisition of contents is totally practical.

The Castra Caecilia school has an enrolment of 678 students divided into 27 groups, 9 groups of children’s education and 18 groups of Primary Education.

The first criterion that conditions our school is the bilingual project. It is important to point out that bilingualism does not affect in any case the basic subjects (language and mathematics) to which we have given priority over the rest, in the same way all our programs take into account the work in key skills, for which the center participates in training processes that help us to its correct application.

The second fundamental pillar of the school is the attention to diversity. We have an attention team that works collegially and that together with the tutors sets in motion an ambitious attention plan that during the last years is giving great results.

The third pillar of the centre is the school library. It is not only an educational resource for students. It is also an inexhaustible source of resources for teachers and a backbone of the centre’s common activities.

We have an offer of the second foreign language “Portuguese” This is the fourth year that this proposal is carried out. It implies a great effort in terms of timetables for the entire faculty, but we are convinced of the importance it has in improving our offer for the educational society of the centre.

We will make a strong commitment to School Reinforcements (project and timetable quadrant attached), as we have been doing in the last few years, ensuring a minimum of two weekly sessions per classroom in all nursery and primary courses and a reinforcement session in English, very important in our center since almost half of the school day will be taught in this language in primary. In addition we add to the general schedule of the center specific support, REMA and COMUNICA (attached both Projects of the Program). This approach means putting into practice our idea of working specifically with students who have problems when it comes to following the general rhythm and therefore fighting against school exclusion.

The faculty participates in Erasmus plus K101 and Erasmus plus k219 programmes and some eTwinning projects with other European countries.
Special mention should be made of the continuity of the classroom with specific attention to diversity, the autism classroom, also known as the specialised classroom, which has meant great possibilities for the centre. This classroom serves autistic students. It is the interest of this centre to carry out inclusive policies where the classroom becomes an active resource of the centre and the integration of all its students in the activities of the centre is unquestionable.

This course will continue to work with eScholarium, with it ends to implement the use of ICT in the classroom in a decisive and definitive way, integrating daily digital textbooks in that system.

Two curricular sessions have been programmed (one for language and one for art) using a system of workshops in which the methodology used for the acquisition of contents is totally practical.

Istituto Comprensivo N.2 di Cento

Address :                                               Via Prato fiorito 78 Cento (FE)

Country :                                               Italy

Website :                                              www.gpascolicento.edu.it

Telephone :                                          +39 0516832752

IC2 Pascoli is a Comprehensive School in Cento, province of Ferrara, in Emilia -Romagna Region. IC2 has more than 800 students, 39 classrooms, including kindergarten, primary and secondary schools, in 5 school buildings: three kindergarten ( Nuvole, Penzale and Giovannina), two primary schools (Penzale and Corporeno) and secondary school (Corporeno). Three types of school, each characterized by a specific educational and professional identity.

There are about 100 teachers they are involved in developing a vertical curriculum from three to fourteen year school itinerary.The teaching is oriented to the quality of learning of each student and not to a linear sequence of the subject’s content.

Our Comprehensive Institute intends to safeguard horizontality, but to enhance it also the verticality and continuity between the various school orders that make it up.

To adhere to the territorial reality to offer a service that responds to the concrete needs of pupils with a view to interchange, collaboration and responsibility shared. This presupposes that schools and families move in the same direction to promote it growth of children and young people and provide them with a solid foundation for future life in our society.

Our Institute wants to retrace the way of recovery of important values ​​such as solidarity, mutual help, support, respect for others, civil cohabitation, with a view to openness and comparison with different cultures, and on this basis develop the entire educational  path during the years of compulsory schooling, so as to accompany the children in their growth up to evolutionary phase more problematic represented by preadolescence.

It also intends to offer each opportunities to promote and develop the talents and attitudes of pupils to excellence and, providing every support and recovery in the less linear paths of children or young people they need not be abandoned, but to be accompanied on the way of personal and cognitive maturation.

 The educational offer of the Institute recognizes and enhances the centrality of the person, guaranteeing the right to study, equal opportunities educational success, respecting the time and learning styles of each, combating socio-cultural inequalities and territorial, trying to prevent and recover the abandonment and early school leaving. It provides to each student adequate opportunities to develop their potential, promoting leisure education through the recovery of disadvantages, the prevention of discomfort and the optimization of the heritage of personal attitudes also according to future choices; is also aimed at to educate to the sense of individual and collective responsibility and to transmit the principles of the Italian Constitution and European values. Our training offer is aimed at the acquisition by the students of key citizenship skills such as learning to learn, design, communicate, collaborate and participate; act autonomously and responsibly, solve problems.

The kindergarten has a school time from 8 a.m. to 16.30 p.m.Primary school has two school time offers: a school time of 29 hours or 40 hours a week (from 8.10am – 8.30am to 4.10pm – 4.30pm).the middle school has two school time offers:from Monday to Saturday from 8 to 13, or from Monday to Friday with two afternoon returns. Curricular and extracurricular activity:social, sporty, artistic, cultural and educational activities such as musical instruments courses, singing and family-education have an important value for us. to create simple computer programs or interactive electronic objects, reading animation projects, chess project starting from kindergarten up to secondary.

SEVENTH ACTIVITY: Cooking

 

 

Date of the activity: 14.V.2018 – 15.VI.2018

Number of participants: 38 students from 5th grade /18 boys and 20 girls/

Responsible person of the activity: Mariya Bonova – coordinator of the project, English teacher, Neli Mihaylova – science & art teacher, Tanya Kamenska – art teacher, Atanaska Peneva – IT teacher.

Objective of the activity:
– To expand students’ knowledge about healthy eating and healthy lifestyle.
– To improve students’ communication skills in English.
– Students to have fun and be creative in their free time.

Materials used: seasonal fruit and vegetables, salad seasonings, paper, cardboards, watercolour and acrylic paints, brushes, pencils, erasers, sharpeners, palette, etc.

The course of the activity: 38 students took part in the activity – Cooking. They were divided into 3 groups. During the first meetings, all participants learned about the food chain and got acquainted with the content and beneficial substances and vitamins that the different food groups contained. They discussed proper nutrition as an important factor for a healthy lifestyle. Then they were devided into 3 teams. The first team had the task to make up a healthy menu for a restaurant, to translate it into English and present it to the others. The second team prepared healthy fruit and vegetable salads and the third team made paintings of healthy meals and foods. Role play was successfully used during the activity. The closing session was attended by colleagues from the school, teachers from different schools in the town, as well as representatives of the Regional Inspectorate of Education in Pazardzhik.

Result of the activity: The participants improved their teamwork skills, showed creativity while realizing their ideas and managed to present them in an attractive way to the others. They have gained a lot of knowledge about healthy eating and improved their communication skills in English.

SIXTH ACTIVITY: Painting on a wall

 

 

Date of the activity: 16.IV.2018 – 04.V.2018

Number of participants: 25 pupils from 1st grade

Responsible person of the activity: Vera Maratilova – primary teacher, Yordanka Shopova – primary teacher, Zhasmina Hadzhiyska – pedagogical advisor.

Objective of the activity:
– Pupils to acquire initial skills in design thinking, which develops the 7 key skills in children – creativity, problem solving, patience and concentration, empathy, teamwork skills, self-confidence and presentation skills.
– To allow the participants to take on new challenges, to work together in a team, to seek solutions to problems in a new way, to turn their ideas into something real and to present them clearly.

Materials used: paper, cardboards, watercolour and acrylic paints, brushes, palette, pencils, erasers, sharpeners, etc.

The course of the activity: 25 pupils took part in the 6th activity – Painting on a wall. They were divided into 4 groups. During the first meetings, the participants discussed the themes of their paintings. They made colourful sketches and projects, worked together in a team by listening to each other, supporting each other and discussing ideas. The pupils were challenged to be creative, different, brave, curious, to work together in collaboration. Their paintings depicted: Night City, Eco City, The City of My Dreams, Summer In My Town. The participants showed a lot of enthusiasm and excitement during the realization of the activity. They connected their paintings thematically on a wall building their Dream City of the Future turning the wall of the gym into a colorful picture. They were fully satisfied with the achieved results at the end.

Result of the activity: during the activity the participants generated their own ideas, grouped them together, defended their opinions, chose their most appropriate role in the team, reached a group decision. The pupils found different ways to overcome the design challenge, using collective efforts and ideas and at the end presented them in an attractive way to the others.

 

 

FIFTH ACTIVITY: Good manners week

 

 

Date of the activity: 9.IV.2018 – 13.IV.2018

Number of participants: 300 students from 1st to 7th grade

Responsible person of the activity: Zhasmina Hadzhiyska – pedagogical advisor, Mariya Bonova – coordinator of the project, English teacher, Lyubka Dacheva – assistant director, Desislava Zelenogorova – psychologist.

 

Objective of the activity:
– Developing students’ emotional intelligence.
– Formation of moral norms and socially significant patterns of behavior.
– Forming personal qualities such as: tolerance, acceptance of differences, empathy and support, positivism and goodwill to the world that surrounds us.

Materials used: materials for decoupage, paper, cardboards, watercolour and acrylic paints, brushes, pencils, erasers, sharpeners, palette, etc.

The course of the activity: 300 students from all age groups took part in the activity. The Student Council, which includes representatives of all classes, decided that the activity should grew into a school initiative. Students from the upper classes made presentations about patience and tolerance and played various games with the pupils from the primary classes. They also made posters and collages related to the relationships between people and the positive climate at school. A tree was made in the school lobby, on which each class put a written message about good manners and positive communication between the members of the school community. Students made different objects with decoupage technique and organized a charity exhibition at which many parents and representatives of different educational institutions were invited. The money raised was donated to 10-year-old Dimitar Richkov, who needed urgent treatment. The team responsible for the organization of the activity showed a lot of creativity, willingness and leadership skills during its realization.

Result of the activity: the participants had the opportunity to learn and practice socially significant patterns of behavior, to show leadership skills and creativity. They built up values like humanity, kindness, empathy and support for people in need.

FOURTH ACTIVITY: Sports and Art

 

 

Date of the activity: 5.III.2018 – 30.III.2018

Number of participants: 60 students from 5th and 6th grade /30 girls and 30 boys/

Responsible person of the activity: Todor Haydukov – PE teacher, Asparuh Sestrimski – PE teacher, Mariya Bonova – coordinator of the project, English teacher, Zhasmina Hadzhiyska – pedagogical advisor.

Objective of the activity:
– Students to learn about the characteristics and rules of the most popular sports.
– Making interdisciplinary connections between the different subjects.
– Improving students’ physical health and relieving stress.
– Improving students’ skills to work and play in a team.
– Developing personal qualities such as responsibility, discipline, and self-control.
– Spending pleasant and useful leisure time.

Materials used: football, volleyball and basketball balls, table tennis rackets and balls, sports apparel for the different teams cardboards, felt tip pens, pencils, watercolour paints, etc.

The course of the activity: 60 students took part in this activity. They were divided into the following teams and groups – 40 students /20 girls and 20 boys/ took part in different sports games and 20 students /10 boys and 10 girls/ were divided into 4 groups which had the task to make posters with the rules and images of popular sports. The activity took place in two stages. During the first stage, the participants chose their favourite sports, searched for information about the rules and the course of the game. Then they made posters with the rules, drawings and images of their favourite sports and presented them to their classmates. During the second stage of the activity, the participants were divided into teams and competitions in football, volleyball, basketball, table tennis, dodgeball and chess were held. Students and teachers were referees during the competitions. They were responsible for the observance of the rules and fair play.

Result of the activity:
– Students to build habits for a healthy lifestyle through physical activity and sport.
– Students to acquire knowledge about different sports – rules, characteristics, historical facts.
– Students to develop personal qualities such as responsibility, observance of the rules, self-control, fair play.
– Students to have a good time at school and build positive attitude towards the activities and the participants in them.

 

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THIRD ACTIVITY: Painting your favourite book character

 

 

Date of the activity: 29.I.2018 – 02.III.2018

Number of participants: 45 students from 5th and 6th grade /25 girls and 20 boys/.

Responsible person of the activity: Tanya Kamenska – art teacher, Zhasmina Hadzhiyska – pedagogical advisor.

Objective of the activity: Developing students’ creativity, imagination, observability and concentration. By depicting their favorite book characters, the participants in the activity express their own vision of text and art, enhance their emotional intelligence, build new aesthetic criteria.

Materials used: favourite books, brought by the students, sketchbooks, cardboards, paper, felt tip pens, pencils, watercolour paints, acrylic paints, glue, tape, erasers, sharpeners, etc.

The course of the activity: 45 students took part in the 3rd activity – Painting your favourite book character. They were divided into 3 groups of 15 participants. During the first two meetings students learned about different painting techniques and materials, about the different details while painting an image and how to choose the right painting materials. During the next meetings the participants painted their favourite book character. They were able to make different paintings, with different compositions and techniques. The activity ended with an exhibition of the most interesting and beautiful paintings. The students shared the opinion that the activity was very interesting and entertaining for them.

Result of the activity: During the previous activity the participants had the opportunity to learn about different books and different authors. In this activity, the participants had to choose their favorite book characters and create an illustration of them. The students showed a lot of creativity and imagination, attention to detail, created interesting fantasy images, showed good command of the painting techniques and colour sense. In their works they reflected their attitude towards the world and created a positive atmosphere among themselves. Through this activity they had the chance to make their own choices, to express themselves, to increase their confidence and self-esteem.

 

SECOND ACTIVITY: Reading your favourite book

 

 

Date of the activity: 11.XII.2017 – 19.I.2018

Number of participants: 44 students from 5th grade /22 girls and 22 boys/

Responsible person of the activity: Mariya Bonova – coordinator & English teacher, Katya Mitreva – teacher in Bulgarian language and literature & English.

Objective of the activity:
– To develop students’ creativity, imagination, observability and concentration.
– Students to acquire basic reading comprehension skills, knowledge of the topic of a text, the connection between the development of the action and the title, the characteristic of the characters.
– Students to learn to draw conclusions that will help them make important decisions in real life situations.

Materials used: favourite books, chosen and brought by the students, paper, felt tip pens, pencils, pens.

The course of the activity: 44 students took part in the 2nd activity – Reading your favourite book. They were divided into 4 groups of 11 participants. During the first two meetings students learned about favourite books of their classmates. With a couple of words they presented their favourite books and that was how the groups were formed, according to the students’ book preferences:
Fans of Bulgarian Literature
Teen – book fans
Harry Potter fans
Fans of Bulgarian folk tales
At the next meetings the participants exchanged their books, having the task to read them carefully and to tell a few words about the most important moments in the development of the action, as well as to read interesting moments to the other students in order to provoke their interest in the book. The activity ended with a group reading of various books that the participants found very interesting. All students shared the opinion that they had discovered a lot of interesting books and characters which they would continue to read after the end of the activity.

Result of the activity: The participants had the opportunity to learn about different books, different authors, to show creativity, to choose what to read, to experiment with books and authors unknown to them, which are favourite to their peers, to have fun while reading together. They gained confidence in their own capabilities, saw the world around them in a different way – through the eyes of different authors and characters. They improved their teamwork skills, shared, discussed, and enjoyed the shared opinions and conclusions. They built sensitivity to important moral categories, formed their own vision of the world that surrounds them, tried to distinguish good from evil, solved important life case studies, analyzed the actions of the characters and discussed situations that were close to reality.