Pages

APPLYING FOR A QUALITY LABEL (12)

  • Preview of the application form made by Mathilde ( The French team) : done on June 15th 2017

    PROJECT DETAILS

    Short description

    First, in order to encourage our students in the production of creative writing, we co-produced an ebook of poems in English that we illustrated too. Then, we also collaborated to perform different kinds of poems on stage using body language. Finally, we made new friends and discovered new cultures.

    Links to Project Outcomes

    On our Twinspace, https://twinspace.etwinning.net/22525/home,  you will be able to see all activities done by our pupils  with the username : quality.label.62 and the password : qualitylabel .

    Other documents

                Everything is on the Twinspace.

    PROJECT DESCRIPTION

    Pedagogical Innovation and Creativity

    Our project enhanced students’ creativity and enabled them to use their imagination in many cases. They have often worked on laptops, individually, in pairs or in groups to create the game ‘who’s who? and surveys (page 1 on the Twinspace), to create a quiz to introduce their city (page 2) and their school (page 3), to create a list of all the activities we completed since September to recap the project and to research facts and vocabulary regarding the topic of ‘poetry’ (pages 4 and 5), to record themselves on MP3 players to create audiobooks (pages 4 and 7), to create their own logos and vote for the best ones (page 8) and also to communicate with other etwinners (pages 6 and 9). They also worked in class, in groups, to write the end of the poems that Ukrainian pupils had started and that were illustrated by the Spanish team etc... (page 7). Each activity has also allowed me to improve on my teaching methods: my pupils were able to create, innovate, take risks and complete each task while respecting deadlines, learn how to manage tasks in view to create a joint project. All of the above have allowed pupils to be active in their own learning and pushed them to analyse their work, develop their curiosity, explore and develop their views about poetry. (pages 10 and 11)

    Curricular integration

    This project lies within our school policies : each pupil has to do well, to learn and develop language skills in order to communicate but also to create links with other (European or not) schools. It also links with the skills my pupils have to achieve : writing poetry and giving their opinions and reactions on the forums, interacting  with eTwinners via games and poems, developing their listening and reading skills by listening to the performances and by reading the poems and messages made by the Spanish and Ukrainian teams. We also worked on learning and building a bank of new vocabulary linked to different topics and we revised grammar points ie using comparative and superlative forms and past tenses. We also worked on pronunciation and intonation of sentences in English and we learnt how to organise our ideas to be able to communicate better with others. Finally, this project was part of an EPI interdisciplinary project entitled « Quand la danse rencontre le slam » (the subjects involved into this EPI were Physical Education, French, Music and of course English).

    Communication and exchange between partner schools

    We, teachers of the project, have organised each step of the project via emails. We contacted each other on the teacher bulletin of our Twinspace in order to agree on deadlines, discuss tasks and objectives. We managed to keep up with our calendar. Etwinner pupils have also been able to communicate with each other using different ways: they got to know each other by reading their profiles and sending messages to each other on their profile walls, they responded to the games, quiz and questionnaires on the Forum and directly on pages (padlets for example), they reacted and gave their opinions to their final ebook of cinquain poems on the forum  and created logos and organised votes to create our final logo for our project, they invented our slogans and interacted a lot by doing and performing the other eTwinners’ work.

    Collaboration between partner schools.

    Firstly, we worked in the theme of poetry on our own (page 4) but we interacted a lot afterwards ( page 9). For example, we wrote and performed slam poems that were performed by the Ukrainian team too afterwards or the Spanish pupils shared a Spanish poem that we recited aloud too. Then, all the tasks were collaborative: first, we co-decided the topics of our cinquain poems, co-wrote and co-illustrated them ( lines 1 and 5 by team 1, lines 2,3 and 4 by team 2 and the illustrations by team 3) and co-performed them ( orally and/or on stage). Moreover, the pupils co-created our logo (page 8) and they prepared our live event together (page 11) by preparing a quiz on socrative.com. Finally, the eTwinners decided to write Xmas, New Year, Valentine’s day, Women’s day, Teacher’s day and Easter messages to each other so as to be constantly in contact with one another (page 6).

    Use of technology

    The use of new technologies was vital to complete this project and we created a page called « eTools used on the Twinspace » : https://twinspace.etwinning.net/22525/pages/page/147064

    Audioboom, Mp3 players, thinglink, survey-maker, issuu, google forms, mentimeter, padlet, emaze, kizoa, prezi, tumpu, adventmyfriends, poster my wall, framapad, hellokids, wordle, tagul, tricider, socrative, photo funia, recite, flixpress, stupeflix were used on our Twinspace.

    Results, impact and documentation

    I am absolutely convinced with the necessity for my pupils to be involved in such project. It makes learning a language more realistic and they can develop a better understanding of others’ cultures. It is very important nowadays to be able to speak a second language to support my pupils and their future work life. I feel that nowadays my job is not just to teach but also to help and guide my pupils. The activities used for this project allowed pupils to work in groups or individually away from didactic teaching which allowed my pupils to grow in confidence during the course of the year and to learn with pleasure. This goes in line with what the teaching and learning environment should be in lessons in our school. The best parts of the project are the collaborative ebook which included 10 poems and the different audio books (page 7), our interactive activities (page 9) and our live event (page 11). So as to dissiminate our project, the French team wrote articles in and out of school, created a mind map to recap on the project on eTwinning day at school ( page 10). To conclude, it is highly important to notice the friendship and links that French, Spanish and Ukrainian etwinners have created with one another which reinforces the idea of straightening our links with Europe.

    Other Awards (if applicable).

    My Spanish and Ukrainian colleagues have also completed their national quality label application forms.

     

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    Preview of the application form made by Esther ( The Spanish team): done on July 3rd 2017 

     

     

     

     

     

     

     

     

     

     

    Preview

    PROJECT DETAILS

    Short description
    In order to encourage our students in the production of creative writing, we co-produced an ebook of poems in English that we illustrated, too. We also collaborated to perform different kinds of poems on stage using body language and music. Finally, we made new friends and discovered new cultures.
    Links to Project Outcomes
    On our Twinspace, https://twinspace.etwinning.net/22525/home, you will be able to see all activities done by our pupils with the username : visitante.sna.19 and the password : qualitylabel . Other documents: Everything is on the Twinspace.
    Other documents

    PROJECT DESCRIPTION

    Pedagogical Innovation and Creativity
    Our project enhanced students’ creativity and enabled them to use their imagination in many cases. They have often worked on PCs, individually, in pairs or in groups to create the game "who’s who?" (page 1 on the Twinspace), to create a quiz to introduce "their city" (page 2) and "their school" (page 3), to create a list of all the activities we completed since September to recap the project and to research facts and vocabulary regarding the topic of "poetry" (pages 4 and 5), to record themselves on a smart phone (pages 5 and 10), to create their own logos (page 8) and also to communicate with other eTwinners (pages 6 and 9). They also worked in class, in groups, to write the end of the poems that Ukranian pupils had started and that were illustrated by the French team etc... (page 7). Each activity has also allowed me to improve on my teaching methods: my pupils were able to create, innovate, take risks and complete each task while respecting deadlines, learn how to manage tasks in view to create a joint project. All of the above have allowed pupils to be active in their own learning and pushed them to analyse their work, develop their curiosity, explore and develop their views about poetry (pages 10 and 11).
    Curricular integration
    This project lies within our school policies: each pupil has to do well, to learn and develop language skills in order to communicate but also to create links with other (European or not) schools. It also links with the skills my pupils have to achieve: writing, in this case creative writing through poetry and also giving their opinions and reactions on the forums, interacting with eTwinners via games and poems, developing their listening and reading skills by listening to the performances and by reading the poems and messages made by the French and Ukrainian teams. We also worked on personal descriptions, learnt new vocabulary linked to different topics and we revised grammar points i.e. using adjectives, gerunds, present and past tenses. Besides, we worked on pronunciation and intonation of sentences in English and we learnt how to organise our ideas to be able to communicate better with others. Finally, this project had interdisciplinary links: Physical Education, Spanish Literature, Music, Arts and Crafts, ICT and of course, English.
    Communication and exchange between partner schools
    We, teachers of the project, have organised each step of the project via emails. We contacted each other on the teacher bulletin of our Twinspace in order to agree on deadlines, discuss tasks and objectives. We managed to keep up with our calendar. Etwinner pupils have also been able to communicate with each other using different ways: they got to know each other by reading their profiles and sending messages to each other on their profile walls, they responded to the games, quiz and questionnaires on the Forum and directly on pages, they reacted and gave their opinions to their final ebook of cinquain poems on the forum and created our final logo for our project, they interacted a lot by doing and performing the other eTwinners’ work.
    Collaboration between partner schools.
    Firstly, we worked in the theme of poetry on our own: For instance, the Spanish students wrote poems to a shell (page 4) using the five senses or we created Acrostic poems with the word Christmas (page 6) but we interacted a lot afterwards (page 9). For example, the French pupils shared a French poem that we recited aloud and we shared a Spanish poem that the French students recited aloud, too and reactions on both sides were written by students. To make up for our difficulty with Ukranian language, the Spanish students recorded a video about Ukraine. Then, all the tasks were collaborative: first, we co-decided the topics of our cinquain poems, co-wrote and co-illustrated them ( lines 1 and 5 by team 1, lines 2,3 and 4 by team 2 and the illustrations by team 3) and co-performed them ( orally and/or on stage). Moreover, the pupils co-created our logo (page 8) and they prepared our live event together (page 11) by preparing a quiz on socrative.com. Finally, the eTwinners decided to write Xmas, New Year, Valentine’s day, Women’s day, Teacher’s day and Easter messages to each other so as to be constantly in contact with one another (page 6).
    Use of technology
    The use of new technologies was vital to complete this project and we created a page called «eTools used on the Twinspace » : https://twinspace.etwinning.net/22525/pages/page/147064 Audioboom, Mp3 players, thinglink, survey-maker, issuu, google forms, mentimeter, padlet, emaze, kizoa, prezi, tumpu, adventmyfriends, poster my wall, framapad, hellokids, wordle, tagul, tricider, socrative, photo funia, recite, flixpress, stupeflix, you tube were used on our Twinspace depending on the activity and on the ability of each one, not only teachers' but also students'.
    Results, impact and documentation
    I am absolutely convinced with the necessity for my pupils to be involved in such project. It makes learning a language more realistic and they can develop a better understanding of others’ cultures. At present, it is very important to be able to speak a second language to communicate and also for students' future work life. I feel that nowadays my job is not just to teach but also to help and guide my pupils. The activities used for this project allowed pupils to work in groups or individually away from didactic teaching which allowed them to grow in confidence and become involved according to their abilities and their personality and to learn with pleasure during the course of the year. This goes in line with what the teaching and learning environment should be in lessons in our school. The best parts of the project are the collaborative ebook which included 10 poems, the performance on stage at school, our interactive activities (page 9) and our live event (page 11). So as to disseminate our project, the Spanish team made a display of the Acrostic poems at Christmas, performed our cinquain poems on stage for different groups of students within the activities scheduled on "Book Day" at school (page 10); besides, we created the "eTwinning Corner" to recap on the project and share it with parents and staff; we also wrote several reviews on our school website and finally, I would like to mention that the staff have been regularly informed at the end of each term about the progress of the project. To conclude, it is highly important to notice the friendship and links that French, Spanish and Ukrainian eTwinners have created with one another which reinforces the idea of straightening our links with Europe.
    Other Awards (if applicable).
    My French and Ukrainian colleagues have also completed their national quality label application forms.

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    Preview of the application form made by Tetiana ( The Ukrainian team)

    POETEENS

    • 22.09.2016
    POETEENSproject picture

    Poetry is perhaps one of the most underused forms of writing in the English classroom but motivated and guided well, it could encourage our students in the production of creative writing and help them to connect to others. How could we achieve this goal? In several ways, but in the...

     

     

     

     

     

     

                                         Quality Label: Last modified  on 17.06.2017, waiting for  evaluation. (edit)

     

     

     

     

     

     

     

     

     

    PROJECT DETAILS

    Short description
    In order to encourage our students in the production of creative writing, we co-produced an ebook of poems in English that we illustrated too. We also collaborated to perform different kinds of poems using music and body language. Finally, we made new friends and discovered new cultures.
    Links to Project Outcomes
    On our Twinspace, https://twinspace.etwinning.net/22525/home, you will be able to see all activities done by our pupils with the username : quality.label.62 and the password : qualitylabel .
    Other documents:                                    On the Twinspace

    PROJECT DESCRIPTION

    Pedagogical Innovation and Creativity
    Our project enhanced students’ creativity and enabled them to use their imagination in many cases. They have often worked on laptops, individually, in pairs or in groups to create the game ‘who’s who? and surveys (page 1 on the Twinspace), to make a video to introduce their city (page 2) and their school (page 3), to create a list of all the activities we completed since September to recap the project and to research facts and vocabulary regarding the topic of ‘poetry’ (pages 4 and 5), to record poems, to create their own logos and vote for the best ones (page 8) and also to communicate with other eTwinners (pages 6 and 9). They also worked in class, in groups, to write the end of the poems that French pupils had started and that were illustrated by the Spanish team etc... (page 7). Each activity has also allowed me to improve on my teaching methods: my pupils were able to create, innovate, take risk and complete each task while respecting deadlines, learn how to manage tasks in view to create a joint project. All of the above have allowed pupils to be active in their own learning and pushed them to analyse their work, develop their curiosity, explore and develop their views about poetry. (pages 10 and 11)
    Curricular integration
    This project lies within our school policies : each pupil has to do well, to learn and develop language skills in order to communicate but also to create links with other schools. It also links with the skills my pupils have to achieve : writing poetry and giving their opinions and reactions on the forums, interacting with eTwinners via games and poems, developing their listening and reading skills by listening to the performances and by reading the poems and messages made by the Spanish and French teams. We also worked on learning of new vocabulary linked to different topics and we revised grammar points ie using comparative and superlative forms, active and passive voices, gerund, and present and past tenses. We also worked on pronunciation and intonation of sentences in English and we learnt how to organise our ideas to be able to communicate better with others. Finally, this project had interdisciplinary links: Physical Education, Ukrainian, Art, Literature, Music and of course English.
    Communication and exchange between partner schools
    We, teachers of the project, have organised each step of the project via emails. We contacted each other on the teacher bulletin of our Twinspace in order to agree on deadlines, discuss tasks and objectives. We managed to keep up with our calendar. eTwinner pupils have also been able to communicate with each other using different ways: they got to know each other by reading their profiles and sending messages to each other on their profile walls, they responded to the games, quiz and questionnaires on the Forum and directly on pages, they reacted and gave their opinions to their final ebook of cinquain poems on the forum and created logos, they interacted a lot by doing and performing the other eTwinners’ work.
    Collaboration between partner schools.
    Firstly, we worked in the theme of poetry on our own (page 4) but we interacted a lot afterwards ( page 9). For example, we performed slam poems that were written by the French team afterwards. Then, all the tasks were collaborative: first, we co-decided the topics of our cinquain poems, co-wrote and co-illustrated them ( lines 1 and 5 by team 1, lines 2,3 and 4 by team 2 and the illustrations by team 3) and co-performed them ( orally and/or on stage). Moreover, the pupils co-created our logo (page 8) and they prepared our live event together (page 11) by preparing a quiz on socrative.com. Finally, the eTwinners decided to write Xmas, New Year, Valentine’s day, Women’s day, Teacher’s day and Easter messages to each other so as to be constantly in contact with one another (page 6).
    Use of technology
    The use of new technologies was vital to complete this project and we created a page called « eTools used on the Twinspace » : https://twinspace.etwinning.net/22525/pages/page/147064 Audioboom, Mp3 players, thinglink, survey-maker, issuu, Behappy.me, google forms, mentimeter, padlet, emaze, kizoa, prezi, tumpu, adventmyfriends, poetrysoup, poster my wall, framapad, smore, hellokids, wordle, tagul, tricider, socrative, photo funia, pizap, recite, flixpress, stupeflix were used on our Twinspace.
    Results, impact and documentation
    I am absolutely convinced with the necessity for my pupils to be involved in such project. It makes learning a language more realistic and they can develop a better understanding of others’ cultures. It is very important nowadays to be able to speak a second language to support my pupils and their future work life. I feel that nowadays my job is not just to teach but also to help and guide my pupils. The activities used for this project allowed pupils to work in groups or individually away from didactic teaching which allowed my pupils to grow in confidence during the course of the year and to learn with pleasure. This goes in line with what the teaching and learning environment should be in lessons in our school. The best parts of the project are the collaborative ebook which included 10 poems, our interactive activities (page 9) and our live event (page 11). So as to dissiminate our project, the Ukrainian team introduced a project on our school website, in Facebook group "Our English Class", in the personal blog, made a display of the project at school, published our book of poems in order to share with parents and colleagues. To conclude, it is highly important to notice the friendship and links that French, Spanish and Ukrainian eTwinners have created with one another which reinforces the idea of straightening our links with Europe.
    Other Awards (if applicable).
    My Spanish and French colleagues have also completed their national quality label application forms.