THE FRENCH APPLICATION FORM : DONE ON JUNE 15th, 2017
Preview
PROJECT DETAILS
Short description
First, in order to stop stereotyping, French pupils discovered what English food really was and vice-versa.
Then, they thought of the benefits of superfoods and seasonal products and all cooked recipes from their own countries, writing in English for French pupils and in French for English ones and illustrating them themselves.
Next, they combined the recipes together so as to co-create a unique recipe, from both countries, that was cooked with a chef and from both sides.
Finally, they shared their cooking experiences on the forum and learnt more about the food culture of another country.
Links to Project Outcomes
Username : quality.label.61
Password : qualitylabel
Pages 7 et 8 : our eTwinning recipe
Page 11 : our « almost live » interview.
Other documents
Everything is on the Twinspace.
PROJECT DESCRIPTION
Pedagogical Innovation and Creativity
Each activity linked to our project contributed to reinforce what pupils had already learnt previously. They have often worked in the computer room, individually, in pairs or in groups to write their Chinese portraits, to create powerpoints and quizzes to introduce their school and city, to create a list of all the activities we completed since September to recap the project, to research facts and vocabulary regarding the topic of ‘cooking’, to film themselves to create a ‘live’ interview, to create their own logos and vote for the best ones and also to communicate with other etwinners. They also worked in class, in groups, to comment on English food, to taste food our English partners sent to us by post, to work on cooking idiomatic expressions and to create an art exhibition called “brandalism”. 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 food culture.
Curricular integration
This project lies within our school policies : each pupil has to do well, learn and develop language skills in order to communicate but also to create links with another school in England. It also links with the skills my pupils have to achieve: orally interacting in English to interview our English partners and to answer their questions, writing in English by writing recipes and creating a unique eTwinning recipe as well as being able to give their own opinions on different topics. Pupils developed their reading skills by understanding the different presentations made by the English team or the working sheets in English lessons. We also worked on learning and building a bank of new vocabulary linked to the topic, we revised grammar points ie using comparative and superlative, imperative, present perfect, the question pattern etc... We also worked on pronunciation and intonation of sentences in English and 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 “LA CUISINE DANS TOUS SES ETATS” ( the subjects involved into this EPI were maths, science, art, Spanish, German and of course English).
Communication and exchange between partner schools
We, teachers of the project, have organised each step of the project via emails, spoke using Skype before promoting this project to our groups. 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 questionnaires on the Forum and directly on pages and on padlets, they have reacted and gave their opinions to the recipes on the Forum on our Twinspace and have created logos and organised votes to create our final logo for our project.
Collaboration between partner schools.
Some tasks were completed by the 2 groups separately and some were joint tasks. Firstly, we worked in the theme of ‘cooking' on our own: we cooked, wrote and illustrated our recipes from our own country and we worked on food idiomatic expressions in French and English. Afterwards, all the tasks were collaborative: first, each team co-created a unique eTwinning recipe: “a bread and butter pudding with biscuits roses”. Then pupils co-created our project logo too. Next, they constantly gave their opinions and reactions on the forum about every activity done on the Twinspace (i.e the visit of the French chef at school and the English day organised at school). After that, eTwinner pupils decided to send parcels of food to eachother. It was exciting to prepare our parcel to send and to receive the one from England. They also decided to write Xmas, New Year and Easter wishes to eachother. Finally, they co-created a video editing: questions in French by English pupils, answers in English by my pupils and vice-versa.
Use of technology
We have created a page called « eTools used on the twinspace » ( https://twinspace.etwinning.net/25021/pages/page/180028 ) so as you can see all the different etools used by teachers and pupils on the Twinspace.
The use of new technologies was vital to complete this project : photofunia, issuu, powerpoint, adventmyfriend, poster my wall, recite, smore, go pro app, framindmap, webresizer, MP3 players and cameras, padlet.
Results, impact and documentation
I am absolutely convinced with the necessity for my pupils to be involved in such project and for them to be able to communicate with English pupils. It makes learning a language more realistic and they can develop a better understanding of each other’s 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. My pupils were very proud to dissiminate our project into our school by presenting it to other classes and teachers on English day which was also our eTwinning day at school. Finally, it is highly important to notice the friendship and links that both English and French etwinners have created with each other which reinforces the idea of straightening our links – regardless Brexit (see our Xmas, New Year and Easter wishes that we sent to each other on the Twinspace and our good bye and thank you messages)
Other Awards (if applicable).
My English colleague has also completed the national quality label form.
THE ENGLISH APPLICATION FORM :DONE ON JULY 2nd, 2017
Preview
PROJECT DETAILS
Short description
First, in order to stop stereotyping, English pupils discovered what French food really is about and vice-versa.
Then, they thought of the benefits of superfoods in English, different types of food in French and seasonal products. They, French and English pupils, all cooked recipes from their own countries, writing in English for French pupils and in French for English ones and some managed to take photos to illustrate their recipes.
Next, they combined the recipes together so as to co-create a unique recipe, from both countries, that was cooked with a chef in France and English pupils went to DT cooking rooms to cooked their own version of the joint recipe.
Finally, they shared their cooking experiences on the forum and learnt more about the food culture of another country.
Links to Project Outcomes
Username : quality.label.61
Password : qualitylabel
Pages 7 et 8 : our eTwinning recipe
Page 11 : our « almost live » interview.
Other documents
Everything is on the Twinspace.
PROJECT DESCRIPTION
Pedagogical Innovation and Creativity
Each activity linked to our project contributed to reinforce what pupils had already learnt previously. They have often worked in the computer room, individually, in pairs or in groups to write their recipes, create power points to introduce their school and city, to introduce the way Bristolian speak and record themselves, to create a list of all the activities we completed since September to recap the project, to research facts and vocabulary regarding the topic of ‘cooking’, to film themselves to create a ‘live’ interview, to create their own logos and vote for the best ones, create a padlet and also to communicate with other etwinners. They also worked in class, in groups, to comment on French food, to taste food our French partners sent to us by post, to work on cooking French idiomatic expressions and to create an art exhibition called “brandalism”.
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 food culture and go beyond ‘stereotypes’.
Curricular integration
This project lies within our Foreign Modern Languages policy: each pupil has to do well, learn and develop language skills in order to communicate. By creating the link with another school in France, it allows our pupils to complete the above. It also links with the skills my pupils have to achieve: orally interacting in French to interview our English partners and to answer their questions, writing in French by writing recipes and creating a unique eTwinning recipe as well as being able to give their own simple or more complicated opinions on different topics. Pupils developed their reading skills by understanding the different presentations made by the French team as well as their listening skills when watching the ‘almost live’ interview. We also worked on learning and building a bank of new vocabulary linked to the topic, we revised grammar points ie using comparative and superlative, imperative, past tense, the question pattern etc... We also worked on pronunciation and intonation of sentences in French and learnt how to organise our ideas to be able to communicate better with others.
Communication and exchange between partner schools
We, teachers of the project, have organised each step of the project via emails, spoke using Skype before promoting this project to our groups. 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 questionnaires on the Forum and directly on pages and on padlets, they have reacted and gave their opinions to the recipes on the Forum on our Twinspace and have created logos and organised votes to create our final logo for our project.
Collaboration between partner schools.
Some tasks were completed by the 2 groups separately and some were joint tasks. Firstly, we worked in the theme of ‘cooking' on our own: we cooked different recipes, wrote and illustrated our recipes from our own country and we worked on food idiomatic expressions in French and English. Afterwards, all the tasks were collaborative: first, each team co-created a unique eTwinning recipe: “a bread and butter pudding with biscuits roses”. Then pupils co-created our project logo too. Next, they constantly gave their opinions and reactions on the forum about every activity done on the Twinspace (i.e the visit of the French chef at school and the English day organised at school). After that, eTwinner pupils decided to send parcels of food to each other. It was exciting to prepare our parcel to send and to receive the one from France. They also decided to write Xmas, New Year and Easter wishes to each other. Finally, they co-created a video editing: questions in French by English pupils, answers in English by my pupils and vice-versa.
Use of technology
We have created a page called « eTools used on the twinspace » ( https://twinspace.etwinning.net/25021/pages/page/180028 ) so as you can see all the different etools used by teachers and pupils on the Twinspace.
The use of new technologies was vital to complete this project: word documents, power points, poster my wall, logo makers, web resizer, MP3 players and cameras, repl.it and padlet.
Results, impact and documentation
I am absolutely convinced with the necessity for my pupils to be involved in such project and for them to be able to communicate with English pupils. It makes learning a language more realistic and they can develop a better understanding of each other’s 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. My pupils were very proud to dissiminate and talk about our project to others in their year group. The latest were impressed about the cross curricular activity and the chance that we had to communicate in French with ‘real’ French people. The fact that we cooked in French was also a successful part of the course! Finally, it is highly important to notice the friendship and links that both English and French etwinners have created with each other which reinforces the idea of straightening our links – regardless Brexit (see our Xmas, New Year and Easter wishes that we sent to each other on the Twinspace and our good bye and thank you messages)
Other Awards (if applicable).
My French colleague has also completed the national quality label form.
