Çağrı DERE/Kazikli Secondary School

We associated our project work with our English subject.
Spoken Interaction
E7.8.SI1. Students will be able to give explanations with reasons.

Spoken Production
E7.8.SP1. Students will be able to report on explanations with reasons.


Reading
E7.8.R1. Students will be able to understand simple expressions and recognize familiar words about explanations with reasons.

Çağrı DERE/Kazikli Secondary School

We associated our project work with our English subject.
Reading
E7.8.R1. Students will be able to understand simple expressions and recognize familiar words about explanations with reasons.

Çağrı DERE/Kazikli Secondary School

We associated our project work with our English subject.
Writing
E7.8.W1. Students will be able to write pieces about explanations with reasons.

Çağrı DERE/Kazikli Secondary School

We associated our project work with our English subject.
Reading
E7.9.R1. Students will be able to identify specific information in various texts about environment.

Çağrı DERE/Kazikli Secondary School

We associated our project work with our English subject.
Writing
E7.9.W1. Students will be able to write short, simple messages about environment.
E7.9.W2. Students will be able to write short description of a process

Çağrı DERE/Kazikli Secondary School

We associated our project work with our English subject.
Reading
E7.10.R1. Students will be able to identify specific information in various texts about facts and general truths.

Çağrı DERE/Kazikli Secondary School

We associated our project work with our English subject.
Writing
E7.10.W1. Students will be able to write short and basic descriptions of facts and general truths.

Çağrı DERE/Kazikli Secondary School

We associated our project work with our English subject.
E7.9.
Assignments
Students prepare a poster showing the ways of protecting our environment.

Çağrı DERE/Kazikli Secondary School

We associated our project work with our Science subject.
F.7.4.5. Domestic Waste and Recycling / Recommended Time: 6 lesson hours (Evsel Atıklar ve Geri Dönüşüm / Önerilen Süre: 6 ders saati)

Topic / Concepts: Domestic solid waste materials, domestic liquid waste materials, recycling, reuse (Evsel katı atık maddeler, evsel sıvı atık maddeler, geri dönüşüm, yeniden kullanma)

F.7.4.5.1. Distinguishes substances that can be recycled and not recycled in domestic waste. (Evsel atıklarda geri dönüştürülebilen ve dönüştürülemeyen maddeleri ayırt eder)

Çağrı DERE/Kazikli Secondary School

We associated our project work with our Science course.
F.7.4.5.2. Designs projects for the recycling of domestic solid and liquid wastes. (Proje çalışmalarımızı Fen Bilimleri dersimizle ilişkilendirdik.)

Çağrı DERE/Kazikli Secondary School

We associated our project work with our Science course.
F.7.4.5.3. Questions recycling in terms of effective use of resources. (Geri dönüşümü, kaynakların etkili kullanımı açısından sorgular.)
F.7.4.5.4. It pays attention to waste control in its immediate environment. (Yakın çevresinde atık kontrolüne özen gösterir.)

Çağrı DERE/Kazikli Secondary School

We associated our project work with our Social Science course.
SB.7.6.5. It adopts democratic attitude as a way of life. (Bir yaşam biçimi olarak demokratik tutumu benimser.)

Çağrı DERE/Kazikli Secondary School

We associated our project work with our Art subject.
A.7.1.4 Uses traditional and contemporary materials and techniques in visual art work. (uses paint techniques and computer, camera and tablet) (Görsel sanat çalışmasında geleneksel ve çağdaş malzemeler ile teknikleri kullanır. (boya teknikleri ve bilgisayar, fotoğraf makinesi ve tablet kullanır.)

Çağrı DERE/Kazikli Secondary School

We have integrated our project work into our work schedules on certain days and weeks.

The Energy Saving Week is the week, which is celebrated every second week of January, with various awareness and information activities on energy saving.

Çağrı DERE

We have integrated our project work into our work schedules on certain days and weeks.

On Tuesday, 11 February 2020, we celebrated the 17th edition of Safer Internet Day (SID), with events and activities in the school with the participation of all members of the school.

Gülsüm Tİryaki Bayram- Mustafa Kemal Primary School/İstanbul

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/İstanbul

Curriculum

CEIP S'HORT DES FASSERS

This project has been perfect to carry one of the main goals of our Primary English Curriculum that states that children through the learning of English language will appreciate the foreign language and languages ​​in general as a means of communication and understanding between people from different backgrounds and cultures and as learning tools.
(CURRICULUM PRIMARY ENGLISH LANGUAGE from BALEARIC ISLANDS Specific goal n.12) Decree 32/2014

Gülsüm Tiryaki Bayram-Mustafa Kemal Primary School/Eyüp/İstanbul

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

The project is integrated through five curriculum areas: technical and information, language - communication, science, art and social humanities. Throughout the project there is a correlation between the subjects Geography, English, Nature, Art Culture and Informatics. Interdisciplinary topics are also represented: ICT, learn how to learn, personal and social development and sustainable development.

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associetes our project work with Geography outcomes where students explain how economic activities affect the environment and society. They collect and analyse data on the impact of human activities on the environment. They show a sense of rational use of natural and personal resurses. List examples of sustainable development from school and local community. By developing social sensitivity and environmental awareness, students develop solidarity. Acquired values encourage acceptance of cultural and other differences and respect for the needs of others, with mutual understanding and respect.

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associated our project work with English language outcome where student communicate effectively and contextually with native and non-native English speakers leading to mutual satisfaction of interlocutors of different cultural identities and building harmonious intercultural relations. Communication in a foreign language implies the ability to orally and in writing understand, interpret and express information, ideas, thoughts, feelings, attitudes and values in different cultural and social situations, thus giving the student the opportunity to interact with people with whom he does not share his mother tongue. Such interaction contributes to understanding and discovering the world around the student, gaining knowledge about different countries and people who speak English and thus, by knowing the culture, enables informed communication. It thus contributes to intercultural awareness which enriches the student on a personal level and on the level of culture and society.

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associated our project work with Nature outcomes where students Understands how a polluted environment affects his and the general well-being. He is aware of the importance of preserving the environment for the well-being of his community. It connects the state of the environment with the well-being of its community. It researches the state of the environment and concludes how the state of the environment affects well-being. Distinguishes the main causes of endangerment of nature and supports them with examples. Researches the state of the environment and determines the degree of endangerment of nature and the environment. (social, ethical, environmental, etc.)

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associated our project work with Art outcomes where students - express creatively thinking by producing ideas and solving problems; to develop psychomotor and cognitive skills by getting to know and using different materials, procedures and media. Also there was a correlation with interdiciplanary theme sustainable development (odr B.2.2. Recognizes examples of sustainable development and their impact on the local community. It is determined to behave in accordance with sustainable development.
Odr B.3.2. Participates in activities that promote sustainable development in the school, local community and beyond.

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associated our project with ICT interdiciplinary curriculum area: ikt A.3.1. The student independently selects the appropriate digital technology.
ikt B.3.2. The student independently cooperates with famous people in a secure digital environment.
ikt C.3.1. The student independently conducts simple research, and with the help of the teacher complex research to solve problems in the digital environment.
ikt C.3.2. The student independently and effectively conducts a simple search, and with the teacher's help a complex search for information in the digital environment.
ikt C.3.3.The student independently or with a little help from the teacher assesses and selects the necessary information found.
ikt D.3.1. The student expresses himself creatively using appropriate technology to create ideas and develop plans and apply different ways to encourage creativity.

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associted our project work with interdisciplinary curriculum area topics personal and social development: Osr.A.2.4. Develops work habits
Osr.B.2.2, Develops communication competencies
Osr. B.2.2. Collaborative learning in the team

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associated project work with interdisciplinary curriculum area topic learn how to learn:Uku A.2.3 The student uses creativity to shape their ideas and approaches to problem solving
Uku A.2.1 With the support of the teacher or independently seeks new information from various sources and successfully applies them in problem solving
Uku B.2.4. At the instigation of the teacher or independently, the student evaluates the learning process and its results and assesses the progress made and also they did multicorrelation with Geography outcomes (Collects and analyses data on the impact of human activities on the environment), Nature (He is aware of the importance of preserving the environment for the well-being of his community) and Foreign language outcomes (Communication in a foreign language implies the ability to orally and in writing understand, interpret and express information,

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associated project work with Geography (Lists examples of sustainable development from school and local community. Researches and describes examples of sustainable development and Nature outcomes (Distinguishes the main causes of endangerment of nature and supports them with examples. Researches the state of the environment and determines the degree of endangerment of nature and the environment. (social, ethical, environmental, etc.) and also with correlation to interdisciplinary curicullum area topis sustainable development (Odr A.3.3. Considers the causes of endangerment of nature. Demonstrates sensitivity to environmental issues.
Odr A.3.4. Explains the connection between economic activities and the situation in the environment and society.
odr B.2.2. Recognizes examples of sustainable development and their impact on the local community. It is determined to behave in accordance with sustainable development.

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associated project work with Art outcomes - express creatively thinking by producing ideas and solving problems; to develop psychomotor and cognitive skills by getting to know and using different materials, procedures and media.

OŠ VRPOLJE, Croatia (Jelena Vukičević and Antonia Petković

We associated project work with Nature outcomes - He is aware of the importance of preserving the environment for the well-being of his community. It connects the state of the environment with the well-being of its community. It researches the state of the environment (soil, air) and concludes how the state of the environment affects well-being.

CEIP S'HORT DES FASSERS

Develop interest in enjoying learning a foreign language. Goal 11 from the Balearic Islands CURRICULUM for Englinsh language in Primary Level. (Decree 32/2014) We integrate the teaching of English through cross-curricular contents in the case, the area of Arts and Crafts.

CEIP S'HORT DES FASSERS

Value the foreign language and languages in general as a means of communication and understanding between people from different backgrounds and cultures and as a learning tools. Specifi goal from the Balearic Islands CURRICULUM for English language in Primary level. (Decree 32/2014) The English language has been the vehicle of communication all through the project. This gives the opportunity to students to approach the goal 12.

CEIP S'HORT DES FASSERS

Participation in European programs helps to spread the use of the language as a vehicle for communication and learning outside the classroom, it facilitates the development of students' oral and written communication skills in combination with information and communication technologies, and allows collaborative learning in a motivating context.
Our Curriculum in the Balearic Islands (Decree 32/2014) for English language in Primary level, offers in the methodology orientations, the use of small group cooperation as well as the balance teaching of the four language skills, listening, speaking, reading and writing. When it comes to speaking and oral interactions is very useful to work through speaking and fluency when informing or presenting tips or recommendations to the whole educative community.

CEIP S'HORT DES FASSERS

The organization facilitated us carrying out lessons dividing smalls groups with the support of the other English teachers. "Methological orientations in our Curriculum, (Decree 32/2014)" The organization of the classroom must be flexible enough to make individual work possible, in small group or couples, and in large group. The combination of different types of groupings allows to take advantage of the differences of interests forms of learning, skills, motivations and behaviors for developing individual and social communication skills.
Grouping students helps the teachers to work communication skills and respect different and individual rythms. It also encourages the cooperative work among students to create a softer and non-competitive atmosphere.

CEIP S'HORT DES FASSERS

The area also contributes to the development of social and civic competences. Learning a foreign language involves knowledge of cultural features and facts of the different communities of speakers of this language. That learning, well oriented from the school, it must be translated into an interest in knowing other cultures and to interact with other people, speakers or learners of this language. In this way, tolerance and integration are fostered. (Decree 32/2014 Balearic Islands Curriculum) Methodological orientations.

CEIP S'HORT DES FASSERS

Write words, sentences, sentences and texts with different purposes about topics previously treated in the classroom with the help, if necessary, of models.
Goal 4 (Decree 32/2014) Curriculum for English Primary Education in the Balearic Islands.

CEIP S'HORT DES FASSERS

Learn to use with progressive autonomy the conventional means, the
audiovisual media, the library and information technologies and the
communication as tools for communicating and learning the foreign language. Goal 7 (Decre32/2014 Curriculum for English Primary Education Balearic Islands)

CEIP S'HORT DES FASSERS

Develop an interest in enjoying learning a foreign language in a fun and playful environment.
Sequencing of main objectives for English in Primary for 3rd cycle.

CEIP S'HORT DES FASSERS

We have incorporated Geography studies, since it helps to understand the causes of human action and the changes that arise from these actions, such as the modification of urban areas, changes in communications, in trade systems, routes, and borders. In addition, thanks to it, we can locate ourselves in space, know the climate, understand natural phenomena in certain regions, the economic functioning of a country, among many other things. All this means that studying geography is also understanding what is happening in the world on a social, economic and political level. All this makes geographic knowledge have a high degree of importance in the training processes of students who, step by step, will be able to face the understanding of reality from this social science.

Nurgül Dağdeviren/Yahya Kemal Beyatlı Primary School

curriculum

Nurgül Dağdeviren/Yahya Kemal Beyatlı Primary School

curriculum

Nurgül Dağdeviren/Yahya Kemal Beyatlı Primary School

curriculum

Małgorzata Brodziak, Szkoła Podstawowa nr 1 w Nysie, Poland

The project is integrated with the core curriculum of seven subjects: English, Information Technology, Biology, Geography, Music, Art and Design.
English:
• The student uses the basic linguistic resources (lexical, grammatical, spelling and phonetic), enabling the implementation of other general requirements in the following topics: human being, place of living, education, life, culture, environment, science and technology, (I.1; I.2; I.3; I.5; I.9; I.12; I.13)
• The student understands simple oral statements (e.g. conversations, messages, messages, announcements, instructions), clearly articulated in standard language (II.1-6)
• The student understands simple written statements (e.g. letters, e-mails, SMSes, postcards, inscriptions, brochures, leaflets, menus, announcements, timetables, picture stories with text, articles, narrative texts, reviews, interviews, entries on forums and blogs, literary texts), (III.1-7)
• The student creates short, simple, consistent and logical written statements (e.g. note, announcement, invitation, wishes, message, SMS, postcard, e-mail, story, private letter, blog entry) (V.6-8)

Małgorzata Brodziak, Szkoła Podstawowa nr 1 w Nysie, Poland

English:
• The student reacts in the form of simple written text (e.g. message, SMS, private short letter, e-mail, chat / forum post) in typical situations (VII.1; VII.4; VII.13; VII.14)
• The student has:
• basic knowledge about the countries, societies and cultures of communities that use a given modern foreign language, and about the mother country, taking into account the local, European and global context,
• awareness of the relationship between one's own and foreign culture, and intercultural sensitivity. (IX.1; IX.2)

• The student performs self-assessment and uses techniques of independent work on the language (e.g. using a dictionary, correcting errors, keeping notes, using mnemonics, using cultural texts in a modern foreign language) (X)
• The student collaborates in a group (e.g. in classroom and extracurricular language project work) (XI)
• The student uses information sources in a modern foreign language (e.g. from encyclopedia, media, instruction manuals), also with the use of information and communication technologies. (XII)

Małgorzata Brodziak, Szkoła Podstawowa nr 1 w Nysie, Poland

Information technology:
• Programming and troubleshooting using a computer and other digital devices. Pupil:
o prepares and presents solutions to problems using basic applications (text and graphics editor, spreadsheet, multimedia presentation program) on his computer or in the cloud, demonstrating the skills of:
 creating illustrations in a graphics editor: drawing with selected tools, transforms images, supplements graphics with text,
 creating text documents: selects a font, formats paragraphs, inserts illustrations, inscriptions and shapes into text,
 creating short multimedia presentations combining text with graphics, uses ready-made templates or designs according to your own ideas (II.3.a; II.3.b; II.3.d)

Małgorzata Brodziak, Szkoła Podstawowa nr 1 w Nysie, Poland

Information Technology:
• Using a computer, digital devices and computer networks. Pupil:
o uses a computer network (school, internet):
 to search for the necessary information and educational resources, navigate between pages,
 as a communication medium,
 to work in a virtual environment (on a platform, in the cloud), adhering to the methods and rules of working in such an environment,
 organizes its files in folders located locally or on the network. (III.2.a-d)
• Developing social competences. Pupil:
o participates in a team problem solving using such technology as: e-mail, forum, virtual learning environment, dedicated educational portal
o identifies and appreciates the benefits of working together to solve problems together
o respects the principle of equality in access to technology and information, including access to computers in the school community. (IV.1-3)

Małgorzata Brodziak, Szkoła Podstawowa nr 1 w Nysie, Poland

Biology:
• Ecology and environmental protection. Pupil:
o presents renewable and non-renewable natural resources as well as proposals for rational management of these resources in accordance with the principle of sustainable development. (VII.9)

• Threats to biological diversity. Pupil:
o justifies the need to protect biodiversity
o presents the forms of nature protection in Poland and justifies the necessity to use them for the preservation of species and ecosystems. (VIII.4-5)
Geography:
• Skills and applying knowledge in practice.
o Taking up new challenges and rational pro-environmental and social activities. (II.7)
• Poland's natural environment in comparison to Europe. Pupil:
o lists the forms of nature protection in Poland, indicates national parks on the map and gives examples of nature reserves, landscape parks and natural monuments occurring in the area of their own region.
o adopts the attitude of co-responsibility for the condition of the natural environment in Poland.(IX.13; IX.16)

Małgorzata Brodziak, Szkoła Podstawowa nr 1 w Nysie, Poland

Music:
• Individual and team musical expression.
o performs solo or in a band "raps", rhythmic recitations, etc
o he improvises vocally and creates - under the guidance of a teacher and on his own - various musical statements according to established rules. (I.4; I.6)
Art.:
• Improving art skills - creative expression manifested in individual and team activities. Pupil:
o expresses feelings and emotions towards reality in artworks, as well as those resulting from musical or literary inspirations (impression and expression); draws, paints, illustrates real and imagined phenomena and events (also in correlation with other objects)
o designs graphic utility forms (invitation, cover, poster); shapes spatial decorative and scenographic forms - individually and in a team;
o uses various art techniques (simple graphic, sculptural, painting techniques, elements of digital photographic imaging and with the use of selected graphic computer programs) (II.2; II.4; II.6)
Design:
• Material Engineering. Pupil:
o rationally manages various materials
o distinguishes and applies the principles of segregating and processing waste from various materials and electronic components. (III.7-8)