Notes about the project
P1 Pia Maria will write partnerships section
Associating partners university
Each partner will provide by deadline after receipt of English form from Pia
General description of the organisation: [Limit: 1000 characters] scope of work, areas of specific expertise and competence in relation to the project / network proposed
Role of the participant organisation in the proposed project / network [Limit: 1000 characters]
The information provided in this section must correspond with specific tasks allocated to this organisation in the work packages.
Name Summary of relevant skills and experience
Limit 50 characters Limit 750 characters per person
Ensure that this section includes all the expertise required to fulfil the tasks and
DRAFT LLP Application Form for Centralised Project and Networks V_1 10/12/2007
responsibilities outlined in the Role described in the previous section.
Details of projects / networks in which your organisation / department has participated with the
Why does the consortium wish to undertake this project?
Explain the rationale of and background to the project / network by defining the needs or constraints that it seeks to address (current situation in the
countries involved, previous or preparatory work in the domain, the results of any needs analysis undertaken, methodologies selected, target
languages etc.). Outline the main (published) indicators that illustrate these needs. Include references to any declared national or international
political priority in this area.
To bring together pupils, students, teachers and professors to talk about the necessity of language learning and cultural background. Able to transport a European dimension.
To learn new methods for including new language learners into our schools.
To extend the creativity and innovation potential of our teachers through using action research approach.
To address the national requirements of language teaching from pupils over 7 years old.
Student teachers are offered opportunities to visit the partnership schools to share their home language and explore methods for language teaching.
To explore possibilities for Primary children to experience first hand the languages of the partnership schools.
To use ICT for extending the inclusivity for each child.
Celebrate the diversity of other languages and cultures that our young people bring to our schools through the support and partnership with parents and carers.
Aims and objectives
Define the concrete aims and objectives of the project / network and describe the ways in which the situation set out under the previous point will be
changed and the specific needs will be addressed by the project / network.
“Language learning and linguistic diversity through networking across Europe”
AIMS
Development of pre-primary and early learning provision for language acquisition
Dissemination of language learning and linguistic diversity using ICT
Effective School Management and Leadership
OBJECTIVES
1. Development of pre-primary and early learning provision for language learning
To encourage early language learning; (USCHI) (MARILYN JULIA)
To develop and disseminate tools for teaching and learning the less widely used and taught foreign languages across each partner school (VESA)
To construct a content and language integrated learning programme which can be translated across each language taught within the partnership. (VESA)
To develop innovative pedagogic approaches involving the creative arts (such as music, drama, the visual arts, etc). (WALTER)
2. Dissemination of language learning and linguistic diversity using ICT
To foster creativity, where the learner can learn through creative expression; (SUE)
To develop critical and lateral thinking to generate new ideas and innovative solutions; (WALTER)
To foster inquiry based and problem solving approaches, where the learner can learn-by-doing through experiments in real and/or virtual settings. (WALTER)
3. Effective School Management
To improve the preparation and training of effective school leaders in exploring the European dimension through teacher training institutions; (SUE)
To disseminate a better understanding of the role of school leaders; (SUE MARILYN)
Creating a focus on developing, testing and implementing approaches to providing practical training in leadership skills and school management; (SUE)
Supporting the development of a culture of evaluation within schools. (SUE)
What is unique about each of the partnership schools
Finland Specialised class for English learning programme
Student Teacher exchange programme with Lancaster University
Finnish Cultural experiences
Management of International partnerships and teacher training.
Training school for developing student teachers.
Austria Practice school for teacher training in pedagogy linked to the University College
Individualised learning programmes for the children Dalton Plan Pedagogy
Language learning German, English, Italian, Slovenien
ICT fully integrated
Democracy and leadership of the pupils.
Germany Change management of language learning through school leadership.
Inclusive pedagogy for children who are new to the country and with learning disabilities.
How do children learn reading and writing.
New language learners parental involvement sessions
Celebrating other nations
Democracy and leadership of the pupils.
Self organised language and learning acquisition
Learning a foreign language in a natural way through dialogue based on what is already known in English by creating sentences both oral and written.
Mixed age language learning.
Democracy and leadership of the pupils.
United Kingdom
Early acquisition of languages pre primary
Daily immersion of the language through the delivery by the class teacher.
Teaching Assistants use the languages.
Initial teacher training of European students.
International ethos.
Leadership across the school
Self directed learners who choose the pathways
What is the approach adopted by the consortium to develop the work of this proposed project?
key activities
School leadership
Meetings Nov 2008 Austria
April / May 2009 Finland
Dec 2009 Germany
May 2010 England
Host school Headteacher produces a Case study of each of the partnership schools. Each paragraph is translated.
Observation of practice in each of the six schools engage in learning walks with the leader of the school and participant Heads.
Dialogue at the school together sharing questions and answers.
Reflection on the practice of what is seen by the critical friends which is written up as a report to be submitted to the host.
Lectures for parents, students, teachers and other professionals who will share this as research.
60 teachers over 2 years
Meetings in a school of their choice as guests on the staff.
1 class of children from each partner school each year of the project 4 visits in total across each pair of schools.
milestones,
Children are keen on learning languages and understand different cultures
ICT interactions work
We have reflected on our learning and have had an impact on teachers practice and children’s learning
Record the methodology and research outcomes for a wider audience
management, monitoring
Leadership meeting.
What have the teachers learned from the host school and what have they seen that they would not want to implement. How will this impact on training of teachers?
All teachers must write a report for the visit.
Raise the profile of the trainee teachers in our schools who support the language teaching.
quality assurance
Symposium of the results of our research
Networking of leaders across Europe
Questionnaires by the children as to the impact of their visits
Children write emails or post about what they gained from the visit.
Adults to evaluate the outcomes of the visits to the partner schools.
Evaluation of change in teacher practice.
Evaluation of school change from the teacher visits which will all have a clear focus.
What will this project produce?
Provide a summary of all the outputs / products / results that will be produced in the proposed project. Where relevant, describe the specific pedagogical methodologies / beliefs that this project will exploit.
Output / product / results
Self directed learning by the children
Teachers allowing children to learn in their own ways
Teachers train on learning methodologies. (Pia new curriculum for teacher training)
Children develop the vocabulary of learning. (Each school to create the vocabulary used)
Develop a new pedagogical method for learning a new language with our teachers.
Language learning tools development through other subjects such as ICT, Creative arts, Literacy such tools are developed by the children.
Students training for teaching are reflective and more open minded about other cultures and languages.
Reform pedagogy is highly organised in other European countries not so much in the UK.
Competence is seen as negative in UK but positive in Europe.
Everyone is seen a a responsible learner in school opportunities are given for individuals to develop their skills.
Impact and Sustainability:
(a) Who will use these outputs / products / results and how will the consortium reach them?
Please describe the intended users who will benefit from the project during the lifetime of the project, and after the project has finished. Explain how these users will be reached.
Spreading the word across other partners within our country following the conference in Nottingham in May 2010.
All of the host schools will have teachers who have visited the partner schools having embedded the new methodology reflected upon.
Who will produce these outputs?
Describe the consortium demonstrating that all the skills required to undertake this proposed project are available?
Identify also where relevant specific tasks that will be sub-contracted to bodies outside the formal consortium.
Who will produce these outputs?
Describe the consortium demonstrating that all the skills required to undertake this proposed project are available?
Identify also where relevant specific tasks that will be sub-contracted to bodies outside the formal consortium.
Each school will have an expert in research methodologies who will evaluate the project.
An external researcher will evaluate the project and support the group in the dissemination.
Leaders Meeting 1
Arrive 16 – Depart 21 / 22 November 2008 Klagenfurt Austria
Leaders Meeting 2
Arrive 27 April Depart 1 / 2 May 2009 Hameenlinna Tampere Airport Finland
Leaders Meeting 3
Arrive 7 December Depart 11 December 2009 Eitorf Germany
Leaders Meeting 4
Arrive 17 May Depart 21 / 23 May 2010 England Dunstable Nottingham Conference
Leaders Meeting 5
Final Evaluation Meeting Austria Arrive 3 October Depart 8 October 2010
Agenda at the leaders meetings
Revisit the aims of the project
Prepare the list of vocabulary for learning
Create a structure for teacher and pupil visits
Evaluate the progress of the project so far.
Teacher visits
2009 Host Finland 11 – 15 January 2009 3 days in school plus travelling. 2 teachers for each school.
2009 Host Austria 22 -26 March 2009 3 days in school plus travelling. 2 teachers for each school.
2009 Host UK October 2009 Date to be decided
2010 Host Germany March 2010 date to be decided.
Children’s Visits Partnership Austria / Finland.
May 2009 10 May 15 May Austria
September 20 – 25 Finland
Jan / Feb 2010 Austria
May 2010 Finland
Children’s Visits Partnership UK / Germany
May / June 2009 Germany / UK both schools (dates to be decided)
May / June 2010 Germany / UK both schools (dates to be decided)