Submitted by Lavinia Oksana ... on Tue, 08/30/2016 - 18:55
PRESCHOOL TEACHER: Doina Grosu
DATE: 17th November 2015
ANNUAL TOPIC OF STUDY: When, how and why is it happening?
TOPIC OF THE PROJECT: “The Year and its Daughters“
TOPIC OF THE WEEK: Evaluation
AREA OF ACTIVITY: Science
CATEGORY OF ACTIVITY: Knowledge of the environment
TOPIC OF THE ACTIVITY : “Save the seasons“
METHOD OF REALIZATION: Teaching game
TYPE OF ACTIVITY: Consolidation , systemizing and evaluation of the knowledge about seasons.
AIM OF THE ACTIVITY: Consolidation and deepening of the knowledge about seasons and their specific elements.
O1-to describe the content of the ictures on the cards;
O2- to associate the image on the card with the right season;
O3-to remark the elements that do not take part tot hat season;
O4- to fiind an answerto the riddles;
O5-to solve the worksheet tasks;
O6-to recognise the seasons after the specific elements of each season;
O7-to make a blazon for each season
Submitted by Lavinia Oksana ... on Tue, 08/30/2016 - 18:47
Submitted by Jolanta on Sun, 07/17/2016 - 06:43
Submitted by Paqui Perez Vicente on Sun, 03/06/2016 - 19:27
CREATIVITY AT SCHOOL
In our school, like in each Spanish state school, we have a priority: to teach to children respecting their rhythm of learning and matureness, their capacities and possibilities. For that, we always follow a significative and playful learning, based on games and experimentation.
Creativity in the classroom is very important to get positive experiences to help the children to learn. Motivation is the base of learning.
In our classes, creativity is encouraged creating different corners: groups can change and corners are modifying along the school year.
According to our classroom activities, we always try to do exercises to help children to develop their mind and their capacities. Some examples of them are:
Every day, we start with an activity in which one child is the main character. He or She has to draw himself/herself on the blackboard using his/her imagination, without the teachers help. In this way children learn their identity autonomously.
Submitted by Milka Mrkeva on Sun, 02/28/2016 - 22:44
‘Bringing together young people . . . for several days provides an environment where people
can explore ideas relating to individual and group identity.’
In this context residential experiences refer to educational visits where outdoor learning is the main focus
of the experience and which include one or more overnight stays. Residential experiences include using
outdoor centres or youth hostels, camping, bivouacking, snow-holing or sailing boats. This contrasts with
residential experiences which have a different focus, such as a school orchestra exchange in Europe.
During residential experiences there will be many opportunities to deliver experiences and outcomes of
Curriculum for Excellence, particularly those which cannot easily be achieved in the local community. For
example, comparing and contrasting local communities with communities within or close to the residential
setting as outlined in the experiences and outcomes for social studies. In self-catering contexts, planning
25 October 2015
Kindergarten is a time for children to expand their love of learning, their general knowledge, their ability to get along with others, and their interest in reaching out to the world. While kindergarten marks an important transition from preschool to the primary grades, it is important that...
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