Professional Development - A multicultural Approac..
Professional Development - A multicultural Approach To Learning
Date du début: 1 juin 2015,
Date de fin: 31 mai 2017
This project is intended to inform the teaching and learning to secure the best possible outcomes for children. By exploring highly effective practice and a multicultural approach to learning, we intend to inform and develop our own practice as educators and also to share and disseminate this practice within our own school, our local schools and eventually internationally with our partner schools. We strive to continue to develop children's levels or engagement, their critical thinking, their creativity and their passion for learning through inquiry. Our aim is to enrich the curriculum with a range of pedagogical practices that attend to the needs of individual learners and which motivates them and develops an understanding of diversity and inclusion alongside fostering a culture of sharing.
Training opportunities are intended to inform the practice of all staff across the schools and schools involved. We aim to establish a secure platform for the sharing of pedagogical practices and to create a sustainable forum for professional dialogue and further learning across our network.
This project will engage 10 members, receiving training in 5 different countries over a period of 24 months. It will focus on the development of innovative and highly effective practice in the areas of mathematics, creativity, foreign language and culture, inclusion in mainstream and enhancing the curriculum through the Global Dimension. Staff have been selected and carefully considered in terms of how they will be able to impact directly on the work of the school and enhance and develop the teaching and learning across the school and across the network.
The long term aims of this project will be that the knowledge and understanding passed on through the participants will fully engage pupils, promote international links and secure high standards for all groups of learners.
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