The project is designed to unite 5 totally different , but in many ways similar primary schools from all over Europe. The project aims to stregthen these bonds through meetings and ongoing close communication eye to eye, building friendships on intercultural understanding - heart to heart.
The 2- year project will provide a wide variety of interesting tasks and activities involving collaborative work. Pupils and staff in the partner schools will be given the opportunity to explore and discover their similarities as well as diversities. Through new friendships and knowledge everyone involved will learn to appriciate the wide variety of culture, language, background ans everyday life, which the different countries represent.
The main activity includes an exploration of the different countries` cultural heritage, providing an opportunity for legends to be interpreted by the partnercountries. Each one will be expressed through the common language of art. The teaching of the activities and the working together will foster a solidarity within each school and between partners- both staff and pupils.
The project also seeks to support the partnerschools in a common professional challenge; methodologies of teaching pupils with special needs.
New ICT-solutions will be tested and taught throughout the Project period, ensuring close communication between all partners.
The participants of the project:
Torvmyrane Skule - Norway, coordinator is Sissel Østrem
Bowes Hutchinson`s CE Aided Primary School - England, coordinator is Susan Griffiths
Szkoła Podstawowa nr 5 imienia Janusza Kusocińskiego w Świdniku - Poland, coordinator is Magdalena Ruta
Alderman Davies Church in Wales Primary School - Wales, coordinator is Caryl Dobson
Uuemõisa Algkool - Estonia, coordinator is Triin Nöör
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Bowes Hutchinson`s CE Aided Primary School
ReplyDeleteOverview of SEN in English Schools
Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
Special educational provision means:
for children of 2 or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the Local Authority.
The principles:
. a child with special educational needs should have their needs met
. the special educational needs of children will normally be met in mainstream schools or settings
. the views of the child must be taken into account
. parents have a vital role to play in supporting their child`s education
. children with special educational needs should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and national curriculum.
Success factors
.the culture, practice, management and deployment of resources in a school are designed to ensure all children’s needs are met
. LEAs, schools and settings work together to ensure that any child’s special educational needs are identified early
. those responsible for special educational provision take into account the wishes of the child concerned, in the light of their age and understanding
. special education professionals and parents work in partnership
. special education professionals take into account the views of individual parents in respect of their child’s particular needs
. interventions for each child are reviewed regularly to assess their impact, the child’s progress and the views of the child, their teachers and their parents
. there is close co-operation between all the agencies concerned and a multi-disciplinary approach to the resolution of issues
. LEAs make assessments in accordance with the prescribed time limits
. where an LEA determines a child’s special educational needs, statements are clear and detailed, made within prescribed time limits, specify monitoring arrangements, and are reviewed annually.
All schools must have a written SEN policy. All mainstream schools must publish information about and report on the school’s policy on special educational needs. This information must be freely available to parents.
School Admissions and Inclusion
All schools should admit pupils with already identified special educational needs, as well as identifying and providing for pupils not previously identified as having SEN.
Pupil Participation
Children with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education. They should, where possible, participate in all the decision making processes that occur in education including the setting of learning targets and contributing to individual education plans, discussions about choice of schools, contributing to the assessment of their needs and to the annual review and transition processes. They should feel confident that they will be listened to and their views are valued.
Early Identification
The importance of early identification, assessment and provision for any child who may have special educational needs cannot be overemphasized. The earlier action is taken, the more responsive the child is likely to be, and the more readily can intervention be made without undue disruption to the organization of the school. Assessment should not be regarded as a single event but rather as a continuing process.
National Curriculum
All children in the primary sector should have access to the National Literacy and Numeracy Strategies alongside the National Curriculum. All schools will, through their cycle of observation, assessment, planning and review, make provision for increased curriculum differentiation, curricular adaptations, and pastoral or disciplinary procedures dependent on the individual child’s strengths and weaknesses.
The Role of the SENCO in mainstream Primary Schools
The SEN Co-ordinator (SENCO) in collaboration with the Headteacher and Governing Body, plays a key role in developing the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN. The SENCO takes day to day responsibility for the operation of the SEN policy and co-ordination for the provision made for individual children with SEN, working closely with staff, parents and carers, and other agencies. The SENCO also provides related professional guidance to colleagues with the aim of securing high quality teaching for children with SEN.