(pl) Szkoła Podstawowa nr 1 im. T. Kościuszki in Barlinek

EVALUATION SUMMARY Back to OUR Future ErasmusPlus 2014-2016

Name of School: Szkoła Podstawowa nr 1 im. T. Kościuszki w Barlinku

Country:

Each of the following boxes requires a summary statement linked to the results of your evaluation. Each statement should be approximately 150 words (about 10 sentences).

Please use the self evaluation words in booklet 4 (from the Romanian meeting).

1. Teacher Evaluation Sheet

We started going out of class and school and established well cooperation with the local community e.g. regional  museum, the Culture Center, the Third Age University and other organizations and associations. We often organize after school workshops and clubs together with the above mentioned subjects.

The teachers are more and more aware of ecological and global problems and give more pressure to introduce them to the students.

Most all of us use the project experiences, project materials, project topics in our school work. Some of us occasionally, many in their everyday work. We share our knowledge, invite each other to the lessons. discuss on the teachers’ meetings. We started to organize one big school event which is a summary of our work every year.

 

 

2. Pupils (and Teacher Sheet)

Our students started  to estimate „old-fashioned“ ways of spending free time. They love playing, singing, dancing together instead of sitting in front of the computer monitor. More and more kids go with sticks and practice sports, they are also more aware of ecological issues- they segregate the waste, save energy. What’s more some of the students shared their new attitudes to their parents.

Many kids started new hobbies e.g. cooking, crafts. They are also more and more interested in learning languages, history and tradition.

Part of our students learnt new abilities- repairing things, sewing, hand crafts, many students learnt about lost crafts, jobs.

 

 

3. School Improvement Action Plan

The school educational offer has been extended significantly and the school takes the advantages thanks to the project. We are well estimated in the local community.

Many project ideas became part of the curriculum, especially ecological and global worries, healthy life style and developing basic skills (art, crafts, cooking).

The cooperation with the community is well established now thanks to the project work.

More and more teachers started using the project materials, new teaching methods .The concept of organizing various workshops out of the school building and after school lessons is more and more often followed by the teachers.

 

Evaluation Summary / Pen Disc LA / Project Working


BACK TO OUR FUTURE     SCHOOL IMPROVEMENT AND EVALUATION      REFLECTION TOOL FOR TEACHERS      School:     Barlinek

This sheet should be used to encourage reflection and discussion on the project work and how it impacts into your school and teaching .   The copies should be kept by the teachers ready for completion at the end of year two.  It may be useful to ask your school project colleagues to also complete this.

ANNA STEFAŃSKA

REFLECTIVE QUESTIONS  FOR TEACHERS

Start of the project responses  (Year One)

End of the project summary  (Year Two)

How does the project add to your teaching and learning experience in the school?

  • TEACHERS LEARN FROM THEIR COLLEAGES FROM OTHER COUNTRIES
  • ECOLOGICAL & GLOBAL PROBLEMS AWARNESS GROWS

 

How do you share the project work with your colleagues?

How does this involve them in the work of the project?

  • EACH OF US WORKS ON THEIR OWN SUBJECT
  • WE CAN USE OUR NEW EXPERIENCE IN THE SCHOOL WORK

 

How does your school benefit from your European work?

  • SCHOOL EDUCATIONAL  OFFER EXTENDS
  • WE HAVE ADDITIONAL FUNDS

 

How does the project encourage pupils’ a)confidence,

b)motivation

c)responsibility?

a) confidence

- NEW ABILITIES STRENGHTEN THEM

- COMMUNICATION SKILLS  ALSO INFLUENCE THEIR CONFIDENCE

b) motivation

- ATRACTIVE ACTIVITIES ENCOURAGE TO STUDY AND DISCOVER NEW THINGS

c) responsibility?

- GROUP WORK AND DUTIES TEACH TO BE RESPONSIBLE

 

How do you ensure that the quality of the pupils’ project work is robust?

TEACHERS MONITOR KIDS’ WORK

EACH STUDENT HAS GOT A SCRAPBOOK/ DIARY WHERE S/HE DOCUMENTS HIS WORK

 

 

IWONA RUDNICKA

REFLECTIVE QUESTIONS  FOR TEACHERS

Start of the project responses  (Year One)

End of the project summary  (Year Two)

How does the project add to your teaching and learning experience in the school?

  • TEACHERS LEARN FROM THEIR COLLEAGES FROM OTHER COUNTRIES
  • TEACHING GOES OUT OF  CLASS AND SCHOOL
  • WE  CAN COOPERATE WITH THE LOCAL COMMUNITY

 

How do you share the project work with your colleagues?

How does this involve them in the work of the project?

  • EACH OF US WORKS ON THEIR OWN SUBJECT
  • WE CAN USE OUR NEW EXPERIENCE IN THE SCHOOL WORK
  • WE OFTEN INVITE OTHER TEACHERS TO OUR LESSONS
  • WE ENCOURAGE COLLEAGES TO USE PROJECT MATERIALS IN THEIR WORK

 

How does your school benefit from your European work?

  • SCHOOL EDUCATIONAL  OFFER EXTENDS
  • THE PROJECT IS A GOOD PROMOTION TOOL IN THE LOCAL AND NATIONAL AREA

 

How does the project encourage pupils’ a)confidence,

b)motivation

c)responsibility?

b) confidence

- NEW ABILITIES STRENGHTEN STUDENTS PERSONALITY

- COMMUNICATION SKILLS  ALSO INFLUENCE THEIR CONFIDENCE

- STUDENTS CAN SEE THAT THEY ARE THE SAME AS KIDS IN OTHER COUNTRIES (NOT BETTER NOR WORSE)

b) motivation

- ATRACTIVE ACTIVITIES ENCOURAGE TO STUDY AND DISCOVER NEW AREAS

- PUPILS EXCHANGES ENCOURAGE TO WORK, IT IS A GOOD PRIZE FOR THEIR HARD WORK

c) responsibility?

- STUDENTS WORK IN A GROUP, THEY’VE GOT DUTIES AND THEY WATCH ONE ANOTHER

- PUPILS ARE TRYING TO BE BETTER AND BETTER, THEY COMPETE IN A GROUP AND THEY ARE PROUD OF THEY WORK

 

How do you ensure that the quality of the pupils’ project work is robust?

TEACHERS MONITOR KIDS’ WORK

EACH STUDENT HAS GOT A SCRAPBOOK/ DIARY WHERE S/HE DOCUMENTS HIS WORK (WORK SHEETS, PICTURES, PHOTOGRAPHIES)

 

 

BOŻENA RUDNICKA

REFLECTIVE QUESTIONS  FOR TEACHERS

Start of the project responses  (Year One)

End of the project summary  (Year Two)

How does the project add to your teaching and learning experience in the school?

  • TEACHERS LEARN FROM THEIR COLLEAGES FROM OTHER COUNTRIES
  • ECOLOGICAL & GLOBAL PROBLEMS AWARNESS GROWS

 

How do you share the project work with your colleagues?

How does this involve them in the work of the project?

  • EACH OF US WORKS ON THEIR OWN SUBJECT
  • WE CAN USE OUR NEW EXPERIENCE IN THE SCHOOL WORK
  • WE ORGANISE  SCHOOL  EVENTS
  • WE SHARE OUR EXPERIENCE IN THE TEACHERS MEETINGS

 

How does your school benefit from your European work?

  • SCHOOL EDUCATIONAL  OFFER EXTENDS
  • WE HAVE ADDITIONAL FUNDS
  • OUR SCHOOL IS WELL KNOWN OF THEIR ERASMUS PROJECT IN THE LOCAL COMMUNITY

 

How does the project encourage pupils’ a)confidence,

b)motivation

c)responsibility?

c) confidence

- NEW ABILITIES STRENGHTEN THEM

- COMMUNICATION SKILLS  ALSO INFLUENCE THEIR CONFIDENCE

b) motivation

- ATRACTIVE ACTIVITIES ENCOURAGE TO STUDY AND DISCOVER NEW THINGS

c) responsibility?

- GROUP WORK AND DUTIES TEACH TO BE RESPONSIBLE

-  KIDS WANTS TO SHOW UP THEIR BEST  ACHIEVEMENTS

 

How do you ensure that the quality of the pupils’ project work is robust?

TEACHERS MONITOR KIDS’ WORK

EACH STUDENT HAS GOT A SCRAPBOOK/ DIARY WHERE S/HE DOCUMENTS HIS WORK

THE BEST  STUDENTS, HARDWORKING ONES CAN TAKE PART IN EXCHANGES

 

 

PIOTR ROSENKIEWICZ

REFLECTIVE QUESTIONS  FOR TEACHERS

Start of the project responses  (Year One)

End of the project summary  (Year Two)

How does the project add to your teaching and learning experience in the school?

 

  • TEACHERS LEARN FROM THEIR COLLEAGES FROM OTHER COUNTRIES
  • ECOLOGICAL & GLOBAL PROBLEMS AWARNESS GROWS

 

How do you share the project work with your colleagues?

How does this involve them in the work of the project?

  • EACH OF US WORKS ON THEIR OWN SUBJECT

 

How does your school benefit from your European work?

  • SCHOOL EDUCATIONAL  OFFER EXTENDS
  • WE HAVE ADDITIONAL FUNDS
  • PUPILS CAN COMMUNICATE IN  FOREIGN LANGUAGES

 

How does the project encourage pupils’ a)confidence,

b)motivation

c)responsibility?

d) confidence

- NEW ABILITIES STRENGHTEN THEM

- COMMUNICATION SKILLS  ALSO INFLUENCE THEIR CONFIDENCE

b) motivation

- ATRACTIVE ACTIVITIES ENCOURAGE TO STUDY AND DISCOVER NEW THINGS

c) responsibility?

- GROUP WORK AND DUTIES TEACH TO BE RESPONSIBLE

 

How do you ensure that the quality of the pupils’ project work is robust?

TEACHERS MONITOR KIDS’ WORK

TEACHERS ARE MEMBERS OF A GROUP

 

 

MARZENA OLSZEWSKA

REFLECTIVE QUESTIONS  FOR TEACHERS

Start of the project responses  (Year One)

End of the project summary  (Year Two)

How does the project add to your teaching and learning experience in the school?

  • TEACHERS LEARN FROM THEIR COLLEAGES FROM OTHER COUNTRIES
  • WE GAIN NEW POINTS OF VIEW, WE CAN TEACH OUT OF CLASS, WE CAN COOPERATE WITH MUSEUMS AND LOCAL ASSOCIATIONS

 

How do you share the project work with your colleagues?

How does this involve them in the work of the project?

  • EACH OF US WORKS ON THEIR OWN SUBJECT, DO WHAT CAN DO BEST
  • WE CAN USE OUR NEW EXPERIENCE IN THE SCHOOL WORK

 

How does your school benefit from your European work?

  • OUR STUDENTS ARE BETTER PEOPLE, THEY ARE WELL PREPARED TO REAL LIFE
  • SCHOOL EDUCATIONAL  OFFER EXTENDS

 

How does the project encourage pupils’ a)confidence,

b)motivation

c)responsibility?

e) confidence

- NEW ABILITIES STRENGHTEN  STUDENTS PERSONALITIES,

- COMMUNICATION SKILLS  ALSO INFLUENCE THEIR CONFIDENCE

b) motivation

- ATRACTIVE ACTIVITIES ENCOURAGE TO STUDY AND DISCOVER NEW THINGS,

- TE BETTER, SMARTER, WISER THEY ARE BECOMING, THE MORE THEY’RE WORKING TO BECOME  EVEN MUCH BETTER, WISER…

c) responsibility?

- GROUP WORK AND DUTIES TEACH TO BE RESPONSIBLE

- KIDS SUPERVISE EACH OTHER, THEY do not want to be worse than colleages

 

How do you ensure that the quality of the pupils’ project work is robust?

TEACHERS MONITOR KIDS’ WORK

EACH STUDENT HAS GOT A SCRAPBOOK/ DIARY WHERE S/HE DOCUMENTS HIS WORK

 

 

REFLECTIVE QUESTIONS  FOR TEACHERS

Start of the project responses  (Year One)

End of the project summary  (Year Two)

How does the project add to your teaching and learning experience in the school?

  • TEACHERS LEARN FROM THEIR COLLEAGES FROM OTHER COUNTRIES
  • ECOLOGICAL & GLOBAL PROBLEMS AWARNESS GROWS

 

How do you share the project work with your colleagues?

How does this involve them in the work of the project?

  • EACH OF US WORKS ON THEIR OWN SUBJECT
  • WE CAN USE OUR NEW EXPERIENCE IN THE SCHOOL WORK

 

How does your school benefit from your European work?

  • SCHOOL EDUCATIONAL  OFFER EXTENDS
  • WE HAVE ADDITIONAL FUNDS

 

How does the project encourage pupils’ a)confidence,

b)motivation

c)responsibility?

f) confidence

- NEW ABILITIES STRENGHTEN THEM

- COMMUNICATION SKILLS  ALSO INFLUENCE THEIR CONFIDENCE

b) motivation

- ATRACTIVE ACTIVITIES ENCOURAGE TO STUDY AND DISCOVER NEW THINGS

c) responsibility?

- GROUP WORK AND DUTIES TEACH TO BE RESPONSIBLE

 

How do you ensure that the quality of the pupils’ project work is robust?

TEACHERS MONITOR KIDS’ WORK

EACH STUDENT HAS GOT A SCRAPBOOK/ DIARY WHERE S/HE DOCUMENTS HIS WORK

 


BACK TO OUR FUTURE     SCHOOL IMPROVEMENT AND EVALUATION      REFLECTION TOOL FOR TEACHERS AND STUDENTS       

21 pupils    SP1 BARLINEK   numbers in brackets mean numbers of pupils’ answers

REFLECTIVE QUESTIONS  FOR PUPILS

Start of the project responses  (number of responses- in brackets)

End of the project summary  (Year Two)

What skills do you already have that would be considered traditional skills?

Prepare simple meal (9), bake a cake (5), sew a button (2), take care of a dog/ cat… (12), take care of a younger brother (8), clean/tidy my bedroom (16), water plants (1)

 

What skills do you have that you think are useful these days?

Use a computer (20), speak language (3), Repair clothes (2), gardening (1), cooking (10), good mathematician (1), sing  or dance (2)

 

What traditional skills does your family and your neighbours  have?

family: fishing (3), repair clothes (6), knitting & crochet (7), gardening (9), repair my bike (2), repair the furniture (1), paint walls (1), feed ducks and hens (1), bake a bread (3), repair cars (1)

neighbours: fishing (5), repair roofs(2), sweep chimney (1), build or repair buildings (2), repair cars (4), repair washing machines, bikes,  electric tools… (6), make a cottage cheese, milk a cow (2), make/smoke meat, sausage, fish (2)

 

List some things that you think could be changed for the better in the world today.

Preparing traditional homemade meals (4)

Drink homemade juice (3)

Eat healthy food (7)

Re-use, recycle things (5)

Save water, light, energy (12)

 

What traditional things would you like to learn or to find out about?

Bake bread ((3), make a cottage cheese (5) repair books (2), make thongs of clay (1), make jam, juice, sirup, salat for winter (winter supplies) (5), knitting &crochet& sewing& repairing clothes (11), repair my bike (3), learn about ancient / forgotten professions- shoemaker, sweepchimney, blacksmith… (9)

 

What could we do in our project which could change things for the future

Learn how to produce and prepare food, learn about  healthy life, do some sport, learn some useful skills (repairing books, clothes, preparing food)

 


BACK TO OUR FUTURE     SCHOOL IMPROVEMENT ACTION PLAN         SCHOOl Barlinek SP nr 1

This sheet should be used to encourage reflection and discussion on the project work.  It is designed to look at how your school will improve through the two years of the project work.    It should enable you to engage the school community in active discussions around the main theme, ie, connecting the past with the future.  

KEY AREAS

KEY STRENGTHS

AREAS FOR DEVELOPMENT / NEXT STEPS

Is developing European Citizenship, including this particular Project, a part of your school improvement plan?

(The EU would like to encourage this.)

List how you implement the project across the school community:

  1. Our experience from previous projects
  2. We can organize events- The European Day
  1. Short term exchanges of pupils
  2. Quizzes, competitions about EU
  3. To include Europ. Citizenship into our school improvement plan

How do you aim to connect the learning about the past to the way that our (local) communities should live in the future?

  1. Our mums, grandmams had to do things on their own- hard times. They have skills.
  2. In our area there are some small craft bussines- shoemaker, locksmith, bakery…
  1. Repairing things – clothes, making new things of old ones
  2.  Learning about forgotten jobs

How will you use the project to encourage awareness of how to develop healthy active lifestyles?

  1. Nordic Walking
  2. Recycling- collecting plastic caps and waste paper for years
  1. Practice NW in the woods
  2. Collecting traditional recipes , preparing simple meals (Dziedzice)

How will the project develop exciting ‘bigger learning experiences’ and enterprise?

We have experience in:

  1. Previous project/ European Day
  2. Pedagogical innovation
  1. Organizing school events
  2. Cooperating with families (parents teach kids)

How do you plan to use the project to engage pupils in learning a foreign language?

  1. We cooperate with other schools (Prenzlau) Short term exchanges encourage pupils to learn languages.
  2. Comenius projects
  1. Exchange of pupils
  2. Writing letters

How do you plan to use ICT to enhance and improve the project experience?

  1. Interactive tools
  2. 2. A new TCT lab in the school
  1. Using ICT in practice
  2. Using ICT to make, record, print our project works

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