• 1 st task:Collaborative Poem

  Please click to reach it

  Here is the meeting words image

  

  2nd task:Collaborative video

  Each school records a short scene or takes pictures

  1.  preparing a Christmas table Charmaine Attard Malta
  2. bake gingerbread             Martina, Marianthi
  3.  decorating the tree  Joneta , Ekaterina, Maria ,Marina
  4.  sing for santa claus (or christmas carols)  Darina, Maria, Marianthi
  5.  christmas dances Marianthi
  6.  poems    Collaborative
  7.  unwrap gift
  8.  production and packaging of gifts      Barbara
  9.  celebration of the New Year               Belgin  since 12.26sec. of video
  10.  snow games                               Martina , Marina

  

    The collaborative video

  Christmas Greetings For Santa from English Class

  We Wish You A Merry Christmas

  Jingle Bells

  

  Santa came to the children and give away gifts

  Kutlukent 80. Yıl İlkokulu-Belgin Tunç

  Part 6: celebration of new year

  please click

  New Year Video

  Scuola Infanzia San Michele Italy

  Working on our Christmas gifts

  

  3o Nipiagogeio Kilkis, Greece

  Our Christmas Activities

  1st Primary School of Komotini -Greece

  

  http://vimeo.com/user73786073/review/309730993/51219a4122

  Part 3 & 10

  Ecole Jeanne d’Arc, Greece

  

Discuss

We complated two different collaborative tasks. I can not reach the meeting words pages . Thus we uploaded the image of the page.

Let’s sing the same song

• On Line Meeting

  Click on picture to see the video

  

  STUDENTS MEETING: 5/3/19 at 11.30
  1. Greatings
  2. We sing in our languages ( a short song)
  3. We sing together Row, row, row your boat.

   OUR VIDEO ALL TEGETHER

  Greetings from Varna, Bulgaria!

  Here is the common video Turkey+Italy

  This is the part of 3o Nipiagogeio Kilkis

  The teacher that will add the video part	Please write the date that you complate your part
  Barbara Trivelli	Done
  Belgin Tunç	Done-13/02/2019
  Maria Kleidara	Done – 24/02/2019
  Darina Popova	Done – 28/02/2019
  Martina Bakošová	Done – 04.03/2019

  Here is the song that we will sing as common

  Stage 1:

  Each teacher teaches the song to her pupils and records them singing (just 1 sentence)

  Stage 2:

  one of us makes a common video with the different groups of pupils

  Stage 3:

  We meet on line and sing together

  Sc.Inf. San Michele

  

  Kutlukent 80. Yıl İlkokulu- Belgin Tunç

  

  Rudňany Slovakia: the song is in Sign Language   (only stage2)

Discuss

Who wants to make the common video?

Blog of the project

• The link of the blog. Please click

  

  Playful School

  1.Literacy in mother tongue2.Information and Communication Technology literacy3.Learning competences4.Self awareness5.Art competencies6.Core life qualifications7.Foreign language literacy and competences8.Mathematics literacy Communication in the mother tongueCommunication in foreign languagesMathematical competence and basic competences in science and technology Digital competenceLearning to learnSocial and civic competencesSense of initiative and entrepreneurshipCultural awareness and expression Integration of project acquisitions in the education system curriculum of the partner schoolsBasic skills in curriculum1.Literacy in mother tongue2.Information and Communication Technology literacy3.Learning competences4.Self awareness5.Art competencies6.Core life qualifications7.Foreign language literacy and competences8.Mathematics literacy

  • Let’s introduce ourselves!

     

     

    You see on this map which European countries are our project partners.

     

     

     

    Match the flag with the correct country.

    https://learningapps.org/watch?v=ps5oqadmc18

    Our School: San Gorg Preca Primary Hamrun S.S, Malta

    https://padlet.com/charmaine_attard_3/21u1de3d3aht

    San Michele Terni, Italy

    

    Μετάβαση στο padlet.com

    1ο ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΚΟΜΟΤΗΝΗΣ -ΚΟΜΟΤΗΝΗ Greece

    • Our website

      http://1dim-komot.rod.sch.gr/

      1st Day at School

      This is our School

      

      

       

      Communication in the mother tongue and in foreign languages

      • 1.   Communication in the mother tongue 

        Definition: Communication in the mother tongue is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work, home and leisure.

        Essential knowledge, skills and attitudes related to this competence: Communicative competence results from the acquisition of the mother tongue, which is intrinsically linked to the development of an individual’s cognitive ability to interpret the world and relate to others. Communication in the mother tongue requires an individual to have knowledge of vocabulary, functional grammar and the functions of language. It includes an awareness of the main types of verbal interaction, a range of literary and non-literary texts, the main features of different styles and registers of language, and the variability of language and communication in different contexts.

        Individuals should have the skills to communicate both orally and in writing in a variety of communicative situations and to monitor and adapt their own communication to the requirements of the situation. This competence also includes the abilities to distinguish and use different types of texts, to search for, collect and process information, to use aids, and to formulate and express one’s oral and written arguments in a convincing way appropriate to the context.

        A positive attitude towards communication in the mother tongue involves a disposition to critical and constructive dialogue, an appreciation of aesthetic qualities and a willingness to strive for them, and an interest in interaction with others. This implies an awareness of the impact of language on others and a need to understand and use language in a positive and socially responsible manner.

        2.   Communication in foreign languages (2)

        Definition: Communication in foreign languages broadly shares the main skill dimensions of communication in the mother tongue: it is based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts (in education and training, work, home and leisure) according to one’s wants or needs. Communication in foreign languages also calls for skills such as mediation and intercultural understanding. An individual’s level of proficiency will vary between the four dimensions (listening, speaking, reading and writing) and between the different languages, and according to that individual’s social and cultural background, environment, needs and/or interests.

        Essential knowledge, skills and attitudes related to this competence: Competence in foreign languages requires knowledge of vocabulary and functional grammar and an awareness of the main types of verbal interaction and registers of language. Knowledge of societal conventions, and the cultural aspect and variability of languages is important.

        Essential skills for communication in foreign languages consist of the ability to understand spoken messages, to initiate, sustain and conclude conversations and to read, understand and produce texts appropriate to the individual’s needs. Individuals should also be able to use aids appropriately, and learn languages also informally as part of lifelong learning.

        A positive attitude involves the appreciation of cultural diversity, and an interest and curiosity in languages and intercultural communication

        San Michele-Italy

        

        Μετάβαση στο padlet.com

        1ο ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΚΟΜΟΤΗΝΗΣ -ΚΟΜΟΤΗΝΗ Greece

        • .

          ………….

          Greek tongue twisters (Γλωσσοδέτες)

          Ἄσπρη πέτρα ξέξασπρη κι ἀπ᾿ τὸν ἤλιο ξεξασπρώτερη
          (Áspri pétra xéxaspri ke ap ton ílio xexaspróteri)
          A white stone, very white, whiter than the sun.

          Μιὰ πάπια μὰ ποιά πάπια;
          (Miá pápia ma piá pápia)
          A duck, but which duck?).

          Η αθασιά της Αϊσές αν έχει αθάσια, ας έχει.
          (I athasiá tis Aishés an éshei atháshia, as éshei)
          /i aθa’ʃa t̪is à.i’ʃɛs an ɛʃi a’θaʃʲa, as ɛʃʲi/
          The atheist of Aeses if he has anthrax, let him have.

          Καλημέρα καμηλιέρη – Καμηλιέρη καλημέρα (Kaliméra kamiliéri kamiliéri kaliméra) Good morning camel herder, camel herder good morning

          Μια τίγρη μα ποια τίγρης – Μια τίγρη με τρία τιγράκια (Miá tíyri ma piá tíyri ‘ miá tíyri me tría tiyrákia) A tiger, but which tiger, a tiger with three tiger cubs

          Πέμπτη πέφτει ο πεύκος κάτω! (Pémdi péfti o péfkos káto) On a Thursday the pine tree falls down

          Μια πάπια μα ποιά πάπια ; Μια πάπια με παπιά

          A duck but which duck? A duck with ducklings.

           

          Usually I could not say the whole phrase. I twisted my tongue and get myself embarrassed. And after all who cares which duck is the one with the ducklings ? Will I ever use  this phrase in my life ? I doubt it… But I took the challenge after that and I can say that today I  spell all the Greek twisters correctly…

          Ο παππάς ο παχύς έφαγε παχιά φακή. Γιατί παππά παχύ έφαγες παχιά φακή;

          The fat priest ate fat lentil soup. Why, fat priest, did you eat fat lentil soup?

          

           

          How can a lentil soup be fat anyway? There are tiny and big (fat) lentils , but this soup , unless you are a hell of a cook is usually tasteless , even if you have used a lot of olive oil to cook it. Maybe priests should not eat fat soups anyway…

           

          https://youtu.be/7bpv0fUyncs

          

          Carnival Fest is a great opportunity for many language and art activities.

          First we read the poem “The Clown Song”(p.77, unit 16, Language book).It is a poem about friendship and feelings.

          If you dont have a place to sleep, use my shoe. If you dont have a warm place use my heart. If you dont have water to drink, use my tears. If you dont have dreams, use mine.”

          we discussed about clown’ s feelings and ours.When we feel sad, what we can do? what are the things or behavours that make us nervous, sad, misserable etc…

          we created bulletin boards with our feelings.

          we tried to find in the text all the words which express feelings.

          The next text in our Language book is “The boy with the acordeon”.It is about a boy who have earned a scolarship in The Musical School.

          It is a story about friendship. We read the story, we analise its structure, we searched all the words which expess feelings. we wrote the Boys feelings about his luck.

          At the end we created Clowns hat and Musical instruments. We sung and dance the Clown song.

          STEM and Digital competence

          • .

            3.   Mathematical competence and basic competences in science and technology

            Definition:

            A.

            Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Building on a sound mastery of numeracy, the emphasis is on process and activity, as well as knowledge. Mathematical competence involves, to different degrees, the ability and willingness to use mathematical modes of thought (logical and spatial thinking) and presentation (formulas, models, constructs, graphs, charts).

            B.

            Competence in science refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions. Competence in technology is viewed as the application of that knowledge and methodology in response to perceived human wants or needs. Competence in science and technology involves an understanding of the changes caused by human activity and responsibility as an individual citizen.

            Essential knowledge, skills and attitudes related to this competence:

            A.

            Necessary knowledge in mathematics includes a sound knowledge of numbers, measures and structures, basic operations and basic mathematical presentations, an understanding of mathematical terms and concepts, and an awareness of the questions to which mathematics can offer answers. An individual should have the skills to apply basic mathematical principles and processes in everyday contexts at home and work, and to follow and assess chains of arguments. An individual should be able to reason mathematically, understand mathematical proof and communicate in mathematical language, and to use appropriate aids. A positive attitude in mathematics is based on the respect of truth and willingness to look for reasons and to assess their validity.

            B.

            For science and technology, essential knowledge comprises the basic principles of the natural world, fundamental scientific concepts, principles and methods, technology and technological products and processes, as well as an understanding of the impact of science and technology on the natural world. These competences should enable individuals to better understand the advances, limitations and risks of scientific theories, applications and technology in societies at large (in relation to decision-making, values, moral questions, culture, etc). Skills include the ability to use and handle technological tools and machines as well as scientific data to achieve a goal or to reach an evidence-based decision or conclusion. Individuals should also be able to recognise the essential features of scientific inquiry and have the ability to communicate the conclusions and reasoning that led to them. Competence includes an attitude of critical appreciation and curiosity, an interest in ethical issues and respect for both safety and sustainability, in particular as regards scientific and technological progress in relation to oneself, family, community and global issues

             

            4.   Digital competence

            Definition:

            Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet.

            Essential knowledge, skills and attitudes related to this competence:

            Digital competence requires a sound understanding and knowledge of the nature, role and opportunities of IST in everyday contexts: in personal and social life as well as at work. This includes main computer applications such as word processing, spreadsheets, databases, information storage and management, and an understanding of the opportunities and potential risks of the Internet and communication via electronic media (e-mail, network tools) for work, leisure, information sharing and collaborative networking, learning and research. Individuals should also understand how IST can support creativity and innovation, and be aware of issues around the validity and reliability of information available and of the legal and ethical principles involved in the interactive use of IST.

            Skills needed include the ability to search, collect and process information and use it in a critical and systematic way, assessing relevance and distinguishing the real from the virtual while recognising the links. Individuals should have skills to use tools to produce, present and understand complex information and the ability to access, search and use internet-based services. Individuals should also be able use IST to support critical thinking, creativity, and innovation.

            Use of IST requires a critical and reflective attitude towards available information and a responsible use of the interactive media. An interest in engaging in communities and networks for cultural, social and/or professional purposes also supports this competence.

           

    1ο ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΚΟΜΟΤΗΝΗΣ -ΚΟΜΟΤΗΝΗ Greece

    • .

      Maths

      

       

      The ability to accurately identify shapes is a foundational mathematical skill, and it is quite rewarding for children because their world is full of shapes. Understanding shapes will enable students to be more in tune to the world around them and see the connections between objects, as well as being better able to appreciate artistic works.

      Our children begin to understand the communicative power of their mark making.

      The next important development is the ability to recognise an “inside” and an “outside” of those shapes.

      I gave to my students a worksheet with blanc shapes and I asked the to imagine what they can draw with the shapes. This is the work sheet.

      

      Some children struggle with memorisation of number facts (I was one of them!) and providing tools that help children realise there are a number of different ways to approach solving a multiplication problem helps them to better understand how multiplication actually works. Once they learn and understand a few different strategies, they will indeed have a stronger foundation for learning to remember and recite multiplication facts.

      

      The strategies included are;

      • Equal groups: The child can draw dots or shapes to represent the equal groupings or use small manipulatives such as beads, buttons or unit blocks. I suggest laminating the printed mat and using a whiteboard marker for the drawing and writing tasks.
      • Array: An array is a group of objects arranged into rows and columns. Again, this can be drawn or made with manupulatives.
      • Repeated addition: The child is learning that by adding the second factor (or number) repeatedly, you can solve the problem. The first factor tells you how many time to add it.
      • Skip counting:  Counting by the second factor, the first factor tells you how many skips ahead to make as you count.
      • Write the full multiplication sentence.
      • 

      Science/Technology

      

      Digital

      Cultural awareness and expression

      • 8.   Cultural awareness and expression

        Definition:

        Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts.

        Essential knowledge, skills and attitudes related to this competence:

        Cultural knowledge includes an awareness of local, national and European cultural heritage and their place in the world. It covers a basic knowledge of major cultural works, including popular contemporary culture. It is essential to understand the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetic factors in daily life.

        Skills relate to both appreciation and expression: the appreciation and enjoyment of works of art and performances as well as self-expression through a variety of media using one’ s innate capacities. Skills include also the ability to relate one’s own creative and expressive points of view to the opinions of others and to identify and realise social and economic opportunities in cultural activity. Cultural expression is essential to the development of creative skills, which can be transferred to a variety of professional contexts.

        A solid understanding of one’s own culture and a sense of identity can be the basis for an open attitude towards and respect for diversity of cultural expression. A positive attitude also covers creativity, and the willingness to cultivate aesthetic capacity through artistic self-expression and participation in cultural life.

        1ο ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΚΟΜΟΤΗΝΗΣ -ΚΟΜΟΤΗΝΗ Greece

        • .

          Art

          

          

          

          Music

           

          

          

          Motor Skills

          

           

           

          Traditions

          

          Social and civic competences

          • 6.   Social and civic competences

            Definition:

            These include personal, interpersonal and intercultural competence and cover all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies, and to resolve conflict where necessary. Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation.

            Essential knowledge, skills and attitudes related to this competence:

            A.

            Social competence is linked to personal and social well-being which requires an understanding of how individuals can ensure optimum physical and mental health, including as a resource for oneself and one’s family and one’s immediate social environment, and knowledge of how a healthy lifestyle can contribute to this. For successful interpersonal and social participation it is essential to understand the codes of conduct and manners generally accepted in different societies and environments (e.g. at work). It is equally important to be aware of basic concepts relating to individuals, groups, work organisations, gender equality and non-discrimination, society and culture. Understanding the multi-cultural and socio-economic dimensions of European societies and how national cultural identity interacts with the European identity is essential. The core skills of this competence include the ability to communicate constructively in different environments, to show tolerance, express and understand different viewpoints, to negotiate with the ability to create confidence, and to feel empathy. Individuals should be capable of coping with stress and frustration and expressing them in a constructive way and should also distinguish between the personal and professional spheres. The competence is based on an attitude of collaboration, assertiveness and integrity. Individuals should have an interest in socio-economic developments and intercultural communication and should value diversity and respect others, and be prepared both to overcome prejudices and to compromise.

            B.

            Civic competence is based on knowledge of the concepts of democracy, justice, equality, citizenship, and civil rights, including how they are expressed in the Charter of Fundamental Rights of the European Union and international declarations and how they are applied by various institutions at the local, regional, national, European and international levels. It includes knowledge of contemporary events, as well as the main events and trends in national, European and world history. In addition, an awareness of the aims, values and policies of social and political movements should be developed. Knowledge of European integration and of the EU’s structures, main objectives and values is also essential, as well as an awareness of diversity and cultural identities in Europe. Skills for civic competence relate to the ability to engage effectively with others in the public domain, and to display solidarity and interest in solving problems affecting the local and wider community. This involves critical and creative reflection and constructive participation in community or neighbourhood activities as well as decision-making at all levels, from local to national and European level, in particular through voting. Full respect for human rights including equality as a basis for democracy, appreciation and understanding of differences between value systems of different religious or ethnic groups lay the foundations for a positive attitude. This means displaying both a sense of belonging to one’s locality, country, the EU and Europe in general and to the world, and a willingness to participate in democratic decision-making at all levels. It also includes demonstrating a sense of responsibility, as well as showing understanding of and respect for the shared values that are necessary to ensure community cohesion, such as respect for democratic principles. Constructive participation also involves civic activities, support for social diversity and cohesion and sustainable development, and a readiness to respect the values and privacy of others.

            1ο ΔΗΜΟΤΙΚΟ ΣΧΟΛΕΙΟ ΚΟΜΟΤΗΝΗΣ -ΚΟΜΟΤΗΝΗ Greece

            • .
              5th Pan-Hellenic School Sports Day
              Friday, September 28, 2018, was designated by the Ministry of Education as “5th Pan-Hellenic School Sports Day 2018 European School Day.”

              With the slogan “AS MOVE”, it is proposed that school units implement within the school hours the following sporting actions (singly or in combination):
              aerobic kinetic activities emphasizing on fast walking, as well as running, relay, cycling, rope, dance etc,
              group-individual sports, 3X3 basketball, 5×5 football, handball, volleyball, tennis, table tennis, etc. (with the ability to create mixed groups)

              

              We sung Christmas Carols

              http://vimeo.com/user73786073/review/309729078/231edefec4

              Trust Games!!We love ithem!

              In language subject we had to discuss about how we can send a letter. So it was a great opportunity to visit the Department of Post Office in Komotini.

              

              we visit the Medical bus of The smile of the kid. The doctor examined our eyes. Thank you!

              

              We participated in a project SAFE WATER SPRTS and we won the 1st prize for our work.

              

              Dissemination- Blog

              • .https://www.facebook.com/Playful-School-2124665141089680/?modal=admin_todo_tour

                

                Kutlukent 80. Yıl İlkokulu-Belgin Tunç-Notice Board , News , Exhibitions

                Here is the second exhibitions with NSS (Ankara)

                

                Here is our exhibitions of our projects in e twinning. Playful school is one of them

                

                http://www.eba.gov.tr/haber/1540929853

                

                

                

                San Michele

                Board at school

                

                

                 Final work we shared with families and school

                Rudňany Slovakia

                We present our project to our classmates

                

                

                Final work we shared with families and school

                 

                They wrote about us in the school magazine also in the village magazine

                the scholl magazine

                

                the village magazine  Horizont č. 4/2019

                

              Report of the Bulgarian

              https://www.storyjumper.com/book/index/71666475/5d417678457cd

              eSafety and eTwinning

              • https://www.etwinning.net/en/pub/support/esafety-and-etwinning.htm

                https://www.etwinning.net/en/pub/support/esafety-and-etwinning/a-esafety-in-etwinning-and-th.htm

                https://www.etwinning.net/en/pub/support/esafety-and-etwinning/b-trendsissuespolicies-an.htm

                https://www.etwinning.net/en/pub/support/esafety-and-etwinning/b-trendsissuespolicies-an.htm

                https://www.etwinning.net/en/pub/support/esafety-and-etwinning/b-trendsissuespolicies-an.htm

                https://www.etwinning.net/en/pub/support/esafety-and-etwinning/b-trendsissuespolicies-and-.htm

                https://www.etwinning.net/en/pub/support/esafety-and-etwinning/b-trendsissuespolicies-and-.htm

                https://www.etwinning.net/en/pub/support/esafety-and-etwinning/b-trendsissuespolicies-and-.

                https://www.betterinternetforkids.eu/

                https://www.generazioniconnesse.it/site/it/home-page/   (Italy)

                https://www.saferinternetday.org/

                 

               

              The report of Kutlukent 80. Yıl İO – B Tunç

              Both, parallel and collaborative activities were carried out in the project. Released in the selection of the work to be conducted by giving the main headings in parallel activities. Collaborative works were very popular and common products were created with these works.

              Playful school report of Turkish team.pdf

              playfull school kazanımlar.docx

              Report Scuola infanzia San Michele Italy

               

              1st Primary School of Komotini- Greece

              https://app.bookcreator.com/read/9qMSWnveQQOOYuonqekX2A/LRxdjP2WQsebNiViqlP7Ng?from=editor

              Games

              • Barbara Trivelli

                Kutlukent 80. Yıl İlkokulu-Belgin Tunç

                Kutlukent 80. Yıl İO-Belgin Tunç

                The pupil who has specific learning difficulties

                puzzle by Slidely Photo Gallery

                Evaluation

                • Kids evaluate the project activities 

                  

                   

                  

                  

                  

                  https://goo.gl/forms/n66aJXXrIHBQJFeb2

                  .Barbara Trivelli’s Evaluation

                   

                  Belgin Tunç’s evaluation

                   

                  Rudňany Slovakia

                  evaluation: questionnaire for our pupils

                   

                   

                • For pupils: 1. Do you think this has been a useful project? 2.Do you like to take part in the common activities? 3.Do you like to join the online meeting?

                  1 ,2,3 YES

                  5 votes (83.33%)

                  1.YES 2,3 NO

                  0 votes (0%)

                  1,2 YES 3 NO

                  0 votes (0%)

                  1,2,3 NO

                  0 votes (0%)

                  1 NO 2,3 YES

                  1 vote (16.67%)

                  1,2 NO 3 YES

                  0 votes (0%)

                • Evaluation Results

                  Evaluation Results