innovative activities in innovative activities in primary schoolprimary school

Regio Progemme 2012-2013Regio Progemme 2012-2013

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DIFFERENT WAYS OF ORGANIZDIFFERENT WAYS OF ORGANIZING ING PRIMARY PRIMARY EDUCATION CURRICULUMEDUCATION CURRICULUM

KEEPING IDIVITUAL LESSONS

AS PERMANET FRAME OF SCHOOL

KNOWLEDGE

LESSONS HAVING IDEPENTANT OR

NOT CORRELATIVE CURICULUM

LESSONS HAVING EASILY

CORRELATIVED CURRICULUM

INTER- DISCIPLINARATIVE

PROJECTS

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DIFFERENT WAYS OF ORGANIZATION OF DIFFERENT WAYS OF ORGANIZATION OF PRIMARY EDUCATION CURRICULUMPRIMARY EDUCATION CURRICULUMCROSS – THEMATIC INTEGRATIONCROSS – THEMATIC INTEGRATION

NO DIFFERENT LESSONS FORORGANIZING KNOWLEADGE

UNIVERSALIA SUBJECTS PROBLEMS

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CROSS – THEMATIC INTEGRATION:CROSS – THEMATIC INTEGRATION:DURINING THE FLEXIBLE AREA OF 10% OF DURINING THE FLEXIBLE AREA OF 10% OF

SCHOOL TIMESCHOOL TIME

alternative solution in the traditional alternative solution in the traditional teaching teaching

space for the personal interestsspace for the personal interests intervention in the social conditions of the intervention in the social conditions of the

classroomclassroom

Time out of weekly program:Time out of weekly program:4 hours for A and B classes4 hours for A and B classes3 hours for C and D classes 3 hours for C and D classes 2 hours for E and St classes2 hours for E and St classes

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Teacher and students are free to Teacher and students are free to choose the theme they wish to deal choose the theme they wish to deal with with

The procedure and methodology: there The procedure and methodology: there is a goal to be energetic for studentsis a goal to be energetic for students

Teachers of different subjects can work Teachers of different subjects can work togethertogether

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HOLISTIK PERCEPTION of HOLISTIK PERCEPTION of KNOWLEDGEKNOWLEDGE

Which mean: Which mean: Organize knowledge so as to ensure study of Organize knowledge so as to ensure study of

subjects from a lot points of view extending the subjects from a lot points of view extending the benefits of the procedure in relation with the benefits of the procedure in relation with the reality reality

Underlining the cross-correlations among the Underlining the cross-correlations among the fields of sciences, art, technology, cultivate fields of sciences, art, technology, cultivate attitudes and valuesattitudes and values

Terms as for eg system – interactionTerms as for eg system – interaction mentioned mentioned in in positive and social sciencespositive and social sciences,, can help cross – can help cross – thematic co-relations andthematic co-relations and therethere was a trial to be was a trial to be involved in our new booksinvolved in our new books

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First phase:First phase:

The student’s team and their teacher The student’s team and their teacher make their planmake their plan

They decide the subject for study They decide the subject for study They discuss about the different They discuss about the different

dimensions of the theme and every dimensions of the theme and every group undertakes a parameter to group undertakes a parameter to study deeply according to their study deeply according to their interests and collaboration and the interests and collaboration and the Curriculum Curriculum

They define goals and activitiesThey define goals and activities

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Second phaseSecond phase

Who has to do what: in the groupWho has to do what: in the group In terms with time In terms with time Conduct with each other in the group Conduct with each other in the group

and among the groups to evaluate and among the groups to evaluate the procedurethe procedure at certain periods of at certain periods of time and at the endtime and at the end

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At last…At last… Presentation of each group workPresentation of each group work Presentation of the total workPresentation of the total work Make an outcome of the project Make an outcome of the project

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Questions to be answered Questions to be answered ((estimationestimation))

Was Was itit useful for our knowledge useful for our knowledge level?level?

Did we enjoy the procedure? Did we enjoy the procedure? (learning and happiness) (learning and happiness)

Did we all take part?Did we all take part? Did we learn to be a team?Did we learn to be a team? Did we manage to fulfill our role in Did we manage to fulfill our role in

the team? the team?

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SPACESPACE INTERDISCIPLINARY INTERDISCIPLINARY CONNECTIONS CONNECTIONS LANGUAGE LANGUAGE MATHEMATICS MATHEMATICS Dictionary of interval, poemsDictionary of interval, poems, E, Exercises and problems xercises and problems inin Writing excersise, make up stories Writing excersise, make up stories relation with distances relation with distances about space about space and sizes of planets. and sizes of planets.

HISTORY HISTORY RELIGIOUSRELIGIOUS Events and important dates Our religion biliefs about Events and important dates Our religion biliefs about about world’ creation about world’ creation birth and birth and creation of worldcreation of world

THEATRICAL EDUCATIONTHEATRICAL EDUCATION AESTHETIC EDUCATIONAESTHETIC EDUCATION Represantation solar’s system movement Drowing Represantation solar’s system movement Drowing planets planets

and moon-sun eclipse and moon-sun eclipse ttaking in mind their aking in mind their distance from distance from sunsun

PHYSICS (PHYSICS (I search and discover)I search and discover) G E G E ΟΟ G R A F G R A F ΥΥ

spaceships spaceships (their parts, their function, (their parts, their function, ectect)) Seasons, the Seasons, the movement movement Satellites, spSatellites, spaceace stations, astronomers, stations, astronomers, planets planets arount the sunarount the sun

telescopes, constellationstelescopes, constellations Sun and sun-Sun and sun-moon moon eclipse. eclipse.

Comets, galaxies, nebulae, rings, Comets, galaxies, nebulae, rings, Planets’ surface. Planets’ surface. meteorites,meteorites, planets.planets.

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Museum kit: lets go AcropolisMuseum kit: lets go Acropolis Motive: preparing for a study visitMotive: preparing for a study visit The museum kit includes a maquette of the Rock of The museum kit includes a maquette of the Rock of

the Acropolis on scale 1:800, with the levels created in the Acropolis on scale 1:800, with the levels created in the fifth century BCthe fifth century BC

the individual models of the buildings in the the individual models of the buildings in the sanctuary, and printed matter. sanctuary, and printed matter.

The pupil examines and places the buildings on the The pupil examines and places the buildings on the Rock, compares them, studies their dimensions, the Rock, compares them, studies their dimensions, the proportions of their volumes, the function of each proportions of their volumes, the function of each building, the orientation and precise position on the building, the orientation and precise position on the Rock.Rock.

Four posters showingFour posters showing development development of the Acropolis of the Acropolis Rock, Rock,

educational booklets 'Let's go the Acropolis' and 'Let's educational booklets 'Let's go the Acropolis' and 'Let's go the Acropolis Peripatos' help the pupil to make a go the Acropolis Peripatos' help the pupil to make a tour of the Rock and to recreate in his/her imagination, tour of the Rock and to recreate in his/her imagination, the splendid sanctuary where the Athenians the splendid sanctuary where the Athenians worshipped their patron goddess. worshipped their patron goddess.

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Cycladic CivilisationCycladic Civilisation kit kit printed materialprinted material books, slides and video cassette:books, slides and video cassette: general general

information on the life and art of the information on the life and art of the prehistoric Cyclades. prehistoric Cyclades.

Copies of the most characteristic exhibits Copies of the most characteristic exhibits in the Museumin the Museum’’s Cycladic Collection:a s Cycladic Collection:a series of marble figurines, give pupils the series of marble figurines, give pupils the opportunity to become acquainted at opportunity to become acquainted at close hand with these brilliant examples close hand with these brilliant examples of Cycladic artof Cycladic art (3000-2300bC) (3000-2300bC)..

educational games help the children to educational games help the children to consolidate the knowledge they have consolidate the knowledge they have acquired through creative play acquired through creative play

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Useful pagesUseful pages::

httphttp::ysma.culture.grysma.culture.gr httphttp::cycladic_m.grcycladic_m.gr httphttp::gr.greece_museums.comgr.greece_museums.com httphttp::onlineathensguide.infoonlineathensguide.info