Q3673863 (Q3673863): Difference between revisions
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(Changed an Item: importing one item from France) |
(Created claim: summary (P836): Pupils newly arrived in France are enrolled in educational units where lack of homogeneity — in terms of ages, levels, attainments, backgrounds — it is very complex to develop “school curricula”. Teachers are looking for ways to support students both in the apprenticeships that will enable them to continue their schooling but also in their personal construction and in their socio-cultural integration. “Heritage in Sharing” is a program that a...) |
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Pupils newly arrived in France are enrolled in educational units where lack of homogeneity — in terms of ages, levels, attainments, backgrounds — it is very complex to develop “school curricula”. Teachers are looking for ways to support students both in the apprenticeships that will enable them to continue their schooling but also in their personal construction and in their socio-cultural integration. “Heritage in Sharing” is a program that allows students to create a classroom book that dedicates a double page to each student on the theme of cultural heritage It meets a double need: to promote the social and cultural integration of young migrants in France (especially in the education system) and to enrich teachers’ pedagogical approaches by providing them with a method and tools. Differentiated pedagogy makes it possible to adapt to the particular needs of each student. The pedagogical tools that accompany the project have been developed with educational professionals, specialists in the host classes. During classroom work, the project promotes the acquisition of knowledge and skills of the common core — in particular mastering the French language, historical and geographical benchmarks, and humanist skills. The digital tool (allowing the manufacture of a book) allows the introduction of CTBTs. Following the first experiment (English) | |||||||||||||||
| Property / summary: Pupils newly arrived in France are enrolled in educational units where lack of homogeneity — in terms of ages, levels, attainments, backgrounds — it is very complex to develop “school curricula”. Teachers are looking for ways to support students both in the apprenticeships that will enable them to continue their schooling but also in their personal construction and in their socio-cultural integration. “Heritage in Sharing” is a program that allows students to create a classroom book that dedicates a double page to each student on the theme of cultural heritage It meets a double need: to promote the social and cultural integration of young migrants in France (especially in the education system) and to enrich teachers’ pedagogical approaches by providing them with a method and tools. Differentiated pedagogy makes it possible to adapt to the particular needs of each student. The pedagogical tools that accompany the project have been developed with educational professionals, specialists in the host classes. During classroom work, the project promotes the acquisition of knowledge and skills of the common core — in particular mastering the French language, historical and geographical benchmarks, and humanist skills. The digital tool (allowing the manufacture of a book) allows the introduction of CTBTs. Following the first experiment (English) / rank | |||||||||||||||
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| Property / summary: Pupils newly arrived in France are enrolled in educational units where lack of homogeneity — in terms of ages, levels, attainments, backgrounds — it is very complex to develop “school curricula”. Teachers are looking for ways to support students both in the apprenticeships that will enable them to continue their schooling but also in their personal construction and in their socio-cultural integration. “Heritage in Sharing” is a program that allows students to create a classroom book that dedicates a double page to each student on the theme of cultural heritage It meets a double need: to promote the social and cultural integration of young migrants in France (especially in the education system) and to enrich teachers’ pedagogical approaches by providing them with a method and tools. Differentiated pedagogy makes it possible to adapt to the particular needs of each student. The pedagogical tools that accompany the project have been developed with educational professionals, specialists in the host classes. During classroom work, the project promotes the acquisition of knowledge and skills of the common core — in particular mastering the French language, historical and geographical benchmarks, and humanist skills. The digital tool (allowing the manufacture of a book) allows the introduction of CTBTs. Following the first experiment (English) / qualifier | |||||||||||||||
point in time: 18 November 2021
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Revision as of 11:02, 18 November 2021
Project Q3673863 in France
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project Q3673863 in France |
Statements
47,723.37 Euro
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95,446.75 Euro
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50.0 percent
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1 January 2015
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31 August 2016
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Patrimoine sans frontières
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Les élèves nouvellement arrivés en France sont scolarisés dans des unités pédagogiques où faute d’homogénéité – en termes d’âges, de niveaux, d’acquis, d’origines – il est très complexe de développer des « programmes scolaires ». Les enseignants cherchent des moyens pour accompagner les élèves à la fois dans les apprentissages qui leur permettront de poursuivre leur scolarité mais également dans leur construction personnelle et dans leur intégration socio-culturelle. « Patrimoine en partage » est un programme qui permet aux élèves de créer un livre de classe consacrant une double page à chaque élève sur le thème du patrimoine culturel Il répond à un double besoin : favoriser l'intégration sociale et culturelle des jeunes migrants en France (et notamment dans le système éducatif) et d'enrichir les approches pédagogiques des enseignants en leur fournissant une méthode et des outils. La pédagogie différenciée permet de s’adapter aux besoins particuliers de chaque élève. Les outils pédagogiques qui accompagnent le projet ont été développés avec des professionnels de l’éducation, spécialistes des classes d’accueil. Lors du travail en classe, le projet favorise l’acquisition de connaissances et de compétences du socle commun - en particulier la maîtrise de la langue française et celle de repères historiques et géographiques, et des compétences humanistes. L’outil numérique (permettant la fabrication d’un livre) permet d’introduire les TICE. Suite à la première expérimen (French)
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Pupils newly arrived in France are enrolled in educational units where lack of homogeneity — in terms of ages, levels, attainments, backgrounds — it is very complex to develop “school curricula”. Teachers are looking for ways to support students both in the apprenticeships that will enable them to continue their schooling but also in their personal construction and in their socio-cultural integration. “Heritage in Sharing” is a program that allows students to create a classroom book that dedicates a double page to each student on the theme of cultural heritage It meets a double need: to promote the social and cultural integration of young migrants in France (especially in the education system) and to enrich teachers’ pedagogical approaches by providing them with a method and tools. Differentiated pedagogy makes it possible to adapt to the particular needs of each student. The pedagogical tools that accompany the project have been developed with educational professionals, specialists in the host classes. During classroom work, the project promotes the acquisition of knowledge and skills of the common core — in particular mastering the French language, historical and geographical benchmarks, and humanist skills. The digital tool (allowing the manufacture of a book) allows the introduction of CTBTs. Following the first experiment (English)
18 November 2021
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Identifiers
IF0005947
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