Q3674401 (Q3674401): Difference between revisions
Jump to navigation
Jump to search
(Changed an Item: importing one item from France) |
(Created claim: summary (P836): Students with school difficulties have difficulty engaging in a guidance process. Pupils who arrive in the 6th Segpa often have a bad self-image, have lost confidence in themselves and have for the most part had serious social difficulties (e.g. resigning parents or little present vis-à-vis the school). The SEGPAs of Brie Comte-Robert (Collège Arthur Chaussy) and Roissy-en-Brie (College Anceau de Guerlande) made the same observation: how to mak...) |
||||||||||||||
| Property / summary | |||||||||||||||
Students with school difficulties have difficulty engaging in a guidance process. Pupils who arrive in the 6th Segpa often have a bad self-image, have lost confidence in themselves and have for the most part had serious social difficulties (e.g. resigning parents or little present vis-à-vis the school). The SEGPAs of Brie Comte-Robert (Collège Arthur Chaussy) and Roissy-en-Brie (College Anceau de Guerlande) made the same observation: how to make the student concretely involved in the construction of his orientation path in order to prevent early school leaving They will decline a programme according to five actions: The first will be at the level of the 6th and will concern the enhancement of pupils and the restoration of self-esteem. The second will be at the level of the 5th and will concern the discovery of the “world” to help them open themselves more easily to the outside in order to better understand their future movements as regards their orientation, to give them the taste of the effort. The third will be in the direction of the 4th and will concern the discovery of the various possible courses and the acquisition of new skills. The fourth will be applied at the level of the 3 rds and will concern the finer orientation, chosen, personal, thoughtful and openness to an environment other than theirs. The fifth action will concern coordination between the teams of the two institutions and the partners. (English) | |||||||||||||||
| Property / summary: Students with school difficulties have difficulty engaging in a guidance process. Pupils who arrive in the 6th Segpa often have a bad self-image, have lost confidence in themselves and have for the most part had serious social difficulties (e.g. resigning parents or little present vis-à-vis the school). The SEGPAs of Brie Comte-Robert (Collège Arthur Chaussy) and Roissy-en-Brie (College Anceau de Guerlande) made the same observation: how to make the student concretely involved in the construction of his orientation path in order to prevent early school leaving They will decline a programme according to five actions: The first will be at the level of the 6th and will concern the enhancement of pupils and the restoration of self-esteem. The second will be at the level of the 5th and will concern the discovery of the “world” to help them open themselves more easily to the outside in order to better understand their future movements as regards their orientation, to give them the taste of the effort. The third will be in the direction of the 4th and will concern the discovery of the various possible courses and the acquisition of new skills. The fourth will be applied at the level of the 3 rds and will concern the finer orientation, chosen, personal, thoughtful and openness to an environment other than theirs. The fifth action will concern coordination between the teams of the two institutions and the partners. (English) / rank | |||||||||||||||
Normal rank | |||||||||||||||
| Property / summary: Students with school difficulties have difficulty engaging in a guidance process. Pupils who arrive in the 6th Segpa often have a bad self-image, have lost confidence in themselves and have for the most part had serious social difficulties (e.g. resigning parents or little present vis-à-vis the school). The SEGPAs of Brie Comte-Robert (Collège Arthur Chaussy) and Roissy-en-Brie (College Anceau de Guerlande) made the same observation: how to make the student concretely involved in the construction of his orientation path in order to prevent early school leaving They will decline a programme according to five actions: The first will be at the level of the 6th and will concern the enhancement of pupils and the restoration of self-esteem. The second will be at the level of the 5th and will concern the discovery of the “world” to help them open themselves more easily to the outside in order to better understand their future movements as regards their orientation, to give them the taste of the effort. The third will be in the direction of the 4th and will concern the discovery of the various possible courses and the acquisition of new skills. The fourth will be applied at the level of the 3 rds and will concern the finer orientation, chosen, personal, thoughtful and openness to an environment other than theirs. The fifth action will concern coordination between the teams of the two institutions and the partners. (English) / qualifier | |||||||||||||||
point in time: 18 November 2021
| |||||||||||||||
Revision as of 11:06, 18 November 2021
Project Q3674401 in France
| Language | Label | Description | Also known as |
|---|---|---|---|
| English | No label defined |
Project Q3674401 in France |
Statements
208,603.27 Euro
0 references
423,438.74 Euro
0 references
49.26 percent
0 references
29 October 2017
0 references
31 August 2019
0 references
GIP FCIP de Créteil
0 references
Les élèves en difficultés scolaires ont du mal à s'engager dans un processus d'orientation. Les élèves qui arrivent en 6ème Segpa ont souvent une mauvaise image d'eux-mêmes, ont perdu confiance en eux et ont pour la plupart de grosses difficultés sociales (parents démissionnaires ou peu présents vis-à-vis de l'institution scolaire par exemple). Les SEGPA de Brie Comte-Robert (collège Arthur Chaussy) et de Roissy-en-Brie (collège Anceau de Guerlande) ont fait le même constat : comment rendre concrètement l'élève acteur de la construction de son parcours d'orientation afin de prévenir le décrochage scolaire Ils déclineront un programme selon cinq actions : La première s'exercera au niveau des 6èmes et concernera la valorisation des élèves et la restauration de l'estime de soi. Le seconde se déclinera au niveau des 5èmes et concernera la découverte du « monde » pour les aider à s'ouvrir plus facilement sur l'extérieur pour mieux appréhender leurs déplacements futurs quant à leur orientation, leur redonner le gout de l'effort. Le troisième sera en direction des 4èmes et concernera la découverte des différentes filières possibles et l'acquisition de compétences nouvelles. La quatrième sera appliquée au niveau des 3èmes et concernera l'orientation plus fine, choisie, personnelle, réfléchie et l'ouverture sur un autre environnement que le leur. La cinquième action concernera quant à elle la coordination entre les équipes des deux établissements et les partenaires. (French)
0 references
Students with school difficulties have difficulty engaging in a guidance process. Pupils who arrive in the 6th Segpa often have a bad self-image, have lost confidence in themselves and have for the most part had serious social difficulties (e.g. resigning parents or little present vis-à-vis the school). The SEGPAs of Brie Comte-Robert (Collège Arthur Chaussy) and Roissy-en-Brie (College Anceau de Guerlande) made the same observation: how to make the student concretely involved in the construction of his orientation path in order to prevent early school leaving They will decline a programme according to five actions: The first will be at the level of the 6th and will concern the enhancement of pupils and the restoration of self-esteem. The second will be at the level of the 5th and will concern the discovery of the “world” to help them open themselves more easily to the outside in order to better understand their future movements as regards their orientation, to give them the taste of the effort. The third will be in the direction of the 4th and will concern the discovery of the various possible courses and the acquisition of new skills. The fourth will be applied at the level of the 3 rds and will concern the finer orientation, chosen, personal, thoughtful and openness to an environment other than theirs. The fifth action will concern coordination between the teams of the two institutions and the partners. (English)
18 November 2021
0 references
Identifiers
IF0011995
0 references