Csodaszarvas — tradition and nomadic adventure in the institutions of the Berettyóújfalu School District Centre (Q3900824): Difference between revisions

From EU Knowledge Graph
Jump to navigation Jump to search
(‎Changed an Item: add summary)
(‎Changed an Item: Adding English translations)
Property / summary
 
Nearly 20 % of the students of the Berettyóújfalu School District Center are disadvantaged and cumulatively disadvantaged students. During the implementation of the project, we would like to involve as many of these students as possible. Our main goal is: reducing the number of school leavers without qualifications, preventing early school leaving and promoting equal access to quality education. Our other goals are: — During the implementation of thematic non-formal and informal programmes, we provide students with self-knowledge/experience opportunities. — The dissemination of practice-oriented school materials, the visit of the Zoo, the familiarisation of the Middle Ages (foods, eating habits, castle building), the castle visit in Sümeg, the extraordinary geography lesson in Tapolca, makes the students acquainted with the joy of learning, giving them a successful experience. — During the implementation of the program, our goal is to improve the students’ healthy personality development, to improve their self-esteem, and to restore negative self-esteem. This is what the games selected from the Wonder Deer side serve, e.g.: Keretmese, from the outside..., Mission Impossibil — With the implementation of the folklore tradition program, our goal is to be open to the knowledge of culture, tradition and folk customs. Respect and cultivate the traditions of our nation. Learn about the culture and traditions of the peoples around us through folk tales and folk songs. — By implementing an interactive career guidance session, students can get a realistic picture of themselves, skills and skills. We prepare the choice of their future profession and profession. They realise that learning is a value. — During the Literary role-playing, they get to know and practice proper communication and good behavior. They discover the beauties of our mother tongue. During sports games, they develop their failure-tolerant, conflict-responsive capacity, and stress relief is realised. — Team games shape their cooperation skills, personal and social competence. — In the course of joint activities, the community develops as a result of the experiences shared. — Craft workshops provide a space for the development of student creativity and talent, while children’s self-expression, aesthetic and cultural awareness develops. — We mitigate the disadvantages arising from the social situation of pupils by using integrated education and inclusive education. In part of the families, during school breaks, the placement and supervision of children and the organisation of a meaningful and active recreation are a serious problem. A number of camps have recently emerged with a variety of topics, which can only be attended by a small proportion of pupils due to high costs. Because of their social situation, disadvantaged and cumulatively disadvantaged pupils living in difficult conditions are not able to access personality and skills-enhancing activities and programmes during breaks. Nearly 20 % of the students of the Berettyóújfalu School District Center are disadvantaged, so we feel it is an important task to ensure equal opportunities in our activities. Our priority mission is to ensure equal treatment and equal access for disadvantaged learners. This was also an important criterion for the selection of the institutions involved in the project. The definition of the project’s theme is adapted to the age-specific characteristics of the primary school age. The thematic formal and non-formal content has been designed to contribute to the development of learners’ knowledge, basic skills and competences. Experience-based learning helps to strengthen the inner motivation of learning, to develop the personality of the pupils and to strengthen the student community. The co-operative pedagogical culture and activity used in the implementation of the project primarily develops personal and social competence. The students’ self-knowledge develops, their self-confidence is strengthened, they accept themselves better and recognise the strengths of others. The new approach to learning, the integration of the career guidance elements into the program help to develop a realistic vision, thus contributing to the improvement of school success, the reduction of school leaving without education and the reduction of early school leaving. During the implementation of the project, we provide the opportunity for students from 9 to 13 years to undertake the mandatory community service necessary to start their graduation. We signal the opportunity and our needs to secondary schools. In the week before the start of the project, the pupils will get acquainted with the programme and take part in preparation. In the course of the implementation of the programme, their activities help to ensure effective implementation. The hours completed shall be certified in the Community service logbooks by the signature of the teacher supervising the programme in accordance with... (English)
Property / summary: Nearly 20 % of the students of the Berettyóújfalu School District Center are disadvantaged and cumulatively disadvantaged students. During the implementation of the project, we would like to involve as many of these students as possible. Our main goal is: reducing the number of school leavers without qualifications, preventing early school leaving and promoting equal access to quality education. Our other goals are: — During the implementation of thematic non-formal and informal programmes, we provide students with self-knowledge/experience opportunities. — The dissemination of practice-oriented school materials, the visit of the Zoo, the familiarisation of the Middle Ages (foods, eating habits, castle building), the castle visit in Sümeg, the extraordinary geography lesson in Tapolca, makes the students acquainted with the joy of learning, giving them a successful experience. — During the implementation of the program, our goal is to improve the students’ healthy personality development, to improve their self-esteem, and to restore negative self-esteem. This is what the games selected from the Wonder Deer side serve, e.g.: Keretmese, from the outside..., Mission Impossibil — With the implementation of the folklore tradition program, our goal is to be open to the knowledge of culture, tradition and folk customs. Respect and cultivate the traditions of our nation. Learn about the culture and traditions of the peoples around us through folk tales and folk songs. — By implementing an interactive career guidance session, students can get a realistic picture of themselves, skills and skills. We prepare the choice of their future profession and profession. They realise that learning is a value. — During the Literary role-playing, they get to know and practice proper communication and good behavior. They discover the beauties of our mother tongue. During sports games, they develop their failure-tolerant, conflict-responsive capacity, and stress relief is realised. — Team games shape their cooperation skills, personal and social competence. — In the course of joint activities, the community develops as a result of the experiences shared. — Craft workshops provide a space for the development of student creativity and talent, while children’s self-expression, aesthetic and cultural awareness develops. — We mitigate the disadvantages arising from the social situation of pupils by using integrated education and inclusive education. In part of the families, during school breaks, the placement and supervision of children and the organisation of a meaningful and active recreation are a serious problem. A number of camps have recently emerged with a variety of topics, which can only be attended by a small proportion of pupils due to high costs. Because of their social situation, disadvantaged and cumulatively disadvantaged pupils living in difficult conditions are not able to access personality and skills-enhancing activities and programmes during breaks. Nearly 20 % of the students of the Berettyóújfalu School District Center are disadvantaged, so we feel it is an important task to ensure equal opportunities in our activities. Our priority mission is to ensure equal treatment and equal access for disadvantaged learners. This was also an important criterion for the selection of the institutions involved in the project. The definition of the project’s theme is adapted to the age-specific characteristics of the primary school age. The thematic formal and non-formal content has been designed to contribute to the development of learners’ knowledge, basic skills and competences. Experience-based learning helps to strengthen the inner motivation of learning, to develop the personality of the pupils and to strengthen the student community. The co-operative pedagogical culture and activity used in the implementation of the project primarily develops personal and social competence. The students’ self-knowledge develops, their self-confidence is strengthened, they accept themselves better and recognise the strengths of others. The new approach to learning, the integration of the career guidance elements into the program help to develop a realistic vision, thus contributing to the improvement of school success, the reduction of school leaving without education and the reduction of early school leaving. During the implementation of the project, we provide the opportunity for students from 9 to 13 years to undertake the mandatory community service necessary to start their graduation. We signal the opportunity and our needs to secondary schools. In the week before the start of the project, the pupils will get acquainted with the programme and take part in preparation. In the course of the implementation of the programme, their activities help to ensure effective implementation. The hours completed shall be certified in the Community service logbooks by the signature of the teacher supervising the programme in accordance with... (English) / rank
 
Normal rank
Property / summary: Nearly 20 % of the students of the Berettyóújfalu School District Center are disadvantaged and cumulatively disadvantaged students. During the implementation of the project, we would like to involve as many of these students as possible. Our main goal is: reducing the number of school leavers without qualifications, preventing early school leaving and promoting equal access to quality education. Our other goals are: — During the implementation of thematic non-formal and informal programmes, we provide students with self-knowledge/experience opportunities. — The dissemination of practice-oriented school materials, the visit of the Zoo, the familiarisation of the Middle Ages (foods, eating habits, castle building), the castle visit in Sümeg, the extraordinary geography lesson in Tapolca, makes the students acquainted with the joy of learning, giving them a successful experience. — During the implementation of the program, our goal is to improve the students’ healthy personality development, to improve their self-esteem, and to restore negative self-esteem. This is what the games selected from the Wonder Deer side serve, e.g.: Keretmese, from the outside..., Mission Impossibil — With the implementation of the folklore tradition program, our goal is to be open to the knowledge of culture, tradition and folk customs. Respect and cultivate the traditions of our nation. Learn about the culture and traditions of the peoples around us through folk tales and folk songs. — By implementing an interactive career guidance session, students can get a realistic picture of themselves, skills and skills. We prepare the choice of their future profession and profession. They realise that learning is a value. — During the Literary role-playing, they get to know and practice proper communication and good behavior. They discover the beauties of our mother tongue. During sports games, they develop their failure-tolerant, conflict-responsive capacity, and stress relief is realised. — Team games shape their cooperation skills, personal and social competence. — In the course of joint activities, the community develops as a result of the experiences shared. — Craft workshops provide a space for the development of student creativity and talent, while children’s self-expression, aesthetic and cultural awareness develops. — We mitigate the disadvantages arising from the social situation of pupils by using integrated education and inclusive education. In part of the families, during school breaks, the placement and supervision of children and the organisation of a meaningful and active recreation are a serious problem. A number of camps have recently emerged with a variety of topics, which can only be attended by a small proportion of pupils due to high costs. Because of their social situation, disadvantaged and cumulatively disadvantaged pupils living in difficult conditions are not able to access personality and skills-enhancing activities and programmes during breaks. Nearly 20 % of the students of the Berettyóújfalu School District Center are disadvantaged, so we feel it is an important task to ensure equal opportunities in our activities. Our priority mission is to ensure equal treatment and equal access for disadvantaged learners. This was also an important criterion for the selection of the institutions involved in the project. The definition of the project’s theme is adapted to the age-specific characteristics of the primary school age. The thematic formal and non-formal content has been designed to contribute to the development of learners’ knowledge, basic skills and competences. Experience-based learning helps to strengthen the inner motivation of learning, to develop the personality of the pupils and to strengthen the student community. The co-operative pedagogical culture and activity used in the implementation of the project primarily develops personal and social competence. The students’ self-knowledge develops, their self-confidence is strengthened, they accept themselves better and recognise the strengths of others. The new approach to learning, the integration of the career guidance elements into the program help to develop a realistic vision, thus contributing to the improvement of school success, the reduction of school leaving without education and the reduction of early school leaving. During the implementation of the project, we provide the opportunity for students from 9 to 13 years to undertake the mandatory community service necessary to start their graduation. We signal the opportunity and our needs to secondary schools. In the week before the start of the project, the pupils will get acquainted with the programme and take part in preparation. In the course of the implementation of the programme, their activities help to ensure effective implementation. The hours completed shall be certified in the Community service logbooks by the signature of the teacher supervising the programme in accordance with... (English) / qualifier
 
point in time: 8 February 2022
Timestamp+2022-02-08T00:00:00Z
Timezone+00:00
CalendarGregorian
Precision1 day
Before0
After0

Revision as of 13:51, 8 February 2022

Project Q3900824 in Hungary
Language Label Description Also known as
English
Csodaszarvas — tradition and nomadic adventure in the institutions of the Berettyóújfalu School District Centre
Project Q3900824 in Hungary

    Statements

    0 references
    88,810,952 forint
    0 references
    242,775.89 Euro
    0.0027336256 Euro
    10 December 2021
    0 references
    285,618.696 Euro
    0.0027336256 Euro
    10 December 2021
    0 references
    104,483,472.941 forint
    0 references
    85.0 percent
    0 references
    5 April 2021
    0 references
    26 September 2021
    0 references
    BERETTYÓÚJFALUI TANKERÜLETI KÖZPONT
    0 references
    0 references
    A Berettyóújfalui Tankerületi Központ tanulóinak közel 20%-a hátrányos és halmozottan hátrányos helyzetű tanuló. A projekt megvalósítása során szeretnénk ezeket a tanulókat minél nagyobb számban bevonni. Kiemelt célunk: a végzettség nélküli iskolaelhagyók számának csökkentése, a lemorzsolódás megelőzése és a minőségi oktatáshoz való egyenlő hozzáférés előmozdítása. További céljaink: - A tematikus nem formális és informális programok megvalósulása során a tanulók számára biztosítjuk az önálló ismeret/ tapasztalatszerzési lehetőségeket. - A gyakorlatorientált iskolai tananyag közvetítése, az Állatkert látogatása, a középkorral való ismerkedés (ételek, étkezési szokások, várépítés), a várlátogatás Sümegen, a rendkívüli földrajz óra Tapolcán megismerteti a tanulókkal a tanulás örömét, sikerélményhez juttatja Őket. - A program megvalósítása során célunk a tanulók egészséges személyiségfejlesztése, önértékelésük javítása, a negatív önbecsülés helyreállítása. Ezt szolgálják a Csodaszarvas oldalról kiválasztott játékok, pl: Keretmese, Kintről be…., Mission Impossibil - A folklór hagyományőrző műsor megvalósításával a célunk, hogy legyenek nyitottak a kultúra, a hagyomány, a népszokások megismerésére. Tartsák tiszteletben, ápolják nemzetünk hagyományait. Ismerjék meg a minket körülvevő népek kultúráját, hagyományait népmeséken és népdalokon keresztül. - Interaktív pályaorientációs foglalkozás megvalósításával a tanulók reális képet alkothatnak önmagukról , készségeikről, jártasságaikról. Előkészítjük a jövőbeli szakmájuk, hivatásuk kiválasztását. Tudatosodik Bennük, hogy a tanulás érték. - Az Irodalmi szerepjáték során megismerik és gyakorolják a megfelelő kommunikációt, a helyes magatartásformákat. Felfedezik anyanyelvünk szépségeit. - A sportjátékok során fejlődik kudarctűrő, konfliktuskezelő képességük, megvalósul a stresszoldás. - A csapatjátékokban formálódik együttműködési készségük, személyes és társas kapcsolati kompetenciájuk. - Az együttes tevékenységek során, a közösen átélt élmények hatására fejlődik a közösség. - A Kézműves foglalkozások teret biztosítanak a tanulói kreativitás kibontakozásának, a tehetséggondozásnak, miközben fejlődik a gyerekek önkifejezése, esztétikai, kulturális tudatossága. - Enyhítünk a tanulók szociális helyzetből eredő hátrányokon az integrált oktatás és az inkluzív nevelés alkalmazásával. A tanítási szünetekben a családok egy részében komoly gondot jelent a gyermekek elhelyezése, felügyelete, a tartalmas, aktív kikapcsolódás megszervezése. Az utóbbi időben változatos tematikával számos tábor jelent meg a kínálatban, melyeken a magas költségek miatt csak a tanulók kis hányada tud részt venni. A nehezebb körülmények között élő hátrányos és halmozottan hátrányos tanulók számára szociális helyzetükből adódóan nem érhetők el a szünetekben megvalósuló személyiség-és készségfejlesztő tevékenységek, programok. A Berettyóújfalui Tankerületi Központ tanulóinak közel 20 %-a hátrányos helyzetű, ezért fontos feladatunknak érezzük, hogy az esélyegyenlőség folyamatosan érvényesüljön tevékenységeink során. Kiemelt küldetésünk az egyenlő bánásmód, és az egyenlő esélyű hozzáférés biztosítása a hátrányos helyzetű tanulók számára. Ez a projektben résztevevő intézmények kiválasztásánál is fontos szempont volt. A projekt tematikájának meghatározása az általános iskolai korosztály életkori sajátosságaihoz igazodik. A tematikus formális és nem formális tartalmakat úgy állítottuk össze, hogy járuljanak hozzá a tanulók ismereteinek bővítéséhez, alapkészségeinek, kompetenciáinak fejlődéséhez. Az élményalapú ismeretelsajátítás segít abban, hogy a tanulás belső motivációja erősödjön, a tanulók személyisége fejlődjön, a tanulói közösség megerősödjön. A projekt lebonyolítása során alkalmazott kooperatív pedagógiai kultúra és tevékenység elsősorban a személyes és társas kapcsolati kompetenciát fejleszti. A résztvevő tanulók önismerete fejlődik, önbizalma erősödik, jobban elfogadja önmagát és elismeri mások erősségeit. A tanulás újfajta megközelítése, a programba beépített pályaorientációs elemek segítenek a reális jövőkép kialakításában, ezáltal hozzájárulnak az iskolai eredményesség javulásához, a végzettség nélküli iskolaelhagyás, a lemorzsolódás csökkenéséhez.A projekt megvalósítása során a napközis táborok keretében lehetőséget biztosítunk a 9-13. évfolyamos tanulók számára az érettségi megkezdéséhez szükséges kötelező közösségi szolgálat vállalására. A középiskolák felé jelezzük a lehetőséget és igényeinket. A jelentkező tanulók a projekt megkezdése előtti héten megismerik a programot és felkészítésen vesznek részt. A program lebonyolítása során tevékenységükkel segítik az eredményes megvalósítást. A teljesített órákat a közösségi szolgálat előírásainak megfelelően a közösségi szolgálati naplókban a programot felügyelő pedagógus aláírásával igazolja. Tervezzük a Magyar Versmondók Egyesületének és programszolgáltatók bevonását a programok megvalósításába. (Hungarian)
    0 references
    Nearly 20 % of the students of the Berettyóújfalu School District Center are disadvantaged and cumulatively disadvantaged students. During the implementation of the project, we would like to involve as many of these students as possible. Our main goal is: reducing the number of school leavers without qualifications, preventing early school leaving and promoting equal access to quality education. Our other goals are: — During the implementation of thematic non-formal and informal programmes, we provide students with self-knowledge/experience opportunities. — The dissemination of practice-oriented school materials, the visit of the Zoo, the familiarisation of the Middle Ages (foods, eating habits, castle building), the castle visit in Sümeg, the extraordinary geography lesson in Tapolca, makes the students acquainted with the joy of learning, giving them a successful experience. — During the implementation of the program, our goal is to improve the students’ healthy personality development, to improve their self-esteem, and to restore negative self-esteem. This is what the games selected from the Wonder Deer side serve, e.g.: Keretmese, from the outside..., Mission Impossibil — With the implementation of the folklore tradition program, our goal is to be open to the knowledge of culture, tradition and folk customs. Respect and cultivate the traditions of our nation. Learn about the culture and traditions of the peoples around us through folk tales and folk songs. — By implementing an interactive career guidance session, students can get a realistic picture of themselves, skills and skills. We prepare the choice of their future profession and profession. They realise that learning is a value. — During the Literary role-playing, they get to know and practice proper communication and good behavior. They discover the beauties of our mother tongue. During sports games, they develop their failure-tolerant, conflict-responsive capacity, and stress relief is realised. — Team games shape their cooperation skills, personal and social competence. — In the course of joint activities, the community develops as a result of the experiences shared. — Craft workshops provide a space for the development of student creativity and talent, while children’s self-expression, aesthetic and cultural awareness develops. — We mitigate the disadvantages arising from the social situation of pupils by using integrated education and inclusive education. In part of the families, during school breaks, the placement and supervision of children and the organisation of a meaningful and active recreation are a serious problem. A number of camps have recently emerged with a variety of topics, which can only be attended by a small proportion of pupils due to high costs. Because of their social situation, disadvantaged and cumulatively disadvantaged pupils living in difficult conditions are not able to access personality and skills-enhancing activities and programmes during breaks. Nearly 20 % of the students of the Berettyóújfalu School District Center are disadvantaged, so we feel it is an important task to ensure equal opportunities in our activities. Our priority mission is to ensure equal treatment and equal access for disadvantaged learners. This was also an important criterion for the selection of the institutions involved in the project. The definition of the project’s theme is adapted to the age-specific characteristics of the primary school age. The thematic formal and non-formal content has been designed to contribute to the development of learners’ knowledge, basic skills and competences. Experience-based learning helps to strengthen the inner motivation of learning, to develop the personality of the pupils and to strengthen the student community. The co-operative pedagogical culture and activity used in the implementation of the project primarily develops personal and social competence. The students’ self-knowledge develops, their self-confidence is strengthened, they accept themselves better and recognise the strengths of others. The new approach to learning, the integration of the career guidance elements into the program help to develop a realistic vision, thus contributing to the improvement of school success, the reduction of school leaving without education and the reduction of early school leaving. During the implementation of the project, we provide the opportunity for students from 9 to 13 years to undertake the mandatory community service necessary to start their graduation. We signal the opportunity and our needs to secondary schools. In the week before the start of the project, the pupils will get acquainted with the programme and take part in preparation. In the course of the implementation of the programme, their activities help to ensure effective implementation. The hours completed shall be certified in the Community service logbooks by the signature of the teacher supervising the programme in accordance with... (English)
    8 February 2022
    0 references
    Létavértes, Hajdú-Bihar
    0 references

    Identifiers

    EFOP-3.3.5-19-2020-00024
    0 references