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PROGRAMME OUTLINE

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PROGRAMME OUTLINE

Partners developed the Weaving Webs of Stories curricula following the tutors workshop held at the launch meeting of the project in Madrid. Further zoom meetings were held to finalise the curriculum before delivery in partner’s respective countries. The activities presented below have all been successfully piloted by the partners in the consortium. They focus on tried and tested methodologies and techniques to help young people develop confidence and aspiration, improve their literacy and vocabulary, discover an appetite for reading and become creative.

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CURRICULUM

A curriculum (pl. Curricula/curriculums) is roughly defined as all learning experiences students go through in the educational process.

A curriculum is important, because:

  • It gives a clear structure to what is taught

  • It sets clear expectations for what should be accomplished by the end of the course/programme for both teachers and students.

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OUR CURRICULA INCLUDE:

a rationale - why students need to take that course/programme

  • a list of the general objectives

  • a list of the competences/skills to develop + examples of activities

  • the values underlying the course/programme

  • the topics + the number of classes allotted per topic

the assessment techniques (we will use formative assessment including: quizzes, games, presentations, etc.) Bibliography/further reading Although all the curricula rely on common elements, they are flexible, particularly in how teachers or tutors organise the different elements to meet the needs of their group.

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PROGRAMME DETAILS

The types of activities set out below have been piloted by the consortium across seven countries, and extensively evaluated. They have been organised into five categories, according to their purpose:

  • Category 1: Group formation, team-building and icebreakers

  • Category 2: Reading Journey

  • Category 3: Weaving Stories

  • Category 4: Presentation

  • Category 5: Evaluation.

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NATIONAL LESSON PLAN

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CATEGORY 1: GROUP FORMATION AND TEAM BUILDING

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CATEGORY 1: NAVIGATION

PURPOSE

CATEGORY 1: ICEBREAKERS

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CATEGORY 1: GROUP FORMATION AND TEAM BUILDING

“Attention is a very limited resource – so we need to ‘kidnap’ it and treat it with the sensitivity it deserves” (Chema Lazoro, winner of best teacher in Spain award, 2013)

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PURPOSE:

To help you develop a set of activities which will:
build an ensemble out of the group of individuals attending the sessions
establish an expectation of something magical, fun and enriching
allow the children to make connections, of honesty and acceptance
support collective decision-making
from the start of the programme, give children the “satisfaction of the uplift we get psychologically from finishing something” (US writer Joyce Carol Oates)

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ACTIVITIES-GROUP BUILDING

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CATEGORY 1: ICEBREAKERS

An icebreaker is a short, dynamic, fun and attention-grabbing activity. It will not require a lot of organisation – but it is an important part of the programme.
Teachers generally use two types of icebreakers:
At the beginning of a course, and then when required, to help the children get to know the tutor and each other
As a way to practice the content from the previous session, and to introduce the next topic in the course

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CATEGORY 1: WHY WE USE ICEBREAKERS

To help the children get to know each other and the tutor
To energise and motivate the children by getting them quickly engaged in the session – physically, mentally and emotionally – preparing them for the group work to come
To reduce stress, create good relations and an atmosphere where children feel comfortable sharing and participating in full
To foster a shared sense of purpose, belonging and openness to new ideas
To address participants’ diverse learning styles by providing a range of learning opportunities – games, songs, video, drawing, dance and so on

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ICEBREAKERS

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HINTS AND TIPS

Have a clear objective for what you want to accomplish
Make it simple to understand and do Watch out for extreme emotions or over-competitive tones which may need managing
Keep the group focused on the stated objectives
Don’t insist children reveal too much personal information – encourage them to improvise if they don’t feel comfortable
Evaluate – ask the children what the value of the activity was for them, and share your rationale for the activity too

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CATEGORY 2: READING JOURNEY

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CATEGORY 2 READING JOURNEY

This activity is at the heart of the programme, focusing on the stories you select for your group, which will be fun – and aligned to our overall objectives of improving literacy, challenging stereotypes and promoting inclusion and equality.
PURPOSE:
● To present reading activities that will strengthen the children’s capacity to empathise with others, challenge assumptions and undermine stereotypes.
● To prompt the children to learn about themselves, others and the world in general, building bridges leading to greater understanding.
Before you finalise the reading activities in your programme, see the important resources set out below:

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HOW TO PICK YOUR BOOKS ANNEX

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READING TIPS

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THE WEAVING WEBS OF STORIES BOOK LIST

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KEYWORDS TO CONSIDER PRESENTING BEFORE AND DISCUSSING WITH YOUR GROUPS OF CHILDREN

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SUGGESTED ACTIVITIES

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SOME KEY PRINCIPLES BEHIND GETTING CHILDREN INVOLVED IN THE READING JOURNEY:

Work collaboratively with parents so they can support their children through the programme
Lead by example – be a reading teacher and encourage parents to become reading parents too
If reading poses difficulties, perhaps try different, fun activities which will help with reading as well
Explore the story together and guide children towards developing their own road map
As much as possible, try to embed empathetic and positive affirmation moments into the activities carried out

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CATEGORY 3: WEAVING STORIES

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CATEGORY 3: WEAVING STORIES

Creating stories is one of the best ways for children to grow, expand their knowledge and learn to think and analyse - as well as developing empathy, understanding and tolerance.
Purpose:
To encourage creative thinking, unleashing the “liberating value of the word” (Italian children’s’ author Gianni Rodari)
To help children use their imagination to make their own wonderful creations

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CITATION

“In our schools there is too little laughter…The idea that the education of a mind must be a dismal affair is among the most difficult things to overcome.”

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THE LESSONS OF RODARI

Rodari is one of the most influential Italian children’s authors of the 20th century. His important work “The Grammar of Fantasy” is a treasure trove of ideas, games, stories, random thoughts and serious silliness – all in the context of imagination, fairy tales, folk tales, cognitive development and compassionate education.
Key points:
Schools have traditionally placed more value on memory and attention than on imagination.
“It is necessary for the imagination to have a place in education; for all those who trust in the creativity of children, and for all those who know the liberating value of the word”
“In our schools there is too little laughter…The idea that the education of a mind must be a dismal affair is among the most difficult things to overcome.”

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A SHORT GUIDE TO PROCESS AND BASIC STORY FORMAT

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TEMPLATE FOR STARTING THE STORY CREATIVE PROCESS

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TIPS ON HOW TO WRITE A GOOD STORY

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VIDEOS FOR INSPIRATION

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SUGGESTED ACTIVITIES FROM THIS GROUP

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CATEGORY 4: PRESENTATION

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CATEGORY 4: NAVIGATION

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CATEGORY 4: PRESENTATION

Purpose
To prepare the children to share their stories with confidence and professionalism
To help the children develop a strong, audible voice, with training in presenting their words with clarity, meaning and emotion, including through breathing, opening the throat and projection

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PRESENTATION - ACTIVITIES

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CATEGORY 5: EVALUATION

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CATEGORY 5: EVALUATION

An essential activity – after each session as well as at the end of the course!
Purpose:
To measure/capture the progress children are making towards the objectives set, as well as to check whether the workshop experience (from each individual session or in general) is a positive one.
To outline methods of assessment:
At the end of each session, through simple questioning/discussion or tech tools such as Kahoot, cloze, quizzes Mid-term and end of programme

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EVALUATION-QUESTIONNAIRE

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