Comenius

Comenius Project Completed 

Tawhid boys exchange trip to Turkey Sept 2014

Bilgicagi Pupils visit to UK June 2014 (Part 1)

Bilgicagi Pupils visit to UK June 2014 (Part 2)

Bilgicagi Pupils visit to UK June 2014

Comenius project logo competition Grand Finale

Comenius Project Overview of activities (Part 1)

Comenius Project Overview of activities (Part 2)

Comenius Project Overview of activities (Part 3)

Comenius Project Overview of activities

Pupil guide to traditional games – comenius project

“Alhamdulillah, the School has completed its two year Comenius project, which involved the use of traditional games from national countries as our theme, established a partnership and developed learning between our schools in London and Istanbul. We linked with the Bilgicagi School, which is based in Istanbul, Turkey. As part of the project, we undertook two exchange trips to Turkey, one with pupils and the second trip involving our Teachers. Also, pupils from Bilgicagi School visited the UK as part of the Comenius project too.

We would like to take this opportunity to thank Bilgicagi for being excellent partners, the British Council, and the Lifelong learning programme for giving us this opportunity and supporting the project. We would also like to thank all pupils, staff, governors and local community for participating our project.

Resources

Our project : Traditional Games

—Through the use of traditional games from national countries as our theme, we will encourage partnership and learning between our schools in London and Istanbul. —We will adopt a pupil-based approach to our project which will create many opportunities for pupils/teachers from different social backgrounds, races and educational abilities to explore the many facets of games and the concept of games in a child’s life. —This will tie into learning by creating links between games and academic subjects.
Rationale
—The rationale behind the theme of ‘games’ is that it gives us the flexibility to explore and investigate many areas of academic, physical and social importance for teachers and students. We can link games to many subjects, for example literacy in word games (word searches, cross-word, riddles, scrabble, Turkish yanıltmaç/tongue twisters), numeracy in number games (Sudoku, dominoes), physics/maths in action games (conkers, tiddlywinks). —Games will be an excellent catalyst to encourage teamwork as they have to involve the participation of at least two people but more often groups of participants. These groups will need to co-operate to adhere to rules and apply ethics in following and adhering to rules. The physical games will derive health benefits (jump rope, hopscotch, tag games, Turkish Uzun Ejek/Leapfrog)
Why Traditional Games?
—The key motivation of this project is to raise the aspirations and life-chances of pupils from under represented and underprivileged communities and widen their horizons to be global citizens of Europe by travelling and seeing the World beyond inner-city London. —This educational and cultural experience will open the eyes of young people to the possibilities of the wider world, develop self esteem, confidence and improve their future chances of entering higher education, Universities and overall improve potential for employability. —It will develop competencies, leadership, cultural awareness and provide an educational global dimension for both educators and pupils to further their skills and understanding of particular subject expertise and language. Pupils will gain from a cultural perspective and insight into cultural values, ethics and morals through an in-depth evidence based research into the Turkish and English heritage. They will be enriched with exploring the variety of games and how these developed a means of social integration between communities of Europe. We need communities to be built around social cohesion and trust to engulf the ever selflessness growing in today’s world. Through Games those barriers can be broken and a love of togetherness can be gained
Introducing The Partnership
—Tawhid Boys School (TBS) is an Independent School, established in 2000, based in the inner city London Borough of Hackney. The school is non selective and caters for pupils of all abilities including children with SEN. —The intake includes students from a wide range of different ethnic backgrounds. Tawhid promotes a high level of educational achievement whilst also encouraging high morals, values and ethics. Key to our ethos is developing students to become responsible citizens that will contribute to wider society. —Bilgiçağı Koleji is a private school in the outskirts of Turkey’s former capital city, Istanbul. —It caters to a generally middle class public in a borough of the name Sultanbeyli. Most of the students, boys and girls hailing from all over the city, are brought to us because of our 18-year reputation of being a school committed to knowledge and all-around growth in a safe and conducive environment. Also enrolled in the school are several students awarded scholarships based on entrance examinations held before the beginning of each school year. This allows students from families not otherwise financially equipped to attend the school.
Outcomes Of The Project

—This project aims to provide a means for which pupils and teachers will have the opportunities to explore and learn the different types of Games played through which they will experience not only their own but also each others as well as the wider European communities’ cultures and values. —These will help to break down barriers of race, cultures, stereotypes, language and communication. Pupils and teachers will be engaged in enriching activities that will also raise their aspirations and motivate them towards living together as one community which will contribute towards changing perceptions and enhancing the prospects of a more successful and cohesive European community.

—This project is in two folds. It will begin by pupils exploring the concepts of games and allow pupils to research into the different types of traditional games within both countries heritage as well as at least one other wider European country of their choice. —This will allow the pupils to learn the history behind the games and as such gain an appreciation of the heritage and culture of the country. In addition, the project will also allow pupils to look at the diversity of game as well as the similarities between them. (E.g. Backgammon in the UK and Tavla in Turkey). —Table games are among the oldest known board games and many variants are played throughout the world. —Etymology of the various board games and the history of the cultural exchange of the games.
—The second part of the project will concentrate on the deeper aspects such as how games impact the social, physical and educational development of pupils. —There will be numerous outcomes from this project including School-based action research on games for the school classroom and games for the school playground.
Benefits Of The Partnership
—The project will create awareness of cultural diversity and enhance the educational experiences of our pupils, staff and the wider community. During the visits, all staff and pupils in each country will have the opportunity to interact with teachers from other partner countries exposing them to different languages and cultures, an experience that can only be developed in face to face situations. Our direct engagement in Comenius will provide an authentic platform for language learning and development. As a result of this project we hope to increase motivation and interest in our learners about Europe and what it can offer them. —Our pupils will have an opportunity to learn and reflect about their own culture, observe different cultures and develop a sense of belonging and being part of a bigger community then the one they are used to. This in return will enable them to appreciate European common values, helping them to gain a better understanding of different forms of prejudice, racism and improve their chances of mobility across Europe.
—A strong sense of European dynamism will be established which will promote greater tolerance, respect, and belonging. This Comenius project will allow us to raise our European profile to the immediate school community as well as within the wider education fraternities. —This project also has the potential for staff to work collaboratively side by side with their counterparts and develop meaningful partnerships across a range of subjects and personal development that will enhance each other’s practices, pedagogical advancement and school structures. The project will therefore be a vehicle for staff’s continued professional development providing invaluable international dimension to their lifelong learning. —European Partnership provides an opportunity for a whole cultural change in climate, setting and overall experience that enriches the pupils and teachers outlook. The environmental change we envisage from this experience could not be matched with a partnership from within the UK.
Impacts Of The Project
—Through this project it is expected that the pupils will experience a strong sense of cultural diversity and awareness through their contact, participation in activities and exchange visits. This will give confidence and motivation towards pupils becoming global citizens. Through the study of their heritage pupils will become more aware of their own culture and will therefore be in a better position to promote this to the wider European community and help towards removing any possible prejudices and discriminations. The project will therefore promote the values of respect, tolerance, empathy, responsibility and accountability. It will enthuse a spiritual drive towards broadening the horizons of pupils, teachers and the school on the globe
—Through the project, pupils will study the similarities and difference between cultures. They will experience and research into how games have an impact on their social, physical, mental, psychological development and how all this further impacts their motivations and aspirations in life. The outcomes from this project will not just benefit the two schools but will provide enriched resources to the wider local and global community through the sharing of E-resources.
—It is expected that teachers will raise their game and develop greater expertise as they will be collaborating with teachers from another country. —They will develop further skills in communication and team work as they will work with different educational system and people from different cultural backgrounds. They will develop exciting resources and develop a deeper understanding of delivering certain topics. They will have opportunities to experiment different ideas and be innovative towards change
A Brief Timeline
  • —Year 1 will introduce pupils/teachers to the project,
  • —commence tasks including using the e-twinning platform
  • —fully develop a detailed delivery schedule
  • —Run a logo/slogan competition for the project
  • —Commence student led research on games and Games Clubs at both schools
  • —Turkish/English/Arabic language learning opportunities for students
  • —Our first exchange visit from London to Istanbul and end with the second exchange visit from Istanbul.
  • —Year 2 will build on Year 1 by holding a School Games Day
  • —Create a shared digital photo/video album on both visits,
  • —‘Learn with Games’ linking games to subjects/literacy/numeracy,
  • —‘Teach with Games’ teacher-led resource pack
  • —An exhibition on the project at local Museum /prestige’s Venue
  • —An evaluation of Project