Educational Objectives

Within the first year of the project the schools set down some strategies for gaining evidence and sharing information between the schools. The programme that the group resolved to work towards within the first year has been set out below.

EUROINC AGENDA

Saturday 8th March 2003

1. Reminder of initial project and it aims and observations that each partner has made.

2. Evaluate work done on this project so far:

Our Norwegian colleagues have been working once a week to produce the document we have received. They felt it was a good document for the school itself because it is clear to see what the school has and what the school needs. There is a concern that other members of staff need an opportunity to travel. There are four groups of staff each working on inclusion but on different areas. The vision is to use the information that each group collects. It was suggested that Norway shares the information to the other partners in the project from each of the four groups that are running in the school. This can then go on the website. Norway says not all the information, from the project has been disseminated to all their staff. They will continue to meet once a week.

• Germany has only one and a half years experience of inclusion. This is the first time that the school has concentrated their thoughts and developed methods, and to show the teachers what possibilities they have with this project. The focus for this year is on diagnosing the children and the problems that they have when they come to school. It is necessary to have a good start, coordinating with the kindergarten. The kindergartens don’t know the expectations that the school has and the school does not know what the children do in the kindergarten. The main theme for the whole staff is to decide where the children are to be educated. Dortmund is working with children who have ADHS and working with support agencies. The school has an opportunity to be part of the council that will make local decisions about the local environment. At the moment the council wants to support the needs of the pupils in their free time and in their environment. This is a new chance for the school to have an influence in the local area. It was suggested that the partners should be kept up to date on these projects.

3. Discuss next few months work.

• What are we going to do between now and May to ensure that we are

on target.

• We have sent the reports and we have achieved this.

• The chatroom has been set up.

• We have not got a very clear report on transition. It should be separate from the other report. The report needs to say what we do at the moment to ensure there is a smooth transition. Perhaps one sheet of A4 on the transition that takes place throughout the school now, and then the contact each school has with the child’s previous schools and the child’s next school. Please also put what you would like to do to improve transition and any concerns that you have on the topic of transition in your school. Please send this as an e-mail. Please send this as soon as possible to Ros, before Easter.

We will take our next steps from these reports and we can use the chatroom to support this. Teachers will have the opportunity to develop their own projects. We may choose to develop an idea from another school. This means we will have a focus and some outcomes for the next part of the project. (We need to have evidence and evaluations, so that we continue to get funding. It doesn’t have to be successful but evaluated.)

4. Year 2003-2004 planned outcomes and how to achieve these steps. The main theme of the year is transition. The groups of teachers will be working on different elements of transition using the chatroom and visit to decide on purpose, outcomes and evaluation. This will be submitted to the coordinator by May 2004 for eventual publication into the handbook of transition (June 2004).

• By the end of next year we will have the outcomes and the best practise that we have adopted in our schools. This will be the handbook.

• Date for project meeting at St. Andrews: Thursday 2’~ October until Tuesday 7~ October 2003. Svein Arne will attended the meeting and make it part of an exchange.

• Possibly the first weekend of March, perhaps 03/04 March 2004 - a meeting in Dortmund.

• The final meeting in Molde in 2005.

• Michael will e-mail Bill with a date for Bill’s headteacher visit in summer 2003.

• 12th 17th June 2003 Micheal and Reinhild will go to Molde.

• Teacher Exchange to Norway: 27th October — 9th November 2003

• Teacher exchange from Dortmund to Molde - Spring 2004.

• Some teachers from Molde want to go to Italy at the end of the school year (Summer 2003). Norway will arrange this.

• A teaching Assistant from St. Andrews is visiting Molde in April 2003.

5. Staff exchanges and placements: Purposes, Observations, Outcomes, Next Steps and Evaluations.

• We need evidence to support our visits and so a sheet will be provided, via e-mail, for each visitor to fill in. These sheets need to be sent to Ros and perhaps put on the website.

• Video conferencing — this would incorporate more teachers. Michael can pursue this and see if there is a chance we can get this running. We think costs may be a problem and therefore webcams may be more realistic. The possibility of a video conference before the handbook is produced (2004) will be considered, perhaps using a video conference system borrowed from a company would be another option.

6. Techniques and procedures that we are going to trial to develop inclusion in our school.

• Lisa and Ros would like to trial the family groups that were discussed in point 1.

• Everybody will look into the use of ICT as a technical device to develop learning, including using the internet and also discuss how ICT can be used to teach special needs. Our information will be shared on the website.

• The purpose of Svein Arne’s visit to St. Andrews is to observe children with ADHD and children with behavioral problems. He might give a staff meeting on his research.

• Norway may have other teachers that might want to visit depending on funding.

Introduction to Project Aims and Objectives Educational Objectives Sellarna School Norway St.Andrews School England St.Francis School, Germany Project Information		Within the first year of the project the schools set down some strategies for gaining evidence and sharing information between the schools. The programme that the group resolved to work towards within the first year has been set out below. EUROINC AGENDA Saturday 8th March 2003 1. Reminder of initial project and it aims and observations that each partner has made. 2. Evaluate work done on this project so far: Our Norwegian colleagues have been working once a week to produce the document we have received. They felt it was a good document for the school itself because it is clear to see what the school has and what the school needs. There is a concern that other members of staff need an opportunity to travel. There are four groups of staff each working on inclusion but on different areas. The vision is to use the information that each group collects. It was suggested that Norway shares the information to the other partners in the project from each of the four groups that are running in the school. This can then go on the website. Norway says not all the information, from the project has been disseminated to all their staff. They will continue to meet once a week. • Germany has only one and a half years experience of inclusion. This is the first time that the school has concentrated their thoughts and developed methods, and to show the teachers what possibilities they have with this project. The focus for this year is on diagnosing the children and the problems that they have when they come to school. It is necessary to have a good start, coordinating with the kindergarten. The kindergartens don’t know the expectations that the school has and the school does not know what the children do in the kindergarten. The main theme for the whole staff is to decide where the children are to be educated. Dortmund is working with children who have ADHS and working with support agencies. The school has an opportunity to be part of the council that will make local decisions about the local environment. At the moment the council wants to support the needs of the pupils in their free time and in their environment. This is a new chance for the school to have an influence in the local area. It was suggested that the partners should be kept up to date on these projects. 3. Discuss next few months work. • What are we going to do between now and May to ensure that we are on target. • We have sent the reports and we have achieved this. • The chatroom has been set up. • We have not got a very clear report on transition. It should be separate from the other report. The report needs to say what we do at the moment to ensure there is a smooth transition. Perhaps one sheet of A4 on the transition that takes place throughout the school now, and then the contact each school has with the child’s previous schools and the child’s next school. Please also put what you would like to do to improve transition and any concerns that you have on the topic of transition in your school. Please send this as an e-mail. Please send this as soon as possible to Ros, before Easter. We will take our next steps from these reports and we can use the chatroom to support this. Teachers will have the opportunity to develop their own projects. We may choose to develop an idea from another school. This means we will have a focus and some outcomes for the next part of the project. (We need to have evidence and evaluations, so that we continue to get funding. It doesn’t have to be successful but evaluated.) 4. Year 2003-2004 planned outcomes and how to achieve these steps. The main theme of the year is transition. The groups of teachers will be working on different elements of transition using the chatroom and visit to decide on purpose, outcomes and evaluation. This will be submitted to the coordinator by May 2004 for eventual publication into the handbook of transition (June 2004). • By the end of next year we will have the outcomes and the best practise that we have adopted in our schools. This will be the handbook. • Date for project meeting at St. Andrews: Thursday 2’~ October until Tuesday 7~ October 2003. Svein Arne will attended the meeting and make it part of an exchange. • Possibly the first weekend of March, perhaps 03/04 March 2004 - a meeting in Dortmund. • The final meeting in Molde in 2005. • Michael will e-mail Bill with a date for Bill’s headteacher visit in summer 2003. • 12th 17th June 2003 Micheal and Reinhild will go to Molde. • Teacher Exchange to Norway: 27th October — 9th November 2003 • Teacher exchange from Dortmund to Molde - Spring 2004. • Some teachers from Molde want to go to Italy at the end of the school year (Summer 2003). Norway will arrange this. • A teaching Assistant from St. Andrews is visiting Molde in April 2003. 5. Staff exchanges and placements: Purposes, Observations, Outcomes, Next Steps and Evaluations. • We need evidence to support our visits and so a sheet will be provided, via e-mail, for each visitor to fill in. These sheets need to be sent to Ros and perhaps put on the website. • Video conferencing — this would incorporate more teachers. Michael can pursue this and see if there is a chance we can get this running. We think costs may be a problem and therefore webcams may be more realistic. The possibility of a video conference before the handbook is produced (2004) will be considered, perhaps using a video conference system borrowed from a company would be another option. 6. Techniques and procedures that we are going to trial to develop inclusion in our school. • Lisa and Ros would like to trial the family groups that were discussed in point 1. • Everybody will look into the use of ICT as a technical device to develop learning, including using the internet and also discuss how ICT can be used to teach special needs. Our information will be shared on the website. • The purpose of Svein Arne’s visit to St. Andrews is to observe children with ADHD and children with behavioral problems. He might give a staff meeting on his research. 7. Evaluation of this project meeting and formal thanks. 8. Any other business. • Norway may have other teachers that might want to visit depending on funding.