Swiss exchange congress St Gallen (SG) - 3 - 4 september 2015

1. Swiss exchange congressSt Gallen (SG) - 3 - 4 september 2015 Implementation of a European exchange project for schools Practical case: adaptation to the Swiss and Finnish curricula R. Smeets-Cowan, M. Myllylä, M. Hihi

2. Speakers • Ms Rosemary Smeets-Cowan, Head of the international office • HEP Schwyz • Goldau (Switzerland) • Ms MarjaanaMyllylä, secondaryschoolteacher • Riihenmäenkoulu • Mantsälä (Finland) • Mr Mehdi Hihi, secondaryschoolteacher • Etablissement primaire et secondaire des Bergières • Lausanne (Switzerland)

3. Overview • Practical case : Voices Derby project 2014 • VOICES : The Voice of the EuropeanTeacherS • Framework of a European exchange project betweenschoolsaccording to the Swiss and Finnish curricula • Implementation of an international office in the school • Q & A

4. Practical case : VOICES Derby project 2014 • 4 countries – 4 schools • Switzerland (Lausanne) Spain (Sabadell) • Finland (Mantsälä) England (Derby) • Project description : A1. The Derby Project 2014 - November 2014 • Communication toolsbetween the teachers for the project coordination : • Emails, Phone (viber), Whatsapp • Website : derby project 2014 • Kompozer (Open source website editor) • www.opendesigns.org (free websitetemplates)

5. Postcards • Songs • Student’s personal presentation • Countries, cities, schools, classes and school day’s presentation • Common nanotechnologies experiences : Simply Science • Skype exchanges between students • Student’s exchanges by email linked to specific topics

6. Simply Science foundation www.simplyscience.ch Simply Nano 1 toolkit www.innovationsgesellschaft.ch • 8 experiences in nanotechnologies for secondaryschoolstudents • Part 2 of the European exchange project Nano club – Nisulanmäkischool (Finland)

7. Exchanges and communication • Blog and Emails: Students exchanges related to specific topics. • Students organized by groups. • 1 group leader for each topic. • Emails exchanges (1 to 1) between the Swiss and Finnish classes (20 students in each class). • Spain : Emails management and centralization by the teacher.

8. Advantages & limitations • Student’s motivation • Cultural and languages learning • 40 minutes / weekduring 14 weeks • Communication tools • Teacher’sinvolvement • Safer Internet Day 2015 participation • Diversity • ICT • Schedule (teachers and students)

10. Overview Overviewandorganisationofprojects In-service courses European Teachers Network

11. Comenius projects 1. Face IT 2007 – 2009 Focus on Awareness of Culture in Education for International Teachers 2. ETSize 2010 – 2011 European TeachersSynthesize 3. VoiceS 2012 – 2015 The Voice ofthe European Teacher 4. Future project 2015 - ? Expandanddevelopthe European Teachertopicsinto a Master course.

12. FACE IT Focus on Awareness of Culture in Education for International Teachers 2007 – 2009 Euro 500’000 10 European universities of teacher education Overall aim to develop content and a methodology to enable students of universities of teacher education to acquire the knowledge and to develop the competences, skills and attitudes required to become a European teacher. The learning materials were developed around the four content areas: http://www.european-teachers.eu/products/faceit-online-courses

13. 2. ETSizecoursesofferopportunitiesforparticipants (primaryorsecondaryschoolteachers) toexchangeideasandlearnfromeachotherthroughresidential, blendedlearningcourses in thefour FACE IT topics:

14. t ETSize In-service Course: PH Styria, Graz 2011 – European Professionalism Austria, Turkey, theNetherlands, Latvia, Catalonia, Switzerland

15. In-service course PH Styria, Graz March 2014 European Professionalism and Identity

16. In-service Courses for Primary andSecondaryTeachers Teachers from different European countries are able to meet colleagues, share ideas and participate in projects together. The best projects will be published on the website as ebooks. Each partner can send 2 teachers to each course which will be funded by the VoiceS project.

17. 3. VOICES -The VOICE of European TeacherS, 2012 - 2015 will disseminate knowledge and experience from the FACE-IT and ETSize projects to other teacher training institutes and schools. One of the aims is to build up a European teacher network. The VoiceS network will give schools, teachers, students, teacher trainers, researchers and representatives of other institutions in the field of education, the possibility to stay in contact, work together, start new projects and share best practice. Collaboration during projects and reflection on activities is the key in the learning process within the network.

18. The VOICES network builds on the in-service courses to develop a relationship with highly motivated teachers from primary and secondary schools to become a member of the network. • ETSize remains part of the VOICES project and is used for the in-service courses.

19. Members of the VoiceS Network are • Students • Teachers • Schools • Teachertrainers • Researchers and • Representativesofotherinstitutions in thefieldofeducation

20. SelectionCriteria Teacherswho • teachstudentsbetweentheageof 8 and 14 • enjoyusing ICT & developingtheseskills • cancommunicateeffectively in English • wanttoparticipate in a newnetwork • wanttosharetheirknowledgewithothers

21. Partner Countries & Institutes involved in VoiceS Project

22. Seven Thematic Fields Members can be part of a thematic field.

23. ORGANIZATIONAL MODEL OF THE VOICES NETWORK

24. European exchange project : adapation to the Swiss and Finnish curricula • European exchange project : practicalimplementation • School structure in Finland and Switzwerland • The Finnish and the Swiss curricula evolutions • Finland and Switzerland : Why a new curriculum ? • The finnish curriculum (current and 2016) and the PER • (Plan d’Etudes Romand)

25. European exchange project : practicalimplementation Finland Switzerland 9th grade 11th grade 8th grade 10th grade 9th grade 7th grade

26. European exchange project : practicalimplementation 5 steps

27. 1. Main teacher : initial preparation • Partners agreement • Based on the main teacher (one project coordinator) • Direction agreement • Parents agreement (about the publication of pictures or videos of theirchildren in the school context) • Emails listing of the students and the teachers • Similar document for each class implicated in the exchange : • A3. Main-teacher • Global project document (coordinator management)

28. 2. Teachers implication • Main teacher : project overview (informal, formal) presentation to the teachers of his class • Participation / Interest (or not) of the teachers • For all the interested teachers : document to fill about their wishes and implication during the project according to their own teaching subjects • Based on : • «Le tabac, miroir du monde», DSAS, DFJ, CiPRET-Vaud, DGEO, Direction Pédagogique • Sequences and activities: 9th grade (2015 – 2016) • Wordpress and Learndash ICT tools (open sources) • Similar project document for each class and global project document (coordinatormanagement, «realistic» matchingbetweendomains) : • A4. Main-teacher - teachers

29. 3. ICT tools vs subjects • Listing of the available ICT tools in each school • Lisitng of all the proposed ICT tools of each class according to their subjects • ICT Resources

30. 4. ICT Communication schools • Non-synchronized communication betweenstudents (rendez-vous system) • ICT Communication tools by subject : whichtools ? • Listing : • eTwinning • Facebook • Twitter • Whatsapp • Skype Whichbrakes ? Why? • Educanet2 • Blogs • Emails • Whatelse ?

31. 5. Production • One or more production / subject / teacher • Centralization • Internet web site • Blog • Diaporama • Exposition • Whatelse ?

32. EDUCATION SYSTEM IN FINLAND • Nine-year basic education (comprehensive school) for the whole age group, preceded by one year of voluntary pre-primary education • Upper secondary education, comprising general education and vocational education and training (vocational qualifications and further and specialist qualifications) • Higher education, provided by universities and polytechnics

33. Education system in Switzerland

34. School structure in Switzerland

35. The Finnishcurriculum evolution: how wedidit • Autumn 28.6.2012 (Finnish Government Decree) : • National board of education starts working • December 2014: The national core curriculum (done) • - Feedback during 2012-2014 from the teachers and students (etc. what is good/bad at school) • August 2016: Local curriculum (effective start) • - To go throughnationalcurriculumaccurately • - Teach and informotherteachers • - Implement of thelocalaspects • - Evaluation (what to evaluate) • - Teachingmethods, ICT

36. WHAT DO STUDENTSSAY IN THEIR FEEDBACK? •Notice that all children are different and that everybody has the right to learn the things they need in life. •The key skills in the future will be the ability to look after oneself, skills for working life, and empowerment, responsibility and contribution - personal relationships and looking after others could be emphasised more. •It's good if pupils of different ages will learn how to work together; learning from other pupils could be highlighted more. •Schools could make use of the skills pupils have learned in leisure time and outside school; for example, pupils could teach each other. •You must take different perspectives; it's good that pupils are able to learn with all kinds of people. •Good atmosphere, encouragement and a variety of tasks in different environments are important at school. •Truly listen to us. We want to make a difference in our own lives. It's very good if pupils can influence tasks they will be doing themselves.

37. Why to reform a well-functioningsystem in Finland? • WHY? • The world in whichschooloperatehasundergonemajorchangessincethebeginning of the 2000s, increasingtheimpact of globalisation and thechallenges for a sustainablefuture. • WHAT? • Competenciesneeded in society and working life havechanged, requirringskills for building a sustainablefuture. • HOW? • Content of teaching, pedagogy and schoolpracticeshouldbereviewed and renewed in relation to thechanges in the operating environment and skills.

38. Finland: Four keys to new curriculum The world is changing - Environment, globalization, economy, work life, technology, diversity of society • Therole of thestudent is changing • Doing together, participation (impact how to study, what is meaningful). • Innovative and inquiringstudying • Responsibility and self-reflection School as a learningcommunity Effects for thechildrengrowthenvironment • Teaching is changing • Conception of learning (lifelong learning) • Co-operation and phenomenonteaching (integratingthesubjects) • Individuallearningmodel (Pekka Peura) • Competencesrequirementsarechanging • Broad-basedcompetences, sustainability • Learning to learn, information management and interaction

39. SEVEN TRANSVERSAL COMPETENCES (Curriculum 2016, Finland) GROWING AS A HUMAN AND CITIZEN 1. Thinking and learning to learn 2. Cultural competence or cultural literacy, interaction and expression 3. Taking care of oneself and managing daily activities, safety 4. Multiliteracy 5. ICT competence 6. Competences required for working life and entrepreneurship 7. Participation, responsibility and influence of building sustainable future

40. PER Plan d’Etudes Romand CIIP 27 mai 2010

41. General education and transversal skills (PER) • GROWING AS A HUMAN AND CITIZEN • Thinking and learning to learn • Cultural competence or cultural literacy, interaction and expression • Taking care of oneself and managing daily activities, safety • Multiliteracy • ICT competence • Competences required for working life and entrepreneurship • Participation, responsibility and influence of building sustainable future Formation générale 1. MITIC 2. Santé et bien-être 3. Choix et projets personnels 4. Vivre ensemble et exercice de la démocratie 5. Interdépendances Capacités transversales 6. Collaboration 7. Communication 8. Stratégies d’apprentissage 9. Pensée créatrice 10. Démarche réflexive

42. GUIDELINES FOR THE INTERNATIONAL OFFICE • International activities and projects are implemented, developed and assessed on the basis of the curriculum • Learner-centered methods are used to support students’ engagement, initiative and entrepreneurship • Diverse learning environments and ICT tools are exploited in meaningful ways • International expertise of the whole staff is developed continuously and systematically

43. OBJECTIVES • To develop local curricula (2016) so that international cooperation and global education are integral part of learning and every day activities at schools. • Give guidance to school in launching different kinds of international activities and providing support for international learning environments. • Give guidance and assistance to the school in developing their internationalization strategies. • Own blog or/and website: www.polkka.info/

45. INTERNATIONAL YEAR CLOCK 1. (August) Planning 2. (September) eTwinning/internationalprogram 3. (October) International themeday 4. (November) Integrative learningproject 5. (December) Multiculturalism 6. (January) Planning 7. (February) Erasmus+/internationalorganization 8. (March) Integrative learningproject 9. (April) International themeday 10.(May) International exhibit/language-cultural cafe Keywords: Forethought, ideation, planning, information retrieval and processing, implementation, reflection, evaluation, refining, sharing

46. The international project (Finland and Japan): Integratinggeography, religion, english and Finnish by using ICT • Bothcountriespresentedtheirgeographicallocation,the main religion, culture and traditionalevents. • Studentsalsowanted to knowhow is theschool in other country, sowepresentedourschoolthrough video (Finnish School day) whichwas made bystudents. • At the end we had skype lesson and students talked w eachothers. • Spendtime: 10 hours • 2h geography (World, continents, countries) • 2h religion (Finnish and Japan religion) • 1h Finnish (makingthescript for the video) • 1h English (translatingthetext of the video) • 4h shooting, iMovies, music (geography, religion, Finnish) Student’s evaluation • Finnish schoolday: • https://www.youtube.com/watch?v=zN_bJ0SVg_8

47. Q & A

48. Kiitos Merci Danke Grazie