Polish job shadowing

Elementary school Spinut Split, Teslina 12

The building, where the elementary school Spinut is situated, was built in 1954. The school uses just one part of the building, while the facilities of the Faculty (Faculty of Humanities and Social Sciences and Faculty od Physical Education) are placed in other part of the building.

Elementary School Spinut School has 521 students in 23 classes. 16 teachers are employed from the 1st to the 4th grade and 30 from the 5th to the 8th. School psychologist, pedagogue and speech therapist also work and are employed in our school.

The school is located near the city centre as well as the Marjan Forest- Park which gives us the opportunity to develop plans for additional activities and field education. The Diocletian's Palace is the town's main attraction being a part of the historical centre of Split, included in the register of World Cultural Heritage by UNESCO.

Educational offer: The school gives regular elementary educational programme, according to the national curriculum, set by the Ministry of Education, which lasts for 8 years and it is compulsory for all pupils (age 614) Day care programme : One out of three classes chooses this programme. It lasts just first three years of education. It is the programme paid by parents, and it is not offerered in every school in our town. The pupils stay at school to 16:00. The programme consists of classes, lunch, free time and studying. Two teachers work in this programme.

Optional classes: In Croatian schools there is a possibility to choose subjects which are not compulsory and regular according to the national curriculum. It is possible to choose Religious Education in the 1st grade, in the 4th grade it is possible to choose one more foreign language (Italian or German language) to learn (it is compulsory to learn English in the 1st grade). Along with the languages, Computer Science is also possible to choose. Optional subjects are also assessed as well as other regular subjects.

Extracurricular activities: This form of the classes is the part of weekly teachers’ assignment and it is organized depending on the teachers’ schedule and their competences. These activities make a framework of the school curriculum. The school makes possible to give its students various, inspiring content of higher quality. The students choose one or more activities, the attendance is not an obligatory and the activities are not assessed. In the school curriculum there are numerous activities created for the students to choose: 1-4 grades: drama, dancing, art groups, young volunteers 5-8 grades: school choir, art, drama, young journalists, chess, first aid, Chinese language, students’ council, photo group, school cooperative group, little embroiderers Teachers’ professional development: Our school has always been open to cooperation, professional development and innovations and therefore is regularly participating in projects concerning different areas of education.

Teachers improve their knowledge and competencies regularly, they attend numerous educational trainings and they apply gained competencies to their work. Although Croatian educational system is characterized by traditional classes, a lot of teachers use more modern methods in their everyday work: the projects in classes, research classes, field classes, the experiment in classes, and doing European projects, a part of our teachers uses ICT in classes. The projects on the school level are planned by the school curriculum at the beginning of the school year.

Education of the students with disabilities: In the school there is a special group of pupils who have lower mental disabilities and they are partly integrated into their class. Apart from partial integration, there is also inclusive class where is an autistic pupil educated and a class where is a highly visually impaired pupil educated. Five pupils have an assistant in classes.

The organized events: Every year, Bread days (October/November) are organized differently. Cooking workshops with students and parents are organized, students visits bakers, go on a road trip to small places in surroundings where they can see the mill and the process of making flour. Other autumn festival activities are also organized, the fruits are collected and the exhibitions are set.

Humanitarian actions At the school volunteering and humanitarian actions are encouraged and cherished . The fund for Caritas is organized as well as collecting food and toiletries for Red Cross and Caritas. The NVO association Most, which takes care of homeless people, is helped also through different actions (making dinners for homeless, collecting clothes, food, items for humanitarian fair). It is especially cherished the cooperation with the nursing home for the elderly Lovret, where students sometimes visit elderly people and spend some time with them playing social games and preparing performances at the holidays period.

Christmas school play Among class plays, prepared by class teachers with their pupils, the best are chosen and presented at the public show organized at the Archdiocesan seminary. The school choir performs along with dances, school plays, recitations.

The Days of the School It is a week when the Day of the School is celebrated. Different activities for students are organized: sports competitions, concerts, a poetry evening, creative workshops, exhibitions. In cooperation with faculties and associations in local community, the robotics workshops, science school, CSI workshops, modelling workshops are organized. The central event is sales exhibition in the school yard where all classes with their teachers and parents take part in..

Students take part in numerous sports and knowledge competitions.

Various lectures for students, teachers and parents are held at the school.

European projects: 2012-2014 Comenius project. “Let's meet where our cultures meet” The school was the coordinator of the Comenius project „Let's meet where our cultures meet“ which lasted for two years (2012-2014) and it successfully ended. The project included 9 countries and comprised various topics such as: national food, music, dances, traditional children's games and stories. During the project, the school staff proved their organizational and practical skills needed for the presentations and transferring gained knowledge to their pupils and colleagues.

2014.-2016. Erasmus +, KA1 „On the road of innovation“ Nine teachers were involved in various professional training activities in different European countries . With this project we wanted to give a modern approach to learning and to the opening of our students to the fields of cultural heritage. We want to create our students’ identity as citizens of the city of Split ( locally ) and citizens of the European Union, using digital technology .

Teachers and management staff are a meaningful resource of the institution and their qualifications should be developed in the direction of developmental needs of the school.

2016. – 2018. Erasmus +, KA1 „ Tracing for quality“ The project contributes to the needs of elementary school Spinut, because by observing the work at all chosen schools, the participants can gain the competences which will improve the teaching, realize curricular and extracurricular projects and increase the quality of the programme of the school Spinut.

The participants will gain these competences exactly through the period of observing the partners’ work and duration of that activity, planned in project, will last for 5 working days. At the end of job shadowing, the participants will get the certificate of attendance by the host school. By their examples, cooperation, advice, criticism and information the partners will give to the participants and that way contribute greatly to the participants’ trainings. Their role is important for the school Spinut as well as given opportunity of connecting and creating partnerships of the school Spinut and themselves, as modern European elementary schools.

Moreover, through the activity of job shadowing, it is needed to get the competences for organizing the educational centre and strengthen the competences and knowledge (how to find ideas and transfer them) of the staff who will teach other teaching staff. The staff need to learn how to establish and organize educational centre to get the EU funds and provide selfsustainability. The skills for improving the cooperative refer to the organization of the work as well, finding ideas and work methodology with children within the cooperative.The work methodology is also the basis for improving the curriculum and the way to implement more practically cross- curricular topics into the classes.

Job Shadoving Schools: Gmina Kamienna Góra Schools - Zespół Szkół Publicznych w Pisarzowicach, Pisarzowice 149 , 58-400 Kamienna Góra - Zespół Szkół Publicznych w Krzeszowie, ulica Betlejemska 1, 58-405 Krzeszów, Publiczna Szkoła Podstawowa w Ptaszkowie, Ptaszków 49, 58-400 Kamienna Góra -Publiczna Szkoła Podstawowa imienia Zesłańców Sybiru w Szarocinie , Szarocin 53, 58-400 Kamienna Góra,

Teachers: - Mrs. Anna Zapolska â headteacher, Math, IT - Mrs. Monika Zawiłowicz â English, language suport - Mrs. Božena Nowak, German, commom-room-classes - Mrs. Monika Sikora â Arts, common-room-classes - Mrs. Barbara Kokosza â Biology, Religion - Mrs. Katarzyna Sobiechowska â Early School, common-room-classes - Mr. Krzysztof Pawłowski â Math, IT - Mr. Wiesław Lis â Math, IT, Technical activities

Timetable

Sanja Čagalj and Fadila Zoranić - Headmistress and pedagogue During the visit of Polish colleagues the organization of life and work in our school will be presented to them by the headteacher and the pedagogue. They will present the most important elements of the educational system of the Republic of Croatia and the way they are implemented in primary school Spinut. Through School Curriculum and Syllabus the colleagues will learn about the activities in school with a special emphasis on the presentation of examples of the best practice of school staff, as well as school participation in international projects, which contribute to the recognition of school in the local community.

Anamaria Sabatini – Croatian and Italian teacher Despite many teaching methods and modern teaching aids, one of the best and the most efficient sources of teaching is the teaching in genuine reality. Field lessons, which are widely used in Croatian school practice, represent one of the primary teaching sources. As a part of the class project on Croatian traditional culture, teacher Anamaria Sabatini and the 6th grade pupils will demonstrate field work (during 90 min) using a rich and valuable historical tradition and culture of the homeland. The aim is to raise pupils’ awareness of the importance of preserving cultural and historical heritage. By visiting Diocletian’s Palace, museums, churches and other places important to understand native and national identity, pupils will learn in genuine reality and acquire permanent knowledge. In addition, intellectual curiosity will be encouraged (exploring, researching, creating) as well as positive relationships in the class.

Sanja BilaÄ? - 3th grade teacher Teacher Sanja BilaÄ? will present an inclusive class in the third grade. The aim is to present a positive model of Croatian school practice, the effects of which have been observed in a case study for three years and which have been presented within the EU project. Given the importance of the concept of inclusion, based on a generally accepted right of the child to a different learning, it is understandable that these differences should be visible in school practice. During school activities the key characteristics of the innovative management approaches in inclusive classes will be presented: a clear and structured organization of work; the possibility of choice (use of different learning styles during teaching, the possibility to choose the first subjects to be studied that day, choice of activities and small time-outs (time to get out of the classroom, have a break, play ...); flexibility (adapting daily activities, dynamics, pace of work, teaching strategies, the level of tasks ...); involvement (high level of involvement of students through different activities e.g. the morning meeting, interaction with students during team work); differentiated teaching ( PECS -a method of communication with pictures throughout class is applied; multiple intelligence, teamwork). There are 20 pupils in the 3rd class. One pupil with learning disabilities (difficulties in communication) has a learning assistant. During two school classes (90 min) two school subjects will be thought: Mathematics and Croatian. In Math lesson pupils will explore Diocletian’s palace.

In Croatian language lesson a dramatization of a legend in Croatian and English language will be performed.

Nina Stričević – Chemistry teacher

Integrated teaching involves learning by connecting contents of different school subjects, i.e. from various aspects such as mathematical, natural, artistic, musical or linguistic. During a Chemistry lesson teacher Nina Stričević will present the advantages of integrated classes

(Chemistry,

Biology, Geography and Croatian), as an important part of planning and carrying out of the class and school curriculum for teachers in Croatia. Monthly meetings are held where all teachers discuss and arrange integration of contents and activities for pupils. 7th grade pupils will explore physical and chemical features of water by using the concept of scientific thinking. Preparation and execution of experiments, observations, taking notes, making conclusions and finally presentation of results will be monitored during the lesson.

Ivana Bokavšek – English teacher Project classes enable strong involvement of students and provide an opportunity of comprehensive learning.

In the 8th grades (students’ age is 14), Polish colleagues will have an opportunity to watch students’ presentations on different topics and that way they will see the development of student’s presentational skills in English language.

As the part of project classes, the Polish colleagues will be able to see students in the 6th grades (age 12) working on an eTwinning project, using Edmodo as an everyday application and professional network for teachers, students and parents to be in everyday contact with the teacher and their classmates in order to discuss the assignments and share their thoughts. he goal is to show the benefits of social network Edmodo and European educational website and teachers’ and students’ community eTwinning and their use on daily basis in a school life. That way students develop their generic competencies.

Additionally, the example of integrated classes and teaching as a key factor of planning and making class and school curriculum, will be presented. The guests will observe teaching and students’ work for several classes.

Vini Ballarin – 4th grade teacher Learning through discovery and research, and experiential learning, is an important method of teaching in the Croatian school practice, especially in the teaching of science (natural sciences).

Teacher provides support for students for independent research, the adoption of new knowledge by using scientific methods and ways of thinking.

Teacher Vini Ballarin, who sees research education as a key factor of her own teaching and as an integral part of the classroom curriculum, will show how to teach learning through research in the 4th grade. There are 27 students in the class. There is one student with learning disabilities and she has an assistant in the classroom.

It is proposed to observe classes during two school hours (90 minutes) during which students explore and discover the living conditions (sun, water, air and soil) and their impact on human life.

Students use methods of research in the natural sciences; first they observe, then they predict and create hypothesis, collect data and carry out an experiment, process results and ultimately make a conclusion. Each student has the possibility to choose the topic for the research and the modes of work. All students work in teams to explore a common problem. Together they exchange existing knowledge; develop the skills of collecting, recording, and analyzing data and also develop collaborative skills and teamwork. The teacher will present her findings and observations through various techniques: power point presentation, poster, picture book, report.

Anica Baťić - Art teacher The goal of art education includes visual literacy of students and suggests a correlation between visual perception, art creation and learning which is achieved in the teaching process. One of the aims of this class is to establish a correlation of art education with the contents of other subjects (Croatian language). Different methods (oral presentation, illustration demonstrative methods, analytical observations and demonstrations, practical work), make art classes dynamic and creative. The method of practical work is an important element of teaching and learning where students explore, shape and express themselves and give ideas and concrete solutions to the problem. In 6th grade students will study the forms of Glagolitic letters. Each student will have a task to examine one letter, draw a conceptual sketch and paint it in pastel painting technique. The background will be painted in one color gouache painting technique. During classes students will acquire knowledge in understanding the art terms such as painting texture, draw - artistic handwriting, painting technique, tone gradations, local colors and knowledge of cultural heritage.

By learning and teaching through different methods and techniques students develop imagination, train achieving multiple solutions, develop positive attitude towards the aesthetic values of art work on the selected examples of Croatian and world artistic heritage. Individual characteristics of students are cultivated and the need for creative thinking and expression in correlation with other school subjects.

Jelena Ĺ oljak- History teacher Teaching history is a major challenge for teachers and children, but it can be very interesting if teaching is converted into a research, detection, the study of historical sources, intriguing journey with a lot of interesting facts and stories.

The tendency of teachers is to achieve the level where the teacher is a moderator and children become carriers of the teaching process developing and using critical thinking.

The city of Split is an excellent place for the study and teaching about the past. It is the area of the constant changes and the continuity of life from prehistoric times to the present time, this is a place where history is written in stone, stacked in layers, and it is interwoven with the present.

Students in the 6th grades will present the way of life in the medieval Split written in its Statute from 1312, following the regulations relating the status of women, men, relationships between people, economic, legal, and other activities.

P.E. teachers: Jasenka Bracanović Grizelj and Jasminka Blažević In the teaching process of physical education teachers J. Bracanović Grizelj and J. Blažević and student teacher D. Marić will present a modernized approach in teaching physical education and, with the help of modern methods of learning and training, affect the development of students’ motor and functional abilities. 27 students in the class 5A have participated in numerous sports’ activities which have a very positive impact on their need for mobility, the development of anthropometric characteristics and thus creating a positive reaction to the outcome of sports games- victories, defeats and fair play. The system of learning is primarily based on mutual assistance and support among students and the positive impact of sport on their entire personality.

Through the given content and with the help of aerobics and music students will perform basic motor movements in the extremely fun and joyful atmosphere. The following activity is based on the traditional dance of Split, which is part of the cultural and historical heritage of our city. In this way students become familiar with the old dance traditions of our region. Finally, students play badminton and table tennis. For the end of the class, we have prepared an interesting hour relay game that creates competitive spirit and develops teamwork.

Marijana BoŞinović – English teacher

In Croatian educational system children learn English from the first grade (age 6-7). When teaching a foreign language to such young learners it is important to make lessons active and fun.

This involves using lots of visuals, realia and movement in activities such as TPR songs and chants, dramatizations and games. Games are a valuable activity for young learners. They are mostly inclusive activities that involve all the children and they can cater to different learning styles and personalities of pupils. They are also often repetitive which helps to frequently repeat target items without boring pupils. Games can be used to enhance any part of the lesson, to present, practice, recycle any language and to develop language skills. During this lesson the 1 st grade pupils will use different activities to revise previously learnt items.

Milena Lejo – English teacher

The second grade pupils will revise the vocabulary from the Unit 2. The aim of this lesson is to exploit the story teaching them to use the auxiliary verb to have, that is, the third person form- has got.

Antonia Drlje - English teacher

The Polish colleagues will observe an English language class in the 5th grade (students’ age is 11).

When introducing a new teaching unit it is important to raise students' interest in the topic, encourage them to predict and guess about the contents. It is desirable to create an atmosphere in which students feel free to express their thoughts. Besides the usual frontal work, students are engaged in pair work in order to develop cooperative skills and teamwork.

Colleagues will also see an example of an extracurricular activity- the journalists’ group where the 7th and the 8th grades students are involved in observing and documenting activities and events in our school. Students write short articles and post them on school’s website using different web tools.

Antonia Drlje and Fadila Zoranić: Young journalists

This is an extracurricular activity organized and led by academic advisor Fadila Zoranić and English teacher Antonia Drlje. A group of the 7th and the 8th grades students is involved in observing and documenting activities and events in our school. Students write short articles and post them on school’s website using different web tools. The aim of this activity is to teach students how to use different web tools and present their work in digital surrounding.

We have also created a web site in English where journalists post articles about activities in our school that are connected with EU projects.

Ita Banov- Music teacher; mentor-advisor How do I do it? Although I have been a teacher for many years (41) I still go into a class with great joy and in my own special way I try to pass on to students love for art that accompanies us throughout our life.

From the 4th to the 8th grade (students' age is 10 - 14) I try to: stimulate their creativity (through singing, playing, movement); shape independent young musicians who can perform certain musical content; raise sophisticated music listeners; convey the splendor and value of traditional music to raise the respect and love for our folklore; I try to do it all during the class – through discussion and analysis students acquire musical terms and knowledge about composers and their work. Our music box fills up and with each class it gets richer. By the 8th grade students are ready for the new period of musical knowledge and growing up.

Through the work in school's choir (40 members) I develop love for singing; singing technique; I achieve interpretation of songs of different styles and atmosphere, and students perform at various events in school and concerts outside the school; our treasury is full of such musical events! As a long-time leader of the County Council I have passed on my own experiences to other colleagues, held demonstration lessons and music workshops which I am very proud of. One more thing! As a recognized teacher, I have been a mentor teacher for students of the Music Academy for many years. I do demonstration lessons, prepare students for their performance and evaluate their work.

Music is joy! I enjoy working with children, watching them grow up and seeing visible indicators of my success makes me happy. I hope that I will do the same for the rest of my working carrier with the rich sounds of good music that has enriched us for centuries.

Esmeralda Stanišić- the 2nd grade teacher There are 24 students in my class . One student with disabilities (visual impairment and cerebral palsy) is included in the teaching process- he attends the regular program with an individualized approach and has an assistant in the classroom.

In the first grade students were very playful and unwilling to cooperate and work together.

Therefore, it was necessary to work on creating a positive, safe and supportive classroom atmosphere that directed the focus on learning, encouraged independence in work, self-discipline and development of social skills.

During this school year, classroom atmosphere has completely changed - students work together, support each other, understand the responsibility and consequence, respect diversity and the rights of others.

The teacher uses strategies that promote children's independence, initiative and self-regulation, expresses her expectations clearly and involves pupils in the creation of rules. The classroom routines are consistently implemented (morning meeting, filling the table with smiley faces, an agreement on the daily work schedule, classroom assignments, time for short breaks for rest, choosing the game at the end of the working day ...) in order to promote children's self-control and independence.

Teacher Esmeralda Stanišić estimates the level of children's involvement and consequently makes adjustments in the classroom activities. While planning activities teacher creates balance between individual learning, learning in small and big groups. During the Croatian language lesson students will display part of the routine of cooperative learning which supports individual styles and pace of studying. Routines for classroom management, individualization and inclusion will be presented through group work.

Ljiljana Longin- Croatian language teacher-mentor In addition to regular classes that I perform in the 5th and the 7th grades, I am also the form-mistress and the leader of recitation group for students in the 5th and the 7th grades (students’ age is 11 and 13). Through our work in the recitation group we nurture love for poetry and love for the beauty of the spoken language.

I am one of the leaders of the students’ cooperative 'Kolajna' with school pedagogue Fadila Zoranić and art teacher Ana Bašić. The cooperative includes some teachers, parents, students. We develop creativity, imagination, fine motor skills and entrepreneurship among students through various activities.

In all areas of my work I try to help students and to raise their self-confidence so they could learn freely and gain work habits.

Željka Sokol- Biology and chemistry teacher Mrs. Željka Sokol teaches science in our school. Life without the knowledge and use of natural sciences would not be possible. Humans have always wanted to learn and discover the many natural phenomena and laws to make their lives easier but often forgetting the fact that they are a part of that nature and therefore must live in harmony with it. It is one of the guiding lines of biology and science curriculum. The main goals are to explore, discover and study the structure and function of the living world, to learn about different ecosystems, to study the structure and function of our body and health and human impact on ecosystems or nature.

I often use research, experiments and practical work in my classes. Those teaching methods allow students to perform practical work where they learn to perceive, compare, connect and conclude. Also students develop independence, work organization skills, sense of responsibility and improve certain practical work performing skills. Also they learn to work in a group, to respect and help each other and obtain work discipline. I believe that this approach helps the students to raise awareness of the importance to preserve nature, to develop positive attitudes towards the world we live in, quality relationships, positive attitudes towards their body and love for nature in general.

You have an opportunity to see the 5th grade students learning about seeds germination (seeds, cotyledons, germ, germination, plant propagation) TEACHING METHODS: practical work, experiment, talking, writing, working on the text Lesson plan: Introduction: conversation and demonstration of flowering plants to introduce a new teaching unit. Development: work with natural material (seeds, plants) group work, presentation of each group, revision

Ružica Maleš - Religious Education Catholic religious education is an optional school subject which is attended by 70% of students in our school. The concept of the Catholic religious education in primary school has two educational periods, from the 1st to the 4th grade and from the 5th to the 8th grade. The goal is to achieve the best possible content and the religious-educational compliance, interweaving and supplementing these two educational periods. Religious education in schools requires crosscurricular correlation with the objectives and contents of other subjects / areas according to the principles of comprehensive education and in accordance with the cross-cultural approach to religious education. The aim is to establish a quality correlation between religious education and other subjects and educational areas in elementary school, particularly in areas of language and literature, art, music, history, geography and other areas of education.

Religious education requires multi methodical and multimedia approach in applying of open "methodical system". Biblical texts (events) have an important role in teaching. In the 3rd B class (9 years), students will dramatise biblical texts (a role play – biblical drama), as a result of cooperation between their teacher and catechist. (Scenes: Jesus and the adulteress, Jesus and Zacchaeus, Jesus and the man with the withered hand; Pharisees decides to kill Jesus) In the 7thC class (13 years) through a variety of methodological approaches and activities appropriate to their age students will work on the theme of Prophets in Judas. (An excerpt from the film Jeremiah; Psalm 137, Boney M –Rivers of Babylon; Jr. 37-38; G. Verdi - Nabucco)