Resource Library

Cooperation and Service at Heart of Community School

5/29/2013

A high school in New Hampshire, USA, has developed a curriculum that revolves around working with the local community, as students carry out 150 hours of community service a year.

The service includes stacking wood or clearing leaves, and taking part in projects with local conservation and historical societies, such as protecting wildlife habitats and mapping early graves.

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Learning Adventures Promote Personal And Social Responsibility

5/22/2013

The centre:
The Saturna Ecological Education Centre (SEEC) is an experiential, place-based ecological learning centre on beautiful Saturna Island, British Columbia.

Our programs:
We provide Southern Gulf Islands students with elementary Eco-Adventures and high school Environmental Studies programs.

Curriculum Connections:
Our programs connect to the BC education curriculum, while encouraging learners to go deeper, immersing themselves in the natural world to feel, understand and act for the environment.

Our explorations integrate science, social studies, physical education, language arts and fine arts to create unique learning adventures that promote critical thinking, social responsibility and personal growth.

While our initial focus is on the students of our own School District #64 community, we are carefully planning and working towards offering our programs to learners of all ages from everywhere else! Please let us know if you’d like to join us!

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Imagine a School: Students Describe What Schools Would Look Like If We Got It Right

5/21/2013

Imagine a School was a dramatic performance created by high school students from Halifax, Toronto and Vancouver that opened CEA’s symposium “Getting it Right for Adolescent Learners” in 2006. Find out what adolescents are saying about their experiences in high schools and what schools would look like if we “got it right”.

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Time to Play: The Heart of Early Years Learning

5/15/2013

This program explores the Swedish approach to nursery education. What is the secret to their success? What factors combine to help Swedish children perform so well in European literacy tables?

On the face of it, Sweden’s attitude to teaching nursery children is incredibly relaxed and informal. There is little structured learning, play is paramount, there are few locks or security coded gates and children are encouraged to help with cleaning and catering.

Most Swedish children who leave pre-school at the age of six cannot read or write. Yet within three years of starting formal schooling at the age of seven, these children lead the literacy tables in Europe.

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Honour for First Wind-powered School

5/14/2013

A village primary school has brought a new sense of pride to a former mining community devastated by a pit closure. The 107-pupil Cassop Primary School in Durham has become the first in the UK to be wind-powered through a wind turbine located in the school grounds. It also became the first to win an award for the country’s greenest school as part of the prestigious National Teaching Awards – screened live on BBC2.

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Elementary Students Design Own Classroom

5/14/2013

When a dozen or so educators from Indianapolis traveled to Reggio Emilia, Italy, several years ago to study the famous constructivist approach in that city’s preschools, they came back prepared for more than project-based teaching — they came ready to decorate. Last fall, the group offered elementary school teachers a classroom makeover in the Reggio Emilia style, and Sharon Olson, a teacher at Winding Ridge Elementary School, immediately volunteered.

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The School of Tomorrow, Today

5/8/2013

The Hadley Learning Community opened on the 1st September 2006 and is located in the community of Hadley in central Telford.HLC is a £70 million PFI project, in partnership with Interserve that represents a major investment by the Brorough of Telford & Wrekin Council in creating a 21st Century learning campus.

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Tell Them From Me: Canadian Students Speak About Their Schools

5/6/2013

Tell Them From Me is an assessment system that measures a wide variety of indicators of student engagement and wellness, and classroom and school climate that are known to affect learning outcomes. The anonymous survey covers areas including: perceptions of testing, involvement in sports teams and clubs, attendance, hours spent watching TV, a sense of belonging, post-graduation goals, bullying, self esteem, student anxiety and depression.

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