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SPARKY:"MISSION ACCOMPLISHED"
2017-2019
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INTRODUCTION
Around 100 years ago, women's rights activist Margaret Fuller is quoted as saying, "Today's readers, tomorrow's leaders." Inspired by this quote we talked about how writing can help promote cohesive communication across languages and cultures. Throughout history, writing has allowed people to communicate cultures, ideas and opinions. Nations and governments have been formed through written communication. Friendships and partnerships have been nurtured through written communication. From hieroglyphics to graffiti, from poetry to songs, writing and mark-making has always formed part of the communication process through time.
We have an exciting opportunity to not only promote writing in our own schools, but to share this across Europe and indeed across the universe! The main aim of our project was to deal with under-achievement in writing. This was achieved by creating an imaginative and engaging scenario involving aliens visiting our schools and this encouraged children to want to write.
We have an exciting opportunity to not only promote writing in our own schools, but to share this across Europe and indeed across the universe! The main aim of our project was to deal with under-achievement in writing. This was achieved by creating an imaginative and engaging scenario involving aliens visiting our schools and this encouraged children to want to write.
They had a purpose, their writing would be seen throughout the universe, not just by their teacher, who is usually their only reader.
This project is innovative because it created a common story among all the children in our partner schools. They knew of a group of aliens who had visited our planet and who communicated through writing.
Throughout the project, each partner school was responsible for a designated part of the project. There are five main questions that were posed to the children throughout the 2 years of the project. Each question was managed by a partner school:
- 'What do you read?' the Finnish partner.
- 'What do you write? the Cypriot partner.
- ' What do you eat?' the Polish partner.
- 'What do you sing?' the Turkish partner.
- 'Who are you?' the Spanish partner.
The U.K. is coordinator of the entire project.
The Greek partner was responsible for managing the eTwinning penpals scheme.
The Italian partner is responsible for managing the completion of this common storybook that was compiled throughout the project.
This project is innovative because it created a common story among all the children in our partner schools. They knew of a group of aliens who had visited our planet and who communicated through writing.
Throughout the project, each partner school was responsible for a designated part of the project. There are five main questions that were posed to the children throughout the 2 years of the project. Each question was managed by a partner school:
- 'What do you read?' the Finnish partner.
- 'What do you write? the Cypriot partner.
- ' What do you eat?' the Polish partner.
- 'What do you sing?' the Turkish partner.
- 'Who are you?' the Spanish partner.
The U.K. is coordinator of the entire project.
The Greek partner was responsible for managing the eTwinning penpals scheme.
The Italian partner is responsible for managing the completion of this common storybook that was compiled throughout the project.
FINLAND
WHAT
DO YOU READ?
DO YOU READ?