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Vertiefung der Beziehung zur englischen Partnerschule und Anbahnung von Kompetenzen für die Erteilung bilingualen Unterrichtes
Start date: Jun 1, 2015, End date: May 31, 2017 PROJECT  FINISHED 

With the European countries moving closer together, the learning of foreign languages and the aspect of communicative competences are getting more important for mutual understanding. Having in mind the goal that every EU citizen should have the opportunity to learn foreign languages from an early age, we therefore see the necessity to implement bilingual lessons in Primary education. We have to develop ideas to teach subjects such as Arts and Crafts, Design and Technology and Physical Education in English (apart from English as a subject which is on the timetable in Lower Saxony from year 3 on , two lessons per week) to enlarge the exposure to the language. In conclusion, an important aspect of our project is the vision to offer a bilingual branch at our primary school in the future. It would mean a new profile for our school and add to an improvement of quality. Our teachers of English need to get the relevant training courses to broaden their language and methodology competences. They also should have an opportunity to exchange and reflect ideas with other teachers from European countries and counties in Germany. Especially in the first years of learning a foreign language, the important basics such as pronunciation, intonation and language structures are being implemented. Plus, pupils at an early age tend to learn a language more easily and eagerly. The importance of learning foreign languages will increase in the future and that means for our pupils , in the focus on international cooperation and job opportunities, an even higher level of importance. In this point we will equip them better for the labour market through good knowledge of English. As both primary schools are interested in deepening their partnership, we have planned a job shadowing activity. The first exchanges of pupils and teachers have been successful and should possibly be carried on. These visits to another country enable the pupils to develop important intercultural and communicative skills. We have observed that pupils at primary school age level act and communicate quite openly with each other. Having had this positive emotional aspect at an early age should lead to a higher motivation to learn foreign languages as a long-term goal. Our member of staff who is currently trained to participate in the process of organizing the exchange trips, is supposed to do the job shadowing in order to make herself familiar with the school, staff, school activities, area and the city. As we do the exchange trips with 10-year-olds, a profound knowledge of the school, the area and relevant parts of London are vital for the accompanying staff. Long-term goal for our school is her ability to take over the exchange plannings. As we are lucky to have the personal contacts while the exchange visits are taking place, we can prepare the job shadowing activity together with the partner school and aim for a successful outcome. Both partners should then be strengthened to continue their cooperation. To achieve our aims of the project we have chosen the following activities in a structured order: A job shadowing at the partner school at the beginning (combination of the aims "Deepening the Partnership" and "Acquisition of Vocabulary for Teaching Subjects in English"), then followed by structured teacher training courses on CLIL (in Britain) and after that, "Teaching at the Partner School" . At present we have 3 teachers of English and one teacher-in-training in our English department; in total, there are 4 planned activities in our project. The discussion and evaluation of each activity is part of the project and precondition for the development of a curriculum. Because of the different age groups and teaching experience within our staff, we assume favourable conditions for effective cooperation. The English department is supposed to determine the need for further training. Up to now, no member of staff has had any experience or training in the field of CLIL. Impact on the participants and on the school are expected in the areas of aquisition of knowledge, increasing motivation, expanding cultural awareness and comprehension, new ideas in the field of education and improvement of the quality of teaching.
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