Transcript Examples of E-Twinning Projects

Cauldeen Primary E-twinning Project
An ICT partnership
Cauldeen Primary, Inverness, Scotland, Dun Salv Portelli P.S. C Gozo
Zespol szkol Fundacji Primus Warzaw, Guzeppi Agius Primary ‘B’ Malta
‘Talking through Time’
• Cauldeen Primary School in Inverness undertook an
ambitious project to electronically record for future generations
the impact of World War Two on our local area. Locating,
visiting and evidencing sites of interest involved many hours of
research and information gathering. This included extensive
use of the internet. Contact was made with many individuals,
organisations and groups who were exceedingly supportive of
the pupils and the project. High quality cross curricular work
facilitated the production of a teaching resource which was
shared with every school in the Highland area.
You can judge the project for yourself on
http://www.ww2inthehighlands.co.uk
• This session, through eTwinning, we have exchanged
and developed curricular materials with schools in Malta
and Poland to gain different perspectives on this
significant historical period.
• Through the support of a ‘War Detectives’ grant from the
Scottish Museums Council it has been possible to record
personal stories, the thoughts and feelings of the
generation who lived through and participated in this
period of European and World history.
• Our partner schools in Malta and Poland were involved
in researching the local impact of World War Two in their
own areas and some partners also collected accounts to
share in the eTwinning project.
Those were really difficult times, when bread was more
expensive than gold itself! George Tabone from Victoria Malta
• Cauldeen pupils invited local veterans,
grandparents and community members
to share their memories and first hand
experiences of this time.
• These were recorded using digital
video. The children extensively
researched and carefully prepared
questions.
• The bonds of mutual respect and
admiration grew as the two generations,
separated by half a century or more,
interacted in a very real and meaningful
way.
• The feedback from the children on this
was extremely positive. It also raised
their estimation and increased their
understanding of the senior members of
the community who lived through the
war. The response of the contributors
was equally positive.
Jock Dunbar Cameron Highlanders 51st Highland Div.
…. every family was affected, sometimes we only had potatoes for our
meal, you know potatoes and milk or something like that, there was very
little else.
Sheila MacKay Inverness in school during the war
Transcript of Mr Sutherland ex Wellington Bomber Crew
• “Come and help me Bob”, who was the bombardier. They were
cursing and swearing trying to get the wing up. It wasn’t going to
come up. For eight or nine seconds we had a terrible thought of
what was going to happen to us. We are going to die, we are going
to be killed there’s no doubt about it. The wing was down like that,
and you know what he did? He shut off the port engine and the left
wing lost power and it came down. We got on the runway, right
along the runway and off the end of it. But we came down in one
piece.
• I was the smallest of the crew so they said “see if you can find
what’s blocking the controls”- and we found the seat of the Nelson
toilet jammed hard against the controls. The next day the ground
crew took the seat of the Nelson toilet, put nails in it and hung it up
above our huts to remind us of the Nelson toilet that almost killed
five men on a cold dark night in England.
Malta GC
•
•
The head teacher of Nadur Primary
School, Ms Angela Camilleri, thought
of an innovative way to make children
more pro-English. This is what she
wrote in the school’s log book:
This afternoon the first ‘school parade’
was held in the school ground. At the
southern side of the ground a mast
flying the Union Jack and the Maltese
flag was fixed. A photo of His Majesty
King George VI was attached to it. All
the school children were filed up. I
delivered a short speech on our
indebtedness to our brother soldiers
and sailors far away in France and on
the high seas. A short prayer was said
in common and a minute silence
followed as a sign of respect towards
our fallen brethren. The singing of the
National Anthem closed the ceremony.
Henceforth a School Parade will be
held every Friday afternoon.
All of a sudden I heard a low-flying plane and
the noise of falling bombs. They hit the Il-Hara
tar-Rokon, a quarter in San Lawrenz village.
We saw flames engulfing the houses; we
heard the shrieks of frightened children and
people. Confusion was everywhere. Many
people were injured.
Louis Cauchi 15 years
old Gozo Malta
Rock Shelter in Malta visited by our partner school
Comparative study of bomb shelters in UK and Malta
Anderson Shelter London
Rock shelter Malta
Tunnel Shelter Malta
Family Anderson Shelter Inverness
During an air raid, children
would be rushed to the nearby
shelters. For them all this was
an adventure, since they would
always be happy, as they
would not be in school!
Joseph Buhagiar from Xaghra
• The pupils then transcribed many of the stories and recollections.
Pupils used editing software to focus on the personal stories,
thoughts, feeling and intense personal experiences related to them.
• The primary seven children then researched graphics, photographs,
film archive and historical documentation, to illustrate and provide
background information to support the memoirs.
• This was complimented particularly by material from our partner
school in Gozo which enabled our pupils to compare and contrast
the experiences in a broader European context.
• E-mails, written accounts, photographs and CDs were exchanged
with the partner schools to provide multi-cultural, multi-faceted
curricular material for each school to use in its own way.
I was very pleased for the atomic bomb because it meant I
wouldn’t have to leave home again after being away for five years.
I could go back home to my mother and father and live a normal
life.
Alex Sutherland Inverness ex Bomber Crew
……if we saw a solider that was near by or home on leave we always wondered
if it was our father because we didn’t really know what our fathers looked like,
so we thought that every man in a soldier’s suit was Dad.
Sheila MacKay Inverness aged 7
Everybody carried an identity card in this country. They would keep track of
where everybody went so that they could be checked on. In the area where I was
born, the identity card system had not started operating when I left. But during my
3rd leave coming home I couldn’t get in. Nobody was there to verify who I was.
They had to phone up the local hotel in my little village to verify who I was. This is
the registration book and identity card. Every time you moved you had to put
your new address in it. You’d get stamped from the place you were leaving and
the place you’re moving to. Eventually when I left Inverness in 1949, the
registration and identity card was still in operation, it had every shift I had. I had
six addresses in my identity card booklet.
Donald Grant ex Marine Landing Craft Commander
“ ….when you are frightened and terrified you pray that it (V1 bomb) keeps going,
you don’t want anything to happen to you. After it passed you thought am’nt I a
coward, it will kill innocent women and children in London. Perhaps it would be
better if it landed here.”
Alex Sutherland Inverness ex RAF Wellington air crew.
http://www.ww2inthehighlands.co.uk./etwinning/index.htm
Educational Gains
• Project used to hear at first hand and record local veterans and citizens
relay their real experiences and share these with our European partner
schools as well as provide actual archive material.
• Pupils had the opportunity to use their research skills in a real and
meaningful way.
• Supports second language teaching in our partner schools who teach
English as a second language.
• Helped to develop the citizenship agenda by using the resources of our
local community to support our curriculum.
• Provided opportunities to compare and contrast the wider experiences
with children from other European countries as well as their own
community.
• Extensive use of ICT in a real context to support the wider curriculum.
• Supports different learning styles through the use of visual, written,
auditory and creative stimulus.
• Provides additional motivation for pupils while addressing the need to
continue to implement an international dimension to our curriculum.