The project objectives were as follows: -Review and compare the merits and limitations of two education systems in terms of early learning -Consider best practice to support young learners as they approach and become ready for formal learning -Consider ways to address inequality and inclusion so that children from all socio-economic groups have equal opportunities for success -Provide opportunities for job shadowing so that educators are supported in developing excellence in their practice - support school practitioners so that they can provide high quality leadership in school settings - for colleagues in two countries to collaborate transnationally on pedagogy - for colleagues to consider ways to ensure that groups who may tend to experience less academic success are part of enhanced provision (which may be additional or different) so that they can be more successful - Consider the impact of the quantity and quality of language on the school readiness of pupils. Many of these objectives will be met using softer qualitative approaches and often through dialogue and discussions with colleagues. However the ultimate aim by the end of this project will be to create a School Readiness Rationale. This will combine all the learning elements which have taken part in this project and this will result in both partner schools understanding the requirements of school readiness. In many ways the legacy of this project will be in future years when each school uses newly acquired pedagogical approaches learnt from this project to implement for the each school new intake at the beginning of the academic year.
The project objectives were as follows: -Review and compare the merits and limitations of two education systems in terms of early learning -Consider best practice to support young learners as they approach and become ready for formal learning -Consider ways to address inequality and inclusion so that children from all socio-economic groups have equal opportunities for success -Provide opportunities for job shadowing so that educators are supported in developing excellence in their practice - support school practitioners so that they can provide high quality leadership in school settings - for colleagues in two countries to collaborate transnationally on pedagogy - for colleagues to consider ways to ensure that groups who may tend to experience less academic success are part of enhanced provision (which may be additional or different) so that they can be more successful - Consider the impact of the quantity and quality of language on the school readiness of pupils. Many of these objectives will be met using softer qualitative approaches and often through dialogue and discussions with colleagues. However the ultimate aim by the end of this project will be to create a School Readiness Rationale. This will combine all the learning elements which have taken part in this project and this will result in both partner schools understanding the requirements of school readiness. In many ways the legacy of this project will be in future years when each school uses newly acquired pedagogical approaches learnt from this project to implement for the each school new intake at the beginning of the academic year.