IT INTEGRATED OPTIONAL CURRICULA- SUPERPOWERS FOR SUPERHEROES, 8th grade

SUPERPOWERS FOR SUPERHEROS European fairy Tales, Myths, and Legends Characters -IT INTEGRATED OPTIONAL CURRICULA(2021-2022) Number of hours: 1 h/ week Duration: 1 school year Grade: 8th Total number of hours: 34 h

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ARGUMENT

Reading is a way of knowing and self-knowledge. By exploring several literary works from different fields and from different cultures, readers learn to create connections, to associate messages in order to understand different perspectives on reality. IT ensures the combination of general culture with strictly specialized knowledge and outlines practical dimensions of knowledge.

This integrated optional curricula is proposed for implementation during one school year in order to complete students' knowledge in the fields of subjects in the curricular areas ICT, "Language and Communication", "Arts and Technologies", "Humanity and Society". Its basis is the project of the strategic school partnership in the field of school education, inter-school exchange project KA 229, “CHOOSE YOUR CHARACTER, WEAR YOUR MASK”. ” SUPERPOWERS FOR SUPERHEROS” is designed to be integrated having in mind the target group, namely the Alpha Generation. It is intended for students who have a special passion for reading, IT, web 2.0 tools, and Apps.. Each student will be involved in a knowledge activity through discovery, through investigation, learning based on the development of projects. Familiarization with web 2.0 tools and coding Ozobots will give students the opportunity to present virtually their work, essays, e-books, etc. Students' presentations will include images, sounds and animations, increasing their motivation for learning by doing.The use of active-participatory methods will contribute to the development of the capacity to communicate, to manifest a critical, tolerant, open and creative spirit. All students will participate in their own learning and the development of life skills necessary for a safe life. The flexibility of the contents allows the adaptation to concrete conditions, the formation of values and attitudes essential in the formation of the personality. The contents respect the age peculiarities of the students.

The innovation consists of the learning methods discovered during the mobilities: IBL (Inquiry Based Learning), GBL (Game Based Learning), PBL (Project Based Learning), and TBL (Topic Based Learning), BL (Blended Learning), Hybrid Learning, Distance Learning. These innovative methods will ensure the formation of transferable skills and abilities within this special curricula created for this purpose for 8th grade students.

The web 2.0 tools used in the classes will also be innovative. Innovative will be the approach to tackle social inclusion by digitalisation and tales. This integrated curricula contributes to the development of 21st century skills: responsibility and adaptability, communication skills, creativity and intellectual curiosity, critical thinking and systemic thinking, media information and skills, collaborative and interpersonal skills, identification, formulation and problem solving, self-education, social responsibility.

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FRAMEWORK COMPETENCES I.

Using web 2.0 tools and the internet to solve problems in one's field of activity.

II.

Development of communication and cooperation skills in interactive contexts

SPECIFIC COMPETENCES I.1. Awareness of the role of web 2.0 tools and internet in daily life I.2. Knowledge of specific norms from a social and legislative point of view. GDPR II.1. Combining general culture with strictly specialized knowledge in a creative way II.2. Applying critical thinking in communication and cooperation situations

I.

Using web 2.0 tools and the internet to solve problems

SPECIFIC COMPETENCES

LEARNING ACTIVITIES

I.1. Awareness of the role of web 2.0

• Discussing in round table

tools and internet in daily life

• Presentation of the use of internet in daily life activities and school 

implementing tablets/phones in daily school activities

• Identifying the most useful web 2.0 tools in learning Using apps covering different content and activities to support learning, communication and self-assessment (collaborative writing, digital photography, video, audio usability, presentation apps, assessment, evaluation, gamefication.

• Making e-books using web 2.0 tools 

Reflecting on their own work

I.2. Knowledge of specific norms from a



Searching for information on GDPR, and on-line safety

social and legislative point of view



learning in multicultural e-context



Applying questionnaires on GDPR to peers



Watching testimonials



Creating posters on safe internet

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II.

Development of communication and cooperation skills in interactive contexts

COMPETENTE SPECIFICE

LEARNING ACTIVITIES

II.1.

Exploring diversity, and social inclusion

Combining general culture with

strictly specialized knowledge in a

Making exhibitions with 3D models (from recyclable

creative way

materials) inspired by folktales, myths and legends Expressing reasoned personal opinions Creating and presenting portfolios in groups Creating learning games using Ozobots Robots

II.2. Applying critical thinking in



Explaining cultural stereotypes

communication and cooperation



Exploring diversity, non-discrimination, and social

situations

inclusion 

Writing argumentative, and explanatory texts according to their own affective universe to reflect their way of receiving and understanding information



Holding a motivational speech on diversity, nondiscrimination, and social inclusion



Participation in role-playing game



Participating in TEDx Talks



Creating interactive materials for classroom use and deliver them to peers



Creating a website

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METHODOLOGICAL SUGGESTIONS 

IBL (Inquiry Based Learning)



GBL (Game Based Learning)



PBL (Project Based Learning)



TBL (Topic Based Learning)



BL (Blended Learning)



Hybrid Learning



Virtual Learning



Peer Learning



Collaborative learning



Role-playing games



Interpretive readings



Exercises for producing and receiving messages



Interactive teaching methods



Practical activities

ASSESSMENT •

oral and written tests

•

feed-back

•

self-assessment

•

the portfolio

•

website/ PPT / word / pdf /web 2.0 concrete results/blogs/ video material

•

systematic observation

•

criterion evaluation grids

At the end of the course, each child will benefit from an individual folder (portfolio) with papers, results, personalized comments and recommendations, which will be handed to parents.

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BIBLIOGRAPHY& WEBOGRAPHY 

G. Călinescu, History of Romanian literature from its origins to the present, Ed. Minerva, 1982



L. Anucuta, P. Anucuta, Creativity Games, EXCELSIOR Publishing House, Timisoara 1997



P.Ispirescu, Tinerețe fără bătrânețe și viață fără de moarte”, București, Ed. Litera, 2021

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P. Ispirescu, Greuceanu, București, București, Ed. Hoffman, 2017



Anișoara Aydin, Choose your Character.Wear your Mask , Bucharest, 2021, Ed. Moroșanu

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Erasmus + KA 229 project “CHOOSE YOUR CHARACTER, WEAR YOUR MASKS” website

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Buxton, R.G.A.- The Complete World of Greek Mythology, publisher Thames and Hudson Ltd, 2014

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Beroul, Romanul lui Tristan, Bucharest, ed. Polirom, 2014

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Roger Lancelyn Green, Regele Arthur si Cavalerii Mesei Rotunde, București, Ed. Curtea Veche, 2021

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Films inspired by popular literature



eTwinning. TwinSpace

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Regele Arthur si Cavalerii Mesei Rotunde | Mythologica.ro

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Nasrettin Hodja in the Turkic World | Gülin Öğüt Eker- by Prof. Dr. M. Canpolat Armağanı

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(2) Showcase: Timeless tales of 'Karagoz and Hacivat' - YouTube

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(2) Love Story: Tristan and Isolde - YouTube

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(2) Cormoran the Cornish Giant - YouTube

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