SIMS Programme – ‘Facing the Challenges of Intercultural Coexistence’
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Sub-activity description |
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ACTIVITY 1 Activities for admitting a child into education and fostering a sense of acceptance and belonging |
A set of activities aimed at a successful acceptance of immigrant children and their families in the new (pre)school environment is performed in the institution. The following may be among the activities aimed at a successful acceptance of immigrant children and their families: ‘Welcome Day’, introductory programme, ‘For Immigrant Secondary School Students in a New Environment’ programme. |
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ACTIVITY 1a Introductory programme, ‘For Immigrant Secondary School Students in a New Environment’ programme |
At the time of arrival (before the beginning of the school year), we can provide the children with an introductory period during which they can get to know the (pre)school. They get acquainted with the teaching staff, the rules and their future class. They start learning basic Slovenian vocabulary. The parents are presented the language learning possibilities that the school and local organisations provide. |
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ACTIVITY 1b Welcome Day |
Before the beginning of the school year, we organise a welcome day for children and parents, which is aimed at meeting each other, socializing and establishing relationships between children, parents and employees, who work hard to foster trust, acceptance and well-being of all. When we meet, we give children and their parents information about the functioning of the institution and the various activities organised both by the institution and other local organisations to support children and their parents while integrating into the new environment. |
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ACTIVITY 2 Individual Activity Plan (IAP) |
Prepare an IAP in cooperation with children, parents and teachers, taking into account the child’s level of knowledge and social inclusion. We plan the necessary adjustments of didactic methods to meet the standards of knowledge and support integration. We monitor the child’s progress and evaluate programmes within the class teachers’ meeting in cooperation with the child, their parents and with the school counselling service. |
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ACTIVITY 3 Personal education plan for students coming from abroad |
Within fifteen days after a decision granting the student the right to adjustments has been issued, the school prepares a personal education plan in cooperation with the student, and, if they are minors, their parents. The plan sets out the adjusted classes and other rights and obligations of the student and the school (rights and obligations of the student and the school, the period of mandatory school attendance, the methods and deadlines for testing and meeting other obligations, the period of adjustment of school obligations, reasons for suspension or termination, and anything else that would contribute to the student’s performance). |
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ACTIVITY 4 Introductory Slovenian classes
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In preschool: In the first age period, language learning is part of regular daily activities. In the second age period, there are special introductory Slovenian classes, which are mostly meant for children who are about to start going to school (classes in small groups or individual classes, in the playroom or outside it, as part of morning or afternoon activities provided by the Preschool Curriculum (Kurikulum za vrtce)). In primary school: when enrolling in primary school, the children take part in introductory Slovenian classes, which are organised as an intensive course (several hours every day). Aside from that, the children attend their regular classes with their schoolmates. In secondary school: when a student whose native language is not Slovenian, is first enrolled in secondary education, they take an A2 level Slovenian test in accordance with the rules. Students who pass this test may decide to attend the Slovenian language course at their discretion, and for the students who fail the test, the course is compulsory. The school should also encourage students who have passed the A2 level test to attend the course anyway, as there is still a considerable gap between their language skills and the language requirements they encounter in school. After completing the course, students take the A2 level test again. If they fail, they are given additional 70 hours of language support during regular school subjects. Students who have passed the second test are given additional 35 hours. After intensive language classes, students attend regular classes with their classmates. |
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ACTIVITY 5 Advanced Slovenian courses |
In subsequent years of schooling, educational institutions can organise advanced Slovenian courses before the beginning of the new school year, during the holidays, etc. |
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ACTIVITY 6 Slovenian language courses for parents of immigrant children |
We offer parents intensive Slovenian courses to improve their communication skills in Slovenian. |
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ACTIVITY 6a School for Moms |
Mothers of immigrant children attending preschool or primary/secondary school may attend introductory Slovenian classes during the entire (pre)school period and receive support for successful integration into the new environment. The School for Moms also gives immigrant mothers the opportunity to connect and to strengthen their social network, thereby promoting their social inclusion, as well as the social inclusion of their families. |
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ACTIVITY 7 Activities aimed at preserving the native languages and cultures of immigrant childrens |
The school library provides students with books and literature in their languages as well as bilingual books and dictionaries. The students are presented the possibility of joining various local immigrant associations, and attending their native language courses. |
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ACTIVITY 8 Learning support
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In order to facilitate social integration, immigrant children are given the opportunity to overcome learning difficulties resulting from insufficient knowledge of the language of teaching and learning, differences in school systems and education programmes between the country of origin and Slovenia, as well as differences between family and environment culture. |
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ACTIVITY 9 Workshops for developing resilience in children |
Resilience is the ability of an individual to adjust in difficult or threatening situations, when faced with challenging and negative experiences, to help restore personal balance and get back on your feet. We offer prevention workshops for immigrant children and their peers to develop resilience, which safeguards their psychosocial well-being and success. |
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ACTIVITY 10 Volunteering for strengthening intercultural values |
Student and local volunteers support students and their families integrating into the new environment. Immigrant students also get the opportunity to volunteer themselves. Peer mentoring is another important form of volunteering in primary and secondary schools. Student mentors support and help their peers during various school activities and obligations. Volunteering also gives children the opportunity to strengthen personal relationships, and develop a sense of belonging, openness to diversity and interculturalism. |
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ACTIVITY 11 PTA meetings “Interculturalism in our (pre)school” |
Education institutions conduct PTA meetings on strengthening intercultural values, presenting the SIMS programme, immigrant children integration, cooperation opportunities, mutual learning and volunteering. |
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ACTIVITY 12 Leisure and holiday opportunities |
Children benefit from a wide range of activities organised by their school (after-school leisure activities, holiday care, organised holidays, etc.) and the local community. By learning the language, they improve their communication skills, school performance and social inclusion. |
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ACTIVITY 13 Teachers confidants |
Children rely on their teacher when overcoming the daily challenges because they do not understand the language, the teaching materials, the school system, because their culture is different and they have trouble making friends with their peers. A teacher confidant usually supports them through informal conversations. |
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ACTIVITY 14 Interactive school of Slovenian |
We use an online Slovenian picture dictionary as a learning aid when working with immigrant children and their parents. You may access the online dictionary by CLICKING HERE. |
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ACTIVITY 15 Activities for promoting the social inclusion and a sense of belonging
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The social inclusion of immigrant children is one of key factors contributing to their psychosocial well-being in a new environment, their school performance and later success on the labour market. A sense of belonging is key for fostering and strengthening social relationships. Factors that help children and adolescents feel like they belong in the school environment are the following: perceived support by adults, belonging to a positive/supportive peer group, motivation, commitment to education/schoolwork, a stimulating school environment (physical and psychosocial, with connected class communities) (CDC, 2009). Variouos activities are performed in groups to foster and strengthen social inclusion and a sense of belonging. The Football3 programme and circus paedagogy activities are among those fostering social inclusion. |
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ACTIVITY 15a Football3 Programme |
Football3 is an activity that addresses different social issues, such as gender equality, health, fostering tolerance to live together in peace, etc., through playing football. It is an opportunity for children to integrate, bond and develop soft skills, such as cooperation, communication and conflict resolution. This way of playing football is based on the principle that fair play, integration and respect are as important as the outcome of the match. In Football3, there are mixed teams of boys and girls. Before each match, the players agree on the rules. After each match, they reflect on the match and their own behaviour. You do not score points only for goals, but also for acts of fair play. Another characteristic of Football3 is that there is no referee. Players are encouraged to resolve any conflicts through dialogue and compromise. |
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ACTIVITY 15b Circus paedagogy |
Circus paedagogy: Through movement and by performing various group activities and interactive games, children learn juggling skills (juggling with balls, rings and pins, diabolo, poi, plate spinning, etc.), fostering creativity and openness to diversity. Circus pedagogy activities help children bond and establish relationships. Knowing the language is not necessary to communicate and cooperate. |
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ACTIVITY 16 School events, events promoting interculturalism |
At events within and outside the institution, children may hold activities in their native languages and present various cultures. Several other events take place where immigrant children and their peers may socialise. |
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ACTIVITY 17 Activities to foster positive attitudes of children and adults towards interculturalism and diversity, and to create a pleasant psychosocial (pre)school environment |
At various occasions, we carry out activities promoting a positive attitude towards interculturalism, diversity, tolerance, developing intercultural competences and creativity, maintaining a pleasant psychosocial atmosphere both within groups and the institution. Among those activities promoting interculturalism and diversity are My Piece for Peace and Stories of Children from around the World. My Piece for Peace: Children take part in activities of the international initiative My Piece for Peace, which harnesses innovative and creative activities to promote interculturalism, tolerance, openness and acceptance in personal relationships. Stories of Children from around the World: Children and adults hear stories of immigrant children from all around the world, who moved to Slovenia. Through their stories we get to know their perspectives. Stories, in writing or as videos, may serve as a starting point for discussions within a group of students on various topics related to interculturalism and diversity. |
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ACTIVITY 18 Cooperating with parents, developing supportive environments in the local community and activating the majority population |
Activities are aimed at developing supportive environments in the wider environment of education institutions, because this is important for successful integration of immigrant children and their families. The activities are carried out in cooperation with immigrant children and their parents as well as non-immigrant children and their parents. The activities for developing supportive environments include the following: |
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ACTIVITY 18a Building a social network and a socially inclusive community |
Building a social network and a socially inclusive community involves building and linking networks of local institutions and organisations (schools, preschools, multigenerational centres, retirement homes, sports clubs and other associations, volunteers, etc.), promoting cooperation, referring to various sources of support and assistance (organising visits to various local organisations or visits of their representatives at (pre)schools; organising joint events or taking part in events by local organisations). |
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ACTIVITY 18b Intercultural socialising of children and parents, and family peer mentoring |
Intercultural socialising of children and parents, and family peer mentoring involves activities helping families to connect and supporting those who are just beginning to integrate in their immediate and wider social environment. We encourage them to connect with other migrant and non-migrant families and to support each other. With such activities we can significantly improve social inclusion of families. |
Sub-activity name |
Sub-activity description |
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ACTIVITY 1 About the SIMS Programme |
Teachers working on the project familiarise education professionals in the consortium and participating schools with activities and implementation of the SIMS programme. With the support of the SIMS team of multipliers (teachers, who specialise in working with immigrant children) and expert coordinators, they spread information among headteachers and professionals-teachers and other staff at consortium and participating schools, as well as monitor and evaluate the activities implemented. |
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ACTIVITY 2 Presentation of the Preposition of the Programme for successful integration of immigrant children into Slovene educational system |
The Preposition of the Programme for successful integration of immigrant children into Slovene educational system covers the following:
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ACTIVITY 3 Activities to welcome children to the education institution and to foster a sense of acceptance and belonging |
Professionals are presented the importance of planning the activities to welcome the child and their family along with various activities for successful reception. We encourage them to plan activities for welcoming children systematically and to promote social inclusion. |
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ACTIVITY 3a Introductory programme |
Teachers working on the project present the significance of the introductory programme, the content and the activities offered to children and parents, and give professionals the opportunity to take an active part and learn experientially. |
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ACTIVITY 3b For Immigrant Secondary School Students in a New Environment |
Teachers working on the project familiarise headmasters and professionals with the programme titled For Immigrant Secondary School Students in a New Environment, and encourage them to implement it. They also present them the legal bases that enable immigrant students to have their school obligations adjusted. |
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ACTIVITY 3c Welcome Day |
Professionals – teachers and other school staff are informed about and encouraged to organise a Welcome Day at their education institution for children and their parents before the start of the school year. |
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ACTIVITY 4 Training for teachers of introductory Slovenian classes in preschools, primary and secondary schools |
Teachers working on the project present teachers the strategies for and specifics of teaching Slovenian as a second language, learning and pictorial materials (Slika jezika learning aid), learning games, curricula, Interactive school of Slovenian e-materials. The emphasis lies on the awareness that all teachers help students learn Slovenian and the language of teaching and learning. Teachers (“multipliers”) working on the project encourage them to transfer and use this knowledge when working with immigrant children (planning adaptations for classes). |
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ACTIVITY 5 Training for teaching the language of the environment (Italian and Hungarian) |
Teachers working on the project present strategies for teaching the language of the environment as well as learning, pictorial and professional materials. |
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ACTIVITY 6 Training in legal and formal bases for integrating immigrant children into the education system |
Headmasters and professionals are presented with legal and expert bases for working with immigrant children in preschools, primary and secondary schools. |
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ACTIVITY 7 Training in preparing an Individual Activity Plan (IAP) for preschool children and primary school students |
Teachers working on the project inform education professionals about the purpose of an IAP, which comprises of establishing a first contact with a child entering a new environment, planning the learning and teaching process, tracking learning achievements and setting out teaching adjustments, monitoring and assessing knowledge of primary school students. They are encouraged to prepare an IAP. |
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ACTIVITY 8 Training for an individual learning plan for secondary school students |
Education professionals are presented with the Rules on Adjustments of Secondary Students’ School Obligations (the right to adjustments, the process of acquiring the right to adjustments of school obligations, the decision on the right to adjustments, the preparation of an individual learning plan, etc.). They receive detailed information about the content of an individual learning plan, which comprises the following:
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ACTIVITY 9 Model classes |
Teachers working on the project carry out model classes of the SIMS programme and an analysis of a model class as an example of good practice in a multicultural environment. Model classes are an opportunity to learn from each other and spread SIMS programme activities among education professionals and headmasters. |
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ACTIVITY 10 Training for volunteering and local cooperation |
Education professionals are presented the importance of volunteering in developing intercultural values as well as different possibilities to introduce and implement volunteering in their institution. Peer mentoring is presented as one of the forms of volunteering. Professionals are encouraged to plan various volunteer activities. Teachers working on the project empower education professionals with know-how, skills and information about activities that help strengthen and develop a supportive environment for immigrant children and their parents both in and outside school (working together with associations, government and non-governmental organisations, etc.) |
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ACTIVITY 11 Intercultural workshops and other activities for parents both in and outside school |
Teachers working on the project encourage education professionals to plan and perform activities that the school can offer parents to foster cooperation (language courses, intercultural workshops, etc.). Carrying out these activities in (pre)school helps improve personal relationships and life in a multicultural society. |
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ACTIVITY 12 Training for developing resilience in children |
The goal of training is to get education professionals acquainted with children’s workshop activities and materials aimed at improving their resilience. |
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ACTIVITY 13 Training for fostering social inclusion and a sense of belonging in children |
Education professionals are presented the importance of planned activities for fostering social inclusion and a sense of belonging in children. They are presented the factors contributing to social inclusion and developing/strengthening the sense of belonging, as well as various activities improving social inclusion and a sense of belonging. They are encouraged to carry out these activities according to a predetermined plan. |
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ACTIVITY 13a Training in circus paedagogy |
Education professionals are offered training in circus paedagogy. This is a form of teaching based on elements found in modern circus, theatre and movement paedagogy, and interactive games. Elements important in this form of teaching are movement, group activities, interactive games, creativity and openness to diversity. As such, it is suitable for working with migrant children and their peers. |
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ACTIVITY 13b Training in Football3 |
Education professionals are acquainted with the Football3 programme and rules (the game itself as well as the pre- and post-game discussions). A match is played at the gym or in the playground. Education professionals are encouraged to have their students play the game during regular PE classes, school trips, and other activities in and outside the school. |
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ACTIVITY 14 Fostering a supportive psychosocial atmosphere in the institution |
At the education institution, various activities take place that are aimed at fostering a supportive psychosocial atmosphere. Activities are led by expert teams in cooperation with education managers and professionals, children and their parents. |
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ACTIVITY 15 A professional training programme for teachers working on the project and the expert SIMS team implementing the Facing the Challenges of Intercultural Coexistence programme |
The programme is designed as a process and is divided into 4 modules (10 days x 8 hours a day = 80 hours) and 15 expert meetings (15 x 6 hours):
Some of the professional training materials will be suitable for e-learning as well. E-learning will provide the teachers working on the project with the basics for successful implementation of the SIMS programme. Those teachers will subsequently become part of the project team (as a substitute due to various absences, job changes, etc.). They will also gain the knowledge and skills needed for successful programme implementation by attending individual consultations with the two expert project coordinators, expert meetings of the team of teachers working on the project, and trainings as part of the programme titled Integration of Immigrants and their Families in Slovenia – Promoting Intercultural Dialogue and Acceptance of Diversity. E-learning will make the SIMS training programme freely available to a large number of professionals working in education institutions. Expert meetings |