The Travel Diary is made up of the introductory module “Who is who?” and 7 chapters. It is crucial to start with the introductory module “Who is Who?” followed by Chapter 1.
Partner classes will then agree to tackle a few chapters of their choice (up to 3 or 4 chapters in the school year) in the order they deem most appropriate, depending on the curriculum and the expected progression during the school year.
Introductory module: Who is who?
- Chapter 1: Our partners’ class and school
- Chapter 2: Our partners’ games, at school, at home, in the district
- Chapter 3: Our partners’ favourite dishes
- Chapter 4: Around our partners’ school
- Chapter 5: Celebrations in our partners’ country
- Chapter 6: Our partners’ school and its partners in the community
- Chapter 7: Those small creepy-crawlies that bother our partners
Where possible, it is suggested to link activities with the Millennium Development Goals, such as:
- Fighting against diseases (MDG 6)
- Protecting the environment (MDG 7 and 8)
- Fighting against hunger (MDG 1)
- Achieving universal primary education (MDG 2)
- Promoting gender equality and empowerment of women (MDG 3).
Most chapters begin with a brainstorming session (http://www.tessafrica.net/files/tessafrica/kr_brainstorming.pdf) to develop the list of questions to ask the partners. Using the answers they receive, pupils will be able to undertake the writing of the chapter in groups. They may also use other sources of information (e.g. resource persons, dictionaries, encyclopaedias, on paper or online, such as Wikipedia). And if they require further information, they will send additional questions to their partners.
Order of chapters: to follow the Travel Diary logic (i.e. moving in increasing concentric circles around the pupil), it is highly advisable to start with Chapter 1 ” Our Partners’ Class and School ” as it is conceived as a natural extension to “Who is Who?”, where each class has started to discover the partners’ faces, names, and some individual elements about them.
From there on, all activities are the property of the collective group rather than the individual. The work is group work.
For the remainder of the Digital Travel Diary, it is desirable that the partner teachers have agreed before the start of activities so as to ensure that the order chosen is consistent with their respective annual learning objectives and progression.
Realistically, it is advisable to tackle only a few chapters (3 or 4 in the school year) so as work through them easily and effectively, while identifying possible improvements.
It is paramount to complete a chapter fully before starting another.
For all the chapters of Travel Diary, there are many opportunities to extensions into the various school subjects, depending on the input used by the partner teachers. For example, the chapter on the partner school’s environment lends itself to focusing on the “cultural” input (places of interest, museums, statues, etc.) or a more “scientific” one (the fauna, flora, water, in connection with earth science).
The odd one out: The introductory module “Who is Who?” has a special and unique status in the Travel Diary, it is designed as the starting point of the e-twinning through the early discovery of the Other. It must therefore be carried out before the start of the Travel Diary chapters.
It is a fun activity quick to complete (match a pupil’s photo and a short description).
As highlighted before, the Apréli@ e-twinning is not a traditional school letter exchange, so individual pupils will not therefore introduce themselves in detail, but rather to arouse the partner class’s curiosity in wanting to find out who the members of the partner class are.
We hope you enjoy working with the Apreli@ e-twinning materials and we are looking forward to receiving your feedback after completing the modules.
literacy (in French)
Educational resources of e-twinning @ Apréli are under Creative Commons license level 5:
paternity, not commercial use, sharing the same initial conditions