Principal’s name:  Nava Solomon.

Number of pupils:  642.

Participating teachers:   Avigail (“Aviation & the Environment” campus, grades 3-4), Sima (“Aviation & the Environment” campus, grades 5-6), Orly (“Birds & Aviation” campus, grades 3-4);  Tsippy (“Birds & Aviation” campus, grades 5-6).

Subjects of study

“Aviation & the Environment” campus for grades 3-4 and 5-6.

“Birds & Aviation” campus for grades 3-4 and 5-6.

The school’s credo in the context  of the Initiative:

 “Strengthening pupils’ affinity for their heritage and fostering a sense of belonging to the environment and the country”.

 In order to develop a sense of belonging to their immediate environment, the community and the country, the school chose “The heavens are yours, and the earth too”, which facilitates value-based experiential learning, allowing pupils to develop this affinity.  The initiative also encourages learning outside the school, on outings and visits, and thus makes learning a relevant and authentic experience for the children.

Strengths of the initiative (added value of integrating it into the school syllabus)

The initiative operates in the framework of courses chosen by the pupils, and therefore, the pupils come to the course already committed to the subject, since they chose it.  We can expect a high level of acceptance and assimilation of knowledge by such pupils.

Parental involvement:  since the subject is close to home and relevant for them, many parents take an interest in what their children are learning.  The unique teaching methods and the great variety create interest and demand for these courses, so the information reaches many pupils during the two years of their participation in the program.

The participating teachers become experts in the new subjects they teach, and the special learning environment allows more challenging learning.

Weaknesses of the initiative

The program doesn’t reach all the pupils, only those who chose it.

Teacher turnover:  we try to avoid changing teachers, but it is not always possible.

The school’s computer resources are limited (due to the slow rate at which they are being  installed).

How can the initiative be improved?

Expand the number of courses and upgrade the computer resources available.

Comments

We thoroughly enjoy the orderly training - a cornerstone of a program like this!

Principal’s name:  Bruria Holzman

Number of pupils:  512

Participating teachers:  

Class teachers:  Kadia (grade 5), Devori (in charge of the project, grade 6), Mirka (grades 5-6),  Tzivia and Luba (grade 7), Feige and Ricky (grade 8).

Other teachers (less involved):  Rochy (mathematics), Avigail (sciences), Rocha (computers).

Subjects of study

Introduction to Environmental Quality and the Environment in our Source Texts,  Aviation and the Environment.

The school’s credo in the context  of the Initiative:

The link between Habad Hassidim and their Rabbi whose center is in Brooklyn, is expressed physically when Hassidim travel back and forth during the year to spend time with the Rabbi.  Therefore they frequently make use of air transport and Ben Gurion Airport.  Because our movement believes in the value of being on a mission, our Hassidim are scattered all over the world, and this is what links us to this initiative.  We believe that a girl who is aware of her environment, takes responsibility and is involved.  We decided to set up a pupils’ council to deal with social issues relating to the school  environment;  for example, the need to upgrade our pupils’ personal responsibility for cleanness and looking after school property.  In the framework of this initiative, we set up a “Green Council”, whose main purpose is to deal with this issue.

Strengths of the initiative (added value of integrating it into the school syllabus)

This initiative provides a window for broadening horizons and connecting to current events, which are not available to us because we don’t use the media.  At our school we don’t use fixed text books on a regular basis, but collect material according to our tastes and needs.  The study materials in “The heavens are yours, and the earth too” are for us a primary source of language skills for the classes studying this program.   We process the materials and adapt them to the age of our pupils.

We found links between the material in “The heavens are yours, and the earth too” and several subjects in Judaism, particularly in the Introduction to Environmental Quality.  The introduction to the whole subject derives from Jewish sources and was applied to topics studied in this initiative.

Weaknesses of the initiative

The initiative was assimilated into the school as part of the syllabus and it is wonderful as part of the total curriculum, but it lacks informal activities, that can create enthusiasm beyond what is learned.    There is a need for varied and well-communicated/publicized activities, to impart an attractive halo to the initiative in the community.

How can the initiative be improved?

Greater involvement of the entire educational staff of the school in courses and adding activities to the whole range of study subjects.

Comments:

It was fun for us working with the trainers, who became an integral part of the school team.  The training was sensitive to our special needs.  Well done!

Principal’s name:  Dvora Golan

Number of pupils:  409.

Participating teachers:  Grade 5:  Reli and Oshrit,  Grade 6: Levana and Mazal.  Pupils’ Council: Gal.

Subjects of study

Grade 5: Introduction to Environmental Quality,  Aviation & the Environment.

Grade 6:  integration of the uses and designation of land in the subject of research:  work with the help of maps and aerial photography. The pupils do research work focusing on changes in land usage around Ben Gurion Airport.

Campuses for grades 3-6 on the subjects of Aviation & the Environment, and Birds & Aviation.

Principal’s name:  Rivka Ingbir

Number of pupils:  542.

Participating teachers: Orly and Sarah (Geography, grades 7 and 8), and Sarah from Special Education.

Subjects of study

Grade 7:  Uses of land around Ben Gurion Airport.

Grade 8:  Energy & Environmental Quality.

The school’s credo in the context  of the Initiative:

“Pardess Junior High School nurtures quality of life:  quality in fostering responsible behavior, quality in fostering Jewish and Israeli culture, quality in looking after the environment.”

The educational initiative, “The heavens are yours, and the earth too”, meets the needs of the school credo at the level of behavior, values and the environment.  These needs are met by the combination of 4 aspects:  the scientific aspect (air quality, water, preserving nature and the landscape), the technological aspect (aviation and the environment), the social aspect (individual welfare versus general needs) and the community aspect (mutual relations, sustainable development).

Strengths of the initiative (added value of integrating it into the school syllabus)

The relevant nature of the studies encourages motivation and excellence, as is reflected in the sense of belonging and of responsibility for the environment.  Or Yehuda is currently undergoing rapid development and residents are becoming more aware of what is happening around them.  This initiative develops environmental awareness and involvement with problems arising from the proximity to BGN and provides an opportunity to relate to the dilemmas arising from the need to preserve the values of nature and quality of life in the face of development.

Since this program grew out of our immediate environment, our municipal space provides the field of investigation and place of encounter with interesting people from all kinds of professions. Involving external elements in school activity strengthens the link between the school and its environment.

Weaknesses of the initiative

The initiative has not yet been implemented in the school’s higher grades and has still not been assimilated into all subjects.  The teaching staff are aware of the initiative but not all have assimilated it into their teaching.

How can the initiative be improved?

Responding to the above weaknesses - upgrading and reinforcing the initiative in the school.

Comments:

The ongoing support strengthens the initiative. The tours, lectures and personal guidance from the trainers provide important enrichment.

Principal’s name:  Ruth Barak

Number of pupils: 542.

Participating teachers:   Grade 6:  Rachel;  Grade 5:  Orly;  Grade 4:  Rachel and Ronit;  Special education teachers:  Ruthy and Rachel.

Subjects of study

Grade 4:  Introduction to Environmental Quality, Environmental Quality in my Home Town,  Aviation & the Environment.

Grade 5: Noise & Aviation, using the Internet; survey of attitudes on the subject of noise and solid waste.

Grade 6:  Energy & Environmental Quality,  Water & Water Quality, Solid Waste.

The school’s credo in the context  of the Initiative:

We decided to develop a unique study program for the school based on the value of “the two way relationship between man and the environment”, that is, taking quality of life as a theme running through all areas of knowledge.  Our aim was to develop pupils’ awareness of the importance of preserving and developing the quality of their environment and improving their quality of life, while maintaining their mental and physical health.  This initiative answers all the school’s needs, to develop the values of respect, helping others, respecting otherness, all while producing learners who realize their potential  and combines personal and group growth.

Strengths of the initiative (added value of integrating it into the school syllabus)

Thanks to the initiative, we can inculcate care for the environment as a way of life (for example, setting up containers to collect used batteries and empty bottles);  pupils are exposed to a variety of subjects by talks from professionals and parents.

The involvement of parents in the initiative’s activities increases their awareness of environmental quality issues. 

The initiative expands the horizons of teachers through courses and professional training.

Weaknesses of the initiative

The teaching aids need to be more varied:  books, movies, recordings etc.  Not all the teaching staff are actually involved in the program, except for peak days and lectures.   The pupils’ council should take a more active role in running activities connected to environmental quality, thus increasing awareness of this subject.

How can the initiative be improved?

Make the initiative an integral part of the syllabus for all grades.

Principal’s name:  Shlomo Amsalem

Number of pupils:  350.

Participating teachers:   Shuly and Hanna (visual communication),

Subjects of study

Pupils in the communications stream in grade 11 prepare four movies on subjects connected to BGN and environmental quality as a final project.  Each team includes a director, producer, cameraman and sound person.  The topics for the teams:

§          Noise from the point of view of people living near BGN, with the emphasis on the initiative at Rambam Primary School in Beit Dagan.

§          Noise from the point of view of people living near BGN, with the emphasis on residents of Moshav Tsafria.

§          Monitoring noise at BGN.

§          Birds and aircraft.

The school’s credo in the context  of the Initiative:

Pupils from grade 11 are involved in the initiative, now in its third year at the school, together with pupils from grades 7, 8 and 9, who previously participated in this initiative at Rambam School in Beit Dagan. 

The pupils become familiar with their immediate environment while studying subjects related to BGN, and are exposed to the conflicts surrounding the subject of BGN 2000.  They learn how to avoid environmental problems and assimilate the need for this by being involved in protecting the environment around their homes and community.

The subjects of BGN and the environment will get publicity through the pupils’ movies and reach various groups (residents of places close to BGA and further away).  This communications tool will be used for the sake of both pupils and the IAA (as explained above, both the technical aspect - learning how to produce movies, and the content aspect - learning about and publicizing topics from the initiative).

Strengths of the initiative (added value of integrating it into the school syllabus)

At the technical level, for the first time pupils in this stream were able to prepare their final project movie in grade 11.  At content level, the fact that the movies share a common theme makes it much easier for the team (pupils and teachers).  On one hand, the theme topic is very clear and well defined, and there is professional guidance (something that was missing until now and caused a lot of delay until a suitable subject was found).  On the other hand, the subject is broad enough for each team to find things that interest them.  The one-on-one training, including guidance, planning, coordination and accompanying the team during photo shoots, the technical help (camera battery, transporting the team to the filming location) and the help promised for the future (purchasing advanced photography equipment), the knowledge that we are working with a large, supportive organization representing the IAA, all these help the teachers.  It demands a higher level of work from the pupils, and helps the school to improve its working processes. 

The combination of grade 11 pupils with others from grades 7, 8 and 9 actually produced very good results.

While studying background material and preparing photo shoot days, several pupils discovered an interest in the subject beyond what we expected according to our goals.  Those pupils developed a positive attitude to the subject, and their friends were also enthusiastic.

We should note that, in spite of the relatively large number of pupils with special needs in this stream, it seems that the final result will not be adversely affected; moreover, this project helped to develop their self confidence and sense of realizing their potential.

Weaknesses of the initiative

We tried to keep to a prearranged schedule, with little success, for a number of reasons:

a)       The teachers of the initiative arranged filming days too quickly (which they were used to doing before now, from working in the field), which wasn’t right for a body like the IAA which requires long coordination to obtain security permits to admit pupils to the airport.

b)       The communications teacher also teaches grade 12, and naturally gives them more resources and time, although she did not stint her time and energy for grade 11.

c)       The lack of suitable photography and editing equipment was a nuisance that caused serious delays.

How can the initiative be improved?

Advance preparation and more thorough familiarity on the part of everyone involved regarding the initiative’s requirements, goals and methods.

Acquiring better photography and editing equipment.

Comments:

We should consider producing a joint movie involving the two groups that worked on the subject of noise and local residents, because of the paucity of material. 

We enjoyed very much working with Aharele and Idit, whom we have known for a number of years, and with Duan and Yifat, whom we met this year.

We feel that the attitude is serious; there is frank and genuine desire to see the project succeed, as shown by the professional training, assistance to pupils and teachers, and the efficient response to our requests, continual help and support, and all with a smile and praise.

Principal’s name: Tsiona Tal

Number of pupils:  448.

Participating teachers:   Class teachers - Dina (grade 4 + sciences), Levana, Aviva (grade 4), Revital (grade 5 + sciences), Orna, (sciences grade 5), Varda (grade 5), Dina (grade 6 + sciences), Esther, Leah (grade 6), Galit:  The Pupils’ Council.

Subjects of study

All classes:  Introduction to Environmental Quality,  Aviation & the Environment.

Sciences:  each year has a teacher responsible for sciences:

In grade 4, we expanded the syllabus on “Materials and energy” to “It’s a burning issue”, regarding fuels and air pollution. 

In grade 5, we expanded the syllabus on “Gifts from Nature” to cover the subject of waste, and focused on recycling. 

In grade 6, we expanded the syllabus on Power Stations to include the subject of air pollution.

The school’s credo in the context  of the Initiative:

We juxtaposed the school’s credo with the goals of the initiative “The heavens are yours, and the earth too”, and found where they overlapped.  For example, we found that our need to provide intellectual stimuli and develop critical thinking and problem solving skills is suitably met by this initiative, which seeks to give participants an understanding of environmental problems and a critical approach to their immediate environment.  This initiative answers our need to adapt to a range of learning styles and develop independent learners by providing intellectual stimuli along with a range of learning environments.

Strengths of the initiative (added value of integrating it into the school syllabus)

The initiative suits the needs of the school’s track for “Developing learning environments”, and therefore a general work plan was drawn up combining the initiative and this development track.  We believe that a learning environment is not just an active wall or work cards, but an environment that provides intellectual stimuli by means of varied sources of information.  Such an environment develops an independent learner, who can deal with problems and solve them.

This year for the first time, the initiative was integrated into science, language and the home-room teacher's "social" class.  It is important to note that what makes the initiative unique in the school is that the science teachers are also home-room teachers, and this strengthens their understanding of the topics studied in the initiative at the social and value level.   In the Introduction, the reference to the reciprocal relationship between man and the environment, studied as part of language skills, is illustrated through subjects in the science syllabus.  For example, when dealing with the topic of man’s effect on the environment and the creation of hazards in grade 5, in the science class we broadened the subject of the respiratory system to refer to air pollution problems.   All the time there is integration between science subjects and social education.

Weaknesses of the initiative

Since this is the first year of the program here and it was introduced at a relatively late stage (at the beginning of the school year), its assimilation in each class depends on the teachers.  Naturally, some teachers were more enthusiastic and interested than others,  so the initiative is followed more energetically in their classes.

For the same reason, it was difficult to arrange the timetable so that all the teachers could participate in the training together.  Consequently, not all the teachers participate regularly in the training sessions, so they have to get information from their colleagues, and sometimes the coordination between teachers is a weak link.

Not all the teaching staff are involved in the initiative.  The broader pedagogic staff are aware of it, but they are not active in it.  Therefore, awareness of the initiative as a unique topic, relevant to the school community in general, is weak.

How can the initiative be improved?

The school year must be planned in advance to include the training sessions for participating teachers. 

We have to think how we can get all the teachers who participate in the initiative to a level of motivation that will ensure it runs well in all the classes.

Teacher preparation should focus on their understanding of the subjects being studied and their familiarity with the activities.

Principal’s name: Rony Aharoni

Number of pupils:  170.

Participating teachers:  Home room teachers:  Naomi (grade 3), Orit (4 + pupils’ council), Dina (5), Ziva (sciences), Leah (art), Pazit (English).

Subjects of study

Grade 3: Introduction to Environmental Quality,  Aviation & the Environment.

Grade 4:  Introduction to Environmental Quality,  Aviation & the Environment.

Grade 5:  Introduction to Environmental Quality,  Aviation & the Environment,  Birds & Aviation.

Sciences:  Grade 4 - water, springs, ground water, saving water.  Grade 5 - metals, recycling types of metal;  Grade 6 - Birds 7 Aviation.

English:  Aviation.

The school’s credo in the context  of the Initiative:

Assimilating the initiative as part of the school’s way of life, with reference to the development of BGA and environmental dilemmas, as a subject relevant to the life of the community.

Strengths of the initiative (added value of integrating it into the school syllabus)

Work planned according to goals and targets, upgrade of teaching, change and variety of content, varying teaching methods, empowering the educational staff and pupils, strengthening cooperation and team work, increasing parental and communal involvement in our educational work, involving external elements in the educational work, reinforcement for the teaching staff, increasing our resources and technological means, developing motivation to learn and excel, acquiring deeper and broader knowledge about environmental quality, marketing the school and its work, including improving its image.

Weaknesses of the initiative

Excessive rehash of material and repeating the program.

Need to vary learning methods.

How can the initiative be improved?

Bring other parties into the initiative, who have not yet been dealt with.

Adding and refreshing informal activities, such as:  peak days.

Comments

I wish to mention the contribution of the training team;  without their professionalism, dedication to the task in spite of the objective difficulties, and the pleasant atmosphere they inspired, the initiative would never have taken off.

Principal’s name: Vered Achidov Azriel

Number of pupils:  345

Participating teachers:   Grade 4 - Lily and Hannah, grade 5 - Sarit and Haya, grade 6 - Tsofia and Yosefa.

Subjects of study

A multi-age group process of investigating the world of aviation and birds, focusing on four sub-topics - struggle and survival, the natural cycle, communications, aviation and birds.

On the subject of aviation and birds:  choosing topics, defining concepts, formulating research questions, comparing and selecting sources of information, using research tools and skills (observations, tours, surveys, interviews), feedback and assessment.

The school’s credo in the context  of the Initiative:

The school aims to train its graduates in active learning - investigative learning.  We believe that carrying out research helps the learner and gives him tools to cope with the society of the future;  it develops an autonomous learner, who can pose questions, collect information, process it, analyze it, and make decisions, one who is equipped for the real world which demands independent, ongoing learning and forces him to cooperate with colleagues and exploit the resources of its human components.

In addition, we see every learner as a unique individual.  Our guiding principle is the difference between individuals as a value and a resource for learning.  This initiative enables us to make it possible for each learner to contribute according to his ability, to investigate and develop around subjects that interest him.  By dealing with these subjects we achieve something else as well:  greater environmental awareness and personal involvement.  The investigation process helps learners to understand the link between how the world is developing and the need to preserve its values.

Strengths of the initiative (added value of integrating it into the school syllabus)

a)       The initiative’s trainers give us a range of sources of information that help us in the investigative process.

b)       The trainers are flexible regarding topics and teaching and learning methods, allowing us to grow in line with our credo.

c)       The added value of the initiative’s topics is that they increase pupils’ environmental awareness, concern and involvement with what is happening around them.

d)       The subjects in the initiative relate to the school’s basic theme of “man-environment:  reciprocal influences”.

Weaknesses of the initiative

Lack of a budget that can help us achieve our dreams… ideas… for example:  a parent and child evening, with various activity corners relating to the research topics, setting up a migration station in our zoo, visits to sites linked to the research topics and lots more…

Comments

On the other hand, thanks for what you gave us and your willingness and the fruitful work we did together!

Principal’s name: Rachel Weiss

Number of pupils:  342

Participating teachers:   Grade 4 - Ofra and Shulamit, grade 5 - Dvora and Michal, grade 6 - Shifra and Rafaella;  pupils’ council - Avigail.

Subjects of study

Grade 4:  Introduction to Environmental Quality,  Aviation & the Environment.

Grade 5:  Land Uses, Noise.

Grade 6:  Birds & Aviation, combined with the subject of computers;  a calendar with pictures of birds and pictures of aircraft.

The school’s credo in the context  of the Initiative:

Fostering learners with environmental awareness, who are critical, effective and influential.

Strengths of the initiative (added value of integrating it into the school syllabus)

In terms of content:  the initiative matches our credo because it fosters environmental awareness, and allows us to broaden the pupils’ world knowledge by integrating various areas of learning.

Through this initiative we gain the implementation of computer skills, which are reflected in the learning outputs, using the Internet on topics of aviation and the environment, land uses and birds and aviation.

Weaknesses of the initiative

The initiative should be more deeply integrated with the school curriculum in the area of science and technology.

Principal’s name:  Riva Moskowitz

Number of pupils:  451

Participating teachers:   Grade 4 - Rinat and Iris, grade 5 - Dalya and Iris, grade 6 - Toby and Meirav.

Subjects of study

Grade 4:  Study of the Introduction in the framework of studying “My town” and map reading skills, Aviation and the Environment.

Grade 5:  The introduction in the framework of studying the Coastal Plain and water, Aviation & the Environment – focus on the dilemma.

Grade 6:  The introduction in the framework of studying countries of the Mediterranean (the Barcelona Treaty), centers for research on subjects of aviation and the environment.

Principal’s name:  Miri Orr Gottfried

Number of pupils:  543

Participating teachers:   Class teachers:  Liora, Etty, Na’ama (grade 3), Ronit (4 and program coordinator), Betty (4), Yael (campus 5 and 6), Michal (computers).

Subjects of study

Grade 3:  Introduction to Environmental Quality, Aviation & the Environment.

Grade 4:  Introduction to Environmental Quality, Aviation & the Environment.

Grades 5 and 6 campuses:  Aviation & the Environment.

Strengths of the initiative (added value of integrating it into the school syllabus)

The modularity and flexibility of the initiative make it highly adaptable to the school’s needs and allow teachers room for personal expression.

The close assistance of the trainers is professional, and throughout the initiative they made it possible for the school principal to be involved.

Weaknesses of the initiative

Why environmental quality?   How can we make the whole pedagogic team aware of the importance of this subject as a leading topic at the school?  We have to adapt the courses of the whole team to our needs and thus foster feelings of identification and connection.

How can the initiative be improved?

Giving content a more prominent place in the learning environment (learning centers).  Adapting the contents to a flexible day plan, allowing pupils to study not only with the teacher, but individually in learning centers.

We would like to involve subject teachers in the initiative by broadening the campuses.  For example, Aviation & the Environment in English, a campus for Birds & Aviation in the framework of sciences (depending on the wishes of the teachers).

Comments

The guidance is adapted to the school’s needs, with sensitivity to needs and differences between teachers, with real time response to situations that arise in the course of normal work.