The following Sunday we arrived into a noisy farm-yard to be greeted by a smiling teenage boy.  He had a large collection of ducks all sizes and colours and to myself and Liz they all looked lovely.  “What were you looking for” said the boy.  “Well  I love the duck eggs and I would like a couple of ducks that are ready to lay eggs” said Liz.    “Oh no problem, I reared all of these ducks myself and with the money I get, I am able to buy Christmas presents for all my Family” he said so sweetly.  He went on to tell us about all his hard work and dedication to his ducks.  Now this lad had the gift of the gab and could talk for Ireland, he was such a good natural sales person.  “How do you tell the males from the females” I asked.   “You can tell by the quack, if you listen now closely the boys quack louder than the girls” he said standing in a yard full of quacking ducks.  I wasn’t going to contradict him, one quack sounded the same as the other to me, but I have always been tone-deaf anyway so what did I know.  At this stage he was smiling broadly.  I looked at Liz and she was nodding and smiling back at him so I thought she knew what she was doing.  He said  he would put all his best ducks into a pen and we could pick any we liked.   Well I didn’t even want ducks but, by the time that young lad had finished with us, telling us all his duck stories we bought 6, each.

Away home we went with the ducks, I put mine in with the hens and they all seemed to get along famously.   After a couple of weeks Liz called, “have you any eggs yet”she said.  “No, but I am sure they are still getting settled in and it’s only a matter of time, I don’t think you can rush these things” I said.   However, convinced I was doing something wrong, I called my elderly neighbour Ann.  Ann has been farming and rearing ducks for years.  Ann questioned me about feed, housing etc, all my answers seemed fine, she was puzzled so she said she would drop by and take a look.   Ann arrived here, took one look at my ducks and burst out laughing “you’ll be a long time getting eggs out of them” she said doubling over and wheezing between laughs “thems are drakes”!(male ducks)she said.  “How much did you say you paid for them?”she said through her laughing.  I blushed to my toes. In my head I could already hear the story being retold at our local farmers market.

There is a saying “when you have an ass ride it” well that young fella came across two asses that day, us.  I am sure that he had a right laugh at the pair of us idiots and how easy it was to take our money.  So when is a duck not a duck? When it’s a drake.   Incidentally drakes are worthless as I have found out you can’t even give them away.  Anyone for a Drake?

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After breakfast we are behind time so we are all rushing about trying to get out the door to leave except Tom, he is outside playing football with Bella, the idea of being late never really bothers him.  All packed up away we go, as I am pulling out of the yard I hear Jerrys loud whinny and think to myself he is really keen today.  An hour later we arrive just in time for the competition, I park and go to get the ponies ready, I open the horse trailer and only Bob is standing there.  No Jerry.   I turn to the kids, “where is Jerry?” I say, they turn to each other, Em says to Tom “I thought you loaded Jerry” Tom says the same to her and the two of them look at me.  I say “don’t look at me, I had to bring everything else” and with that Tom starts to Laugh.  “What’s so funny” I say.  “it’s your face, its all sucky, like this” he says and makes a face like a bulldog licking pee of a nettle.  I see the funny side myself and start to laugh. Then it dawns on me why Jerry was whinnying, I thought he was calling from the trailer  when all the time he was in the stable calling us not to go without him.  Em says she will share Bobby with Tom because they are on at different times anyway so all is not lost.

All material is copy write and no materials from this blog or part of can be used without permission from the author.

All material is copy write and no materials from this blog or part of can be used without permission from the author.

All material is copy write and no materials from this blog or part of can be used without permission from the author.

The report says they are behind in at least one developmental area, including physical health, language and cognition skills.

The report was co-authored by Dr. Cory Neudorf, chief medical officer for the Saskatoon Health Region.

Neudorf says the number may seem shocking.

He adds that kids are more vulnerable if they come from neighbourhoods where their parents have lower income and education, less employment and fewer social supports.

The report says in some neighbourhoods 10 per cent of children were not ready to learn, but in others the number was 57 per cent.

Bean bags

Bean bags are particularly well adapted for developing the ability to throw and catch objects. Small children and children with motor or visual difficulties can play successfully with a bean bag when it would be impossible for them to play with a ball. The child is able to catch the bean bag by just getting his hand in front of it whereas he has to coordinate his grasp to a much greater extent to catch a ball. If he misses the bean bag, it hits the ground and slides to a stop in a short distance. If he misses the ball, it bounces and rolls and the child has to chase it. Therefore the bean bag is much less frustrating.
1.​Throw the bean bag up in the air and catch it when it comes down.

2.​Throw the bean bag up and make it just touch the ceiling. Then throw it up and make it come as close to the ceiling as you can without touching the ceiling.

3.​Throw the bean bag up in the air and try to touch it with your right foot when it comes down.

4.​Throw the bean bag up in the air and try to touch it with your left foot when it comes down.

5.​Throw a bean bag up in the air. On the command “right”, “left”, or “both” catch the bean bag with the right hand, the left hand, or both hands.

6.​Throw the bean bag up in the air. When it reaches the top of its trajectory close your eyes. Try to catch the bean bag with your eyes closed. This activity requires the child to visualise the path that the bean bag will follow in its descent and predict where it will fall. This is an important part of his training.

7.​Hold two bean bags, one in each hand. Throw both bean bags in the air simultaneously and catch them when they come back down.

8.​Throw the two bean bags up in the air and catch them with the opposite hands. Catch the bean bag thrown with the right hand in the left hand, and catch the bean bag thrown with the left hand in the right hand.

9.​Throw the two bean bags up in the air and clap a rhythm pattern with hands (clap, clap, clap, pause, clap) before catching the bean bags.

10.​Throw the two bean bags up in the air, clap your hands, slap your legs, then catch the bean bags.

11.​Invent five new patters to clap, slap or stamp while throwing and catching the bean bags.

12.​Keep two bean bags in motion by throwing one up in the air, watching it reach the top of the trajectory, then throwing the other one up and so on.

13.​Throw the bean bags in rhythmic sequences, for example left –2, right –1. Continue the sequence at least 10 times.

14.​Throw the bean bags in rhythmic sequences that include left, right and both hands. Left –2, right –1, both -2. Repeat 10 times.

For a how to make bean bags video and downloads with more activities visit my website www.braingymdublin.net click on the red button called Free  christmas gift on the home page to take you to the video and down loads.

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For one to one consultations phone 085 1445494 (Dublin)

Babies benefit greatly from X-crawl and they have fun too. Use cross-crawl also with toddlers. You can move their limbs for them.

Choose a suitable time when you and your baby are both calm and relaxed. Ensure you are both comfortable too. Taking hold your baby’s hand and the opposite foot (e.g. left hand and right foot) gently bring them together and return to their original position.

Repeat several times on this side. Count, sing or talk to your baby in a playful, fun or soothing tone as you cross-crawl. Then take the other hand and opposite foot and repeat the actions again. Continue in this way as appropriate to the age of your baby. Never force the limbs together. If Your baby is too tense then it is probably the wrong time and your baby does not want to do it at this time.

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Fiona Phelan 085 1445494 (Dublin)

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without permission from the author

The role of the Principal is to provide leadership, direction and co-ordination within the school.

The Principal’s main focus should be to develop and maintain effective educational programs within his/her school and to promote the improvement of teaching and learning with his/her school.  The Principal should strive to create an organization and or climate which foster student and teacher growth.

In general terms of the Principal shall be responsible for:

1. the detailed organization of the school
2. the development of the instructional program
3. the assignment of duties to and the supervision of members of his staff and
4. the general operation of the school facility.

However the following are all included in the powers and responsibilities of the Principal.

1.  Leadership and Climate

a)     Continually endeavor to improve the operating effectiveness of the school for which he is responsible.

b)    Keep informed of current practices and techniques relating to school programs, teaching and administration by attending meetings and professional development conferences, and reading professional materials.

c)     When not involved in teaching duties, to devote as much time as possible to the supervision of the school; observing methods of instruction and endeavoring to improve the efficiency of the staff and the school in general. Keep the Superintendent fully advised as to the conditions and needs of t

he school.

d)    Suggest appropriate changes in and ensure adherence to approved policies, practices and procedures within his area of responsibility.

2.  Programming

a)     Co-ordinate and foster the development of programs within the school to best meet the needs and interests of the students.  This includes the establishment, supervision, and evaluation of special education programs where a child needs one.

b)    Assist the teaching staff in the development, implementation, modifications, and selection of curriculum materials, and keep the Superintendent informed as to any modifications in or substitution of approved courses.

c)     Develop and support a high degree of student morale through curricular and extracurricular activities and services and co-ordinate the participation of all members of the teaching staff in the extracurricular program.

3.  School Organization and Staffing

a)     Participate with the School Division Office in the selection of professional, clerical and support staff.

b)    Be responsible for the preparation of timetable, class lists and schedules, and supervision schedules and be responsible for their functioning.

c)     Hold regular staff meetings for the purpose of discussing educational and administrative matters.

d)    Be responsible for the proper registration and transfer of students in the school and for the maintenance of up-to-date student cumulative records.

e)     Maintain or direct the maintenance of other records and files, and the preparation and submission of reports as required.

f)     Establish appropriate procedures for the control of all school textbooks, materials, equipment, etc.

g)    Have authority over Faculty of Education Students accepted at his/her school.

h)     Where there is no Vice-Principal, designate a member of the teaching staff of that school to assume the duties and responsibilities of the Principal in the Principal’s absence and inform the staff of the person designated.

4.  Professional Development

a)     Promote the professional and academic growth of his staff through staff meetings, in-service training and personal contact.

b)    Take an active role in the selection, planning, and implementation of professional development activities for the staff in cooperation with the Superintendent’s Office and the Division’s professional development committee.

5.  Staff Supervision and Evaluation

a)     As building administrator the Principal is responsible for the daily supervision of the school, its students, facilitators, professional and support staff, volunteers, and personnel from outside agencies.

b)    See that every teacher shall be on duty in the school at least 10 minutes before the opening of the forenoon session, and at least five minutes before the opening of the afternoon session.

c)     Shall evaluate the effectiveness of each member of the staff in accordance with the establishment plan and shall forward as written reports to the Superintendent.

d)      Be responsible for the development and conduct of an orientation program for all teachers new to his staff.

e)     See that instructions are prepared for the guidance of substitute teachers.

6.  Student Control and Supervision

a)     Establish a climate in which students can develop self-discipline.

b)    To have disciplinary authority over each student while on school premises, while going to and from school, while riding on school buses and while taking part in authorized school activities.

c)     To have authority over activities sponsored and conducted by the student organizations of his school.

d)    Be responsible for the provision of supervision of students and student activities in the school buildings, on school grounds, while loading or unloading from school buses, or involved in field trips or other student activities sponsored by the school.

e)     Work cooperatively with outside agencies such as Community Health Services.

f)     Responsibility to refer to the Public Health Nurse, any child who appears to have a communicable disease or to be in need of attention for other health reasons.

g)    The Principal shall be present with Police Officers if they interview pupils in the school.

h)     See that no pupil is allowed to leave the school grounds on errands without his/her express permission.

7.  Student Evaluation and Reporting

a)     To familiarize himself with the general pupil progress and to assist in its improvement.

b)    Co-ordinate and/or direct the evaluation of student progress and achievement and the provision of regular reports to parents as required by Board Policy.

8.  Communication and Public Relations

a)     Maintain communications with parents or guardians regarding the total school program, student achievement, placement and behavior

b)     Inform parents of the school activities through newsletters, information nights, parent/teacher conferences, etc.

9.  Budgeting and Buying

a)    Be responsible for the administration of the instructional supplies budget for school and the safe keeping of monies or materials that belong to the school or the school division.  Establish procedures for the purpose and receipt of materials and supplies necessary to support the instructional program.  Ensure that there is a system of accounting for monies from student activities, student fees, gifts or other funds belonging to school or to any student group within the school.

10. Health, Safety, Plant Supervision

a)     Develop and foster a sense of pride and respect for school property so that the facility is an attractive place.

b)    Ensure that all reasonable precautions are taken to safeguard the health and general well being that pupils and staff are adequately trained to make effective any plans necessary for their safety.

c)     Establish procedures whereby the access of visitors to the school can be monitored and controlled.  This would include access by salespersons, guest speakers and former students.

d)    Organize and supervise patrols where applicable, make readily available first aid supplies and treatment

e)     Inspect the school grounds and school buildings to see that they are free from hazards which might cause accidents and he shall notify the proper authorities of any conditions which need to be remedied.

f)     In the event of where damage is serious and appears to have been deliberate, it shall be reported to the police department in addition to the Division Office.

g)    Report any accidents or injuries of students or staff to the Superintendent’s Office on the forms provided.

h)     Conduct fire drills as required by regulations and see that all personnel within the school are familiar with all procedures to be followed in case of a fire.  Fire exit signs shall be placed in each room.

i)      Establish effective controls governing the use of any medication, pain killers (Aspirin, etc) by students in the school.

j)      Assume responsibility for the general cleanliness and maintenance of his school.

k)      Be responsible for the direction of the work of Caretaker in the routine cleaning of the school premises.  If difficulties arise, they shall be reported through the Secretary-Treasurer.

l)      Work with the Secretary-Treasurer in the planning of capital projects and the routine maintenance of school buildings and grounds.

m)   The Principal shall control use to be made of school buildings and grounds in accordance with Board Policy.

Stressing about feeding the neighbors, families, and volunteer shelters?

Need a couple more secrete homemade recipes?

Quick, these won’t stay secret for long!

Watch out Julile and Julia!

From the mouth of babes-

A Thanksgiving Cookbook
by Mrs. Geraghty’s Kindergarten Class

Ivette – Banana Pie
You buy some bananas and crust. Then you mash them up and put them in the pie. Then you eat it.

Russell – Turkey
You cut the turkey up and put it in the oven for ten minutes and 300 degrees. You put gravy on it and eat it.

Geremy – Turkey
You buy the turkey and take the paper off. Then you put it in the refrigerator and take it back out and cut it with a knife and make sure all the wires are out and take out the neck and heart. Then you put it in a big pan and cook it for half an hour at 80 degrees. Then you invite people over and eat.

Andrew – Pizza
Buy some dough, some cheese and pepperoni. Then you cook it for 10 hours at 5 degrees. Then you eat it.

Shelby – Applesauce
Go to the store and buy some apples, and then you squish them up. Then you put them in a jar that says, “Applesauce.” Then you eat it.

Meghan H. – Turkey
You cut it into 16 pieces and then you leave it in the oven for 15 minutes and 4 degrees. you take it out and let it cool and then after 5 minutes, then you eat it.

Danny – Turkey
You put some salt on it to make it taste good. Then you put it in the oven. Then you cook it for an hour at 5 degrees. Then you eat it.

Brandon – Turkey
First you buy it at Fred Meyer. Then you cut it up and cook it for 15 hours at 200 degrees. Then you take it out and eat it.

Megan K – Chicken
You put it in the oven for 25 minutes and 25 degrees and put gravy on it and eat it.

Christa – Cookies
Buy some dough and smash it and cut them out. Then put them in the oven for 2 hours at 100 degrees. Then take them out and dry them off. Then it’s time to eat them.

Grace – Turkey
First you add some salt. Then you put it in a bowl. Then you put brown sugar on it. Then you mix it all together with a spoon and then you add some milk and mix it again. And then you put it in a pan. Then you put it in the oven for 15 minutes and 16 degrees. Then you take it out of the oven and then you eat it.

Alan – Turkey
First you shoot it and then you cut it. And then you put it in the oven and cook it for 10 minutes and 20 degrees. You put it on plates and then you eat it.

Jordan S – Chocolate Pudding
Buy some chocolate pudding mix. Then you add the milk. Then you add the pudding mix. Then you stir it. Then you put it in the refrigerator and wait for it to get hard. Then you eat it.

Christopher – Pumpkin Pie
First you buy a pumpkin and smash it. Then it is all done. And you cook it in the oven for 12 minutes and 4 degrees. Then you eat it.

Ashley – Chicken
Put it in the oven. Then cut it up. Then I eat it.

Jennie – Corn
My mom buys it. Then you throw it. Then you cook it. Then you eat it.

Jordan – Cranberry Pie
Put cranberry juice in it. Then you put berries in it. Then you put dough in it. Then you bake it. Then you eat it.

Adam – Pumpkin Pie
First you put pumpkin seeds in it. Put it in a pan and bake it at 5 degrees for 6 minutes. Then take it out and eat it.

Jarryd – Deer Jerky
Put it in the oven overnight at 20 degrees. Then you go hunting and bring it with you. Then you eat it.

Joplyn – Apple Pie
Take some apples, mash them up. Take some bread and make a pie with it. Get some dough and squish it. Shape the dough into a pie shape. Put the apples in it. Then bake it at 9 degrees for 15 minutes.

Isabelle – Spaghetti
Put those red things in it. Then put the spaghetti in it. Then cook it in the oven for 2 minutes at 8 degrees.

Bailey – Chicken
Put pepper and spices on it. Cook for one hour at 60 degrees. Then eat it.

Nicholas – White and Brown Pudding
First you read the wrapper. Get a piece of water. Stir. Then you eat it.

Sean – Turkey
Put it in the oven for 5 minutes at 55 degrees. Take it out and eat it.

Lauren – Turkey
First you find a turkey and kill it. Cut it open. Put it in a pan. Pour milk in the pan. Put a little chicken with it. Put salsa on it. Take out of pan. Put it on the board. Cut into little pieces. Put on a rack. Put in the oven for 7 minutes at 10 degrees. Take out of the oven and put eensy weensy bit of sugar on it. Put a little more salsa on it. Then you eat it.

Bon Appetit!

*If these don’t quite work out…

…try checking out hosting tips from the renowned mother-daughter design team!

~Inspired Design~

]]> http://farmingjournal.wordpress.com/2012/11/20/jerry-and-the-polo-mints/ Tue, 20 Nov 2012 14:35:31 +0000 farming journal http://farmingjournal.wordpress.com/2012/11/20/jerry-and-the-polo-mints/ Today was such a lovely bright winters day I decided myself,  Jerry the pony and Bella the dog would take a trip to the village to get some shopping and of course polo mints sweets for Jerry his favourites.  He is a bit on the fat side (like myself) and could do with the exercise.   As soon as I got the trap out of the shed Bella was in like a shot.  Only enough room left for me at a squash because she is a large hairy mutt weighing in at 65kg but good for keeping my legs warm  in the winter time.  Once we got tacked up a couple of “Hup Hup Jerry” and off we go across the fields at a good trot to get to the main road.  Jerry is a good listener and will respond to voice commands to go slower or faster depending on what I tell him.  After 35mins we reached the village and Jerry was delighted with the attention from our local shopkeeper who always gives him a couple of jellies.   I loaded up my shopping and headed for home.   A lot of the return trip is down hill so we rattled and bounced along at a good fast trotting pace with just the noise of Jerrys hooves and our jiggly old trap.  Half way down the hill I decided to open the polo mints I was holding the reins in one hand so it was a bit fiddly.  Suddenly Jerry came to a skidding stop, myself and Bella were thrown forward and I nearly landed on Jerry,s backside, bella landed practically under his tail, I had to haul Bella back in by her back legs, she was not impressed.   The studs on Jerry’s shoes left long white skid marks on the asphalt and he was standing stock still with his head turned all the way back to look at me.   He would not move, no amount of “Hup Hup” was working this time.  Then I realised I was still holding the polo mints.  His hearing is so sharp that he heard me opening the mints over the noise of the trap and would not go until I gave him one.  So off I got gave him a mint he munched it down I got back on “Hup Hup” and away we went.  That is the last time I will try to eat one of Jerry,s mints on the way home.

All material is copy write and no materials from this blog or part of can be used
without permission from the author

All material is copy write and no materials from this blog or part of can be used
without permission from the author

“100 fans, that means my project is over?”

Happy times this morning! Catie’s Global Postcard Project has reached 100 fans over the weekend. Celebrate good times, common!

Haha, not quite!  The reception the project has received so far has been amazing!  There has been lots of likes, support and promises of postcards over the weekend.  We’ve also caught wind that one might just be waiting for Cate at the post office already!  We can make magic when we all work together!

We’ve also received word that the 12 students in Ms Sherrill Robertson’s class at Rocky Mountain Elementary school in Elkford, British Columbia (Canada) will be jumping on board to help Cate out.  From kindergardener to kindergardener – could there be anything more sweet?  Not only is it a super fun project, but these little ones will get to follow the journey they will help bring to life. “I helped do that!” and a sense of pride and accomplishment can go a long way towards building self confidence and growing the realization that hard work and action brings satisfaction and success!  Can’t wait to see what they come up with!

Using this awesome idea, Catie’s Global Postcard Project is putting it out there to any and all classes that might want to help.  We’d love to not only receive your postcards, but to see some great pics of them being written up and sent off.  Do you know any teachers, or think your child’s class might be interested?  Please forward them the link to this blog: www.postcardcatie.wordpress.com. If you have any questions at all, please contact Cate’s mama (Carla LaBrosse) at postcardcatie@gmail.com and we would be happy to answer!

Thanks so much for helping Cate rock this project!  Exciting times are happening right now and we hope you join us in making some magic out of the number 100!!!

If you’d like to send a postcard the address is:

CATE JOHNSON

GENERAL DELIVERY

LES CEDRES, QC J7T 1C2

CANADA

Every once in a while he says he misses me and I usually let him take a day off where I spoil him and give him plenty of one on one time with me. Yesterday and today for example he was with me the whole day we spent the morning running amuck around the house, then we went to the local playground, he ate an array of snacks from his lunch box and a particularly impressive bomboloni sweet bread dessert filled with chocolate nutella cream. So it was a day filled with fun and treats.

Sometimes after one of these days Mattie contemplates maybe taking the rest of the week off to continue the fun, inventing some wonderful excuses not to go to school but usually he decides to go just the same as he enjoys his time with his classmates.

Today he came up with a particularly creative excuse, listen to this elaborate story he invented, it’s simply astounding and creative. He told me that he had a dream that there was an earthquake and the school was shaking, so for his own safety he had to stay home. He told me this with tears in his eyes and a real sense of terror in his voice. I was touched but then explained it was only a dream and if there was any real danger Mummy and Daddy would come and pick him up directly from the school. He soon shook off the dream and happily went to school.

In Mattie’s Kindy blues phase he had said the he felt too tired, dizzy or that the teacher yelled at him but this latest invention really took the cake. I have to acknowledge Mattie’s artistry, plot development and academy award winning delivery.

I love all these wonderful surprises in Mattie’s development. I am slightly afraid for when he gets older and is acting better, perhaps he may be able to pull the wool over his parents eyes!

Here’s hoping Mattie’s folks are able to keep up with him.

Unwilling expat

     We had come to the part in Dean’s math book where the number zero is introduced.  He looked at me like I had sprouted wings.  ”Mom, that’s the letter “O”, not a number! What is this number zero?!  Counting starts at “one”, not “zero”.”  It was total chaos.   After going back and forth, I finally had enough of feeling like I was trying to tell him the earth was flat.   

     Later,  I’m thinking about his reasoning and guess what?  He is right.  In all the flashcards, iPhone apps, workbook pages, online games…the number zero is not hugely introduced.  The word gets used, they sing about it, spell it even, but as far as learning “0,1,2,3,4,5″, there is not an awful lot.  

     That being said and all, I don’t know a child who doesn’t know that when they have two cookies, and someone takes two, they are now left with ZERO.  They all get it eventually.   Thankfully, we are blessed to have the lovely Miss MJ (our CHEP teacher) help explain.  I guess she doesn’t look so shady.  She gave a few examples, showed Dean the difference between the letter and the number and I think he believes her.  ♥

A vacancy at Bauernhofkindergarten Mölkau in Leipzig, Germany.
The long-term EVS will start in July 2013.
The application deadline is 3rd December 2012 (Monday)!

*

Contact person: Iryna Tehlivets
Coordinating organisation: Fairbund eV
Host: Bauernhofkindergarten Mölkau
(www.int-bsw.de/3,0,bauernhof-kindergarten-moelkau.html)
Location: Leipzig, Germany

Deadline: 03/12/2012
Start: 01/07/2013
End: 30/06/2014

Bauernhofkindergarten Mölkau is the first Saxon integrative farm kindergarten. It is located in the old mansion on the farm Mölkau. The farm is situated on the edge of town about 10km from the center and is easily reacheable by bus from the city center of Leipzig.Surrounded by fields, woods and an idyllic park, children can learn and explore the countryside. Our EI Ref is 2010-DE-92.

Tasks

The EVS volunteer supports educators in the care and supervision and integration of children in kindergarten. The volunteer will be useful, on the one hand, in additional project development, as well as in additional support services in the daily routine, such as age-specific offers, special promotion of integration children, group outings etc. The volunteer can bring additional services around the year to let their creativity run wild and develop within this framework own little project ideas. The aim is to work with different materials, such as paint, wood, plants, sound, etc together with the children as often as possible in order to influence positively their development. Such additional offers bring to the children
a lot of joy and our integration children benefit from additional support. As our kindergarten is a farm one, the volunteer will also help to take care about our animals and yard (i.e. feeding the animals or raking leaves in autumn, so nothing really tiresome).

Criteria

Volunteers who wish to work in our organization should have the following characteristics: openness and curiosity, love for children, love for animals, joy and humor, creativity, commitment, flexibility, rganizational abilities, good teamwork skills, at least basic knowledge of English or German. Also nice would be: interest for music, art, drama, games, exercise, or other interesting hobbies.

Procedure

We will be happy to receive your applications – which you can download at www.verein-fairbund.de/euprojekte/index.php/donwload
- together with a motivation letter and a CV on the e-mail
iryna@verein-fairbund.de till 3rd December 2012.
As the topic of the letter, please write “EVS 1″.

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