2. BEFORE
When the english was complusory in 3rd grade in 1996
Ceip Puig d’en Valls made a new ‘linguistic project’ and
decided to introduce the English language teaching from
the 6th E.I. (Kindergarten) to Primary 6th grade.
We started the SSEE project in 2008/09 with Eco arts
and crafts in 1st grade.
In 2006/2008 we started with a comenius project and
now we’re participating in our third comenius project
2012/14 ‘Money Matters’.
3. 3
2010/11 With the new school board team one of the objectives of the School
board project was extend the English language in the school and the
importance of the English language in the school.
2011/12 We applied for a new English teacher with a permanent position.
STRONG FEATURES.
Teacher stability and involvement with the projects. Consolidate projects that
we start has helped starting the SSEE project in 2008/09 and now the
‘Plurilingüe’ from 1st to 5th grade.
Kindergarten teachers with a permanent job in Puig d’en Valls have been
doing teacher training in CLIL and also ‘English Language training courses’.
This implies that Primary teachers can teach in Infantil and Infantil teachers to
can teach to Primary.
3
6. 5
Puig d’en Valls village
This year ( 12/14) the topic ‘tema monogràfic’ is ‘Puig d’en Valls.
We do activities related to ‘Puig d’en Valls village’ (The architecture,
vegetation, animals, the shops, restaurants, we interview artists and
people of the village, present/past/future of the village, we prepare
documents in English to inform the families or to invite them to different
events, ‘Gentilici’ contest, we work feelings about the village in a map ‘
love and feelings in Puig d’en valls’, etc.) The school timeline is part of it.
We work the inventions in English. In Spanish we work Literature and
authors and history and History events in Catalan.
11. 6
Organization
Weekly coordination with the mentor (area) teacher and with the
English language teacher.
Every Monday from 10:45 to 11:30 1st cycle meetings Every Friday
from 13.15 to 14.00 to make 2nd and 3rd cycle meetings.
We do programming, talk about specific contents and expressions
to use in the class as well as methodological strategies or activities
to do.
A monthly meeting is needed with all teachers involved in the
English language learning in the school. (from 8.00 to 9.00h)
12. 6
Methodology
-Starting from the previous experience of the students. Using words
or topics that they already know about.
-Trying to attend to the different learning styles so that they
understand the context and the concepts.
-Using materials adapted to their level.
-Using different strategies; Repeat, simplify,
or giving examples to them…
-Visual learning using gestures, using images, graphics or
organization of ideas, diagrams, timelines, etc.
-Active learning, students will make experiments or manipulative
activities.
13. 6
Resources
Materials prepared by Teachers, many
internet resources. Workbooks from
different editorials. Listenings, videos,…
In this year 13/14 we are making a big
library with many resources. Every year
we try to buy more reading collections
related to the topics we are working with.
14. 6
Planning a class session
1. Activity based on previous knowledge of the students to introduce the
topic or content. (Watching a video, short article, etc. )
2. Using visual or audiovisual support to introduce the topic and to learn
the vocabulary.
(Posters, flashcards, pictures, realia…)
3. Written part, with worksheets, diagrams, mind maps, etc.. To review
the vocabulary or have it physically to study at home or just to collect
information about the topic. (no books)
4. Making experiments to understand the content, and using realia makes
our lessons more significant.
5. Based on a final production, oral, written or manipulative.
6. Assessment during the activity with worksheets, oral questions, yes/no
questions, filling the gaps, completing mind maps, etc. Oral weekly
record.
15. 3
ECO ARTS AND CRAFTS
1st and 2nd grade
2 sessions 45’ every week
Eco Arts related to the ‘Puig d’en Valls green project’.
Related to the School topic ‘Feim Poble’.
We have the support of a language assistant in one of the sessions
in each group.
Weekly coordinating with the tutor teacher.
English, Spanish and Catalan culture topics (Autumn, Halloween,
Thanksgiving, Christmas, Sant Jordi,..)
19. 8
COORDINATION with the tutor teacher
Weekly coordination with
the tutor teacher
First graders painting an abacus during the arts and crafts session for maths.
21. 9
ARTS and SCIENCE 3rd and 4th grade 13/14
2 sessions of 45’ every week
We work on some topics every term.
Practice part of the area. We do experiments
We integrate Arts and crafts.
We have the language assistant support in one session.
22. 3rd Grade:
Water Cycle
The Weather and climate
The Earth
Our body organs. Digestion and human nutrition
Healthy eating habits
4th Grade:
Our body:
5 senses, Respiratory System, circulatory system, digestive system, excretory system and
healthy habits.
Human reproduction
34. 12
Science 5th Grade
2 sessions of 45’ every week
We work on some topics every term that the tutor teacher
doesn’t work in Catalan language.
Practice part of the area. We do experiments
We introduce little texts adapted to the students level.
Group work, presentations, etc.
We make a final production every unit.
Every three sessions we do written exercises to evaluate the
vocabulary or contents.
39. 1st to 4th Grade
What is the ‘invention’?
When was it invented?
Who invented it?
Parts of it.
What do we use it for?
Oral activity related to the invention.
SCHOOL TIMELINE Inventions
49. 16
READINGS 30’ twice a week
2 sessions of 30’ every week
in 1st and 2nd Cycle and one
session of 30’ in 3rd Cycle.
This year 2013/14 there’s a
new Reading plan in the
school.
Every student thas its own
reading folder.
51. 17
Saving water and founts of the village collaborating with the ‘Town Council
and Agenda 21 escolar’.
Saving for the school fieldtrip, making cakes every Friday
Solidarity campaigns (Save the children, Solidarity sandwich ‘Manos
Unidas’, etc. )
History and culture and traditions of Northern Ireland (Music, stories and
traditions, saving ‘sock’)
