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Sustainable Development Goals #SDG6 WATER AND SANITATION by David

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DAVID VG GEP 2 CLIL PROJECT PLANNING TEMPLATE.pdf

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Personally, this project has been just a good starting point. An opportunity to work on Sustainable Development Goals. From now on

I will try my best to continue working in my school or maybe others but always framed in these REAL goals,that allow students to deal with REAL PROBLEM SOLVING. Students are often out of reality and they are not aware of the differences between them and other underprivileged children. They are engaged and committed to help our planet saving water in a natural way with little actions that imply a bigger impact.  So that, the underlying premise throughout this project has been offering students a closer contact with the principal concerns we all should have in this life. Thanks to working on this project, students have developed empathy and respect towards fellow human beings. This GEP2 finishes but we will try to fundraise money in our final course dinner as a part of our project. What started as simple project has developed to something huge, trying to imply more classes and teachers, because I never felt this project as something mine but something that should embrace the whole school community. In order to achieve this I adapted some lessons to others groups (year 4 and 5), to make them aware of #SDG6 and try to be more people helping.

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There are 22 students, 12 of them are girls and 10 of them are boys between 11 and 12 years old.  At this moment, boys and girls go on acquiring physical, mental, social and language autonomy. These students are in an evolutionary period in their lives. They are gradually changing and, for this reason, many children are still very childish and other start having the characteristics of a teenager.

There is a student from Morocco but she came when she was 5 years old, and a newcomer from Cadiz, he has  studied English before and he is an average student.

Most of the students have a really good pace and they are interested in learning English so students with lower motivation are motivated by the other ones.  I offer extra voluntary English lessons two days a week at playground time if there are at least 10 students. I proudly have to say that there always a group of 14 students and occasionally 19 out of 22. It means that the group is highly motivated and eager to improve their communicative, linguistic and audio-visual competence. We always work on what they want and I don’t include these “playground lessons” in the programming, since is not compulsory. This six graders group is a homogeneous group with a dyslexic (English speaker, so we focus on his weaknesses), there are no gifted students although some of them shine and are excellent. As there are students with different learning paces some of the most advanced students help their classmates establishing a really good work-relation amongst students. In the teaching units, you could have a wrong idea if you think that we are not paying attention to diversity because of the two lines devoted to fast finishers and reinforcement.

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The school is located on the outskirts of a town of 25,000 inhabitants. Most of the inhabitants came from Barcelona to buy cheaper and bigger houses than they could in Barcelona.  As it is a working area that depends on the tourism, most of parents have not been to university and their socio-economic and cultural level is medium-low. In fact, they are involved in their children education. Around the school there are just a few houses, because of the location in a mountain at the outskirts. Due to being in the mountain and the existence of other school in the same town centre, the migration rate is low. Nonetheless, the neighbourhood is plural and there is a wide variety of cultures, ideologies and languages. Most of the students Spanish as their mother tongue and the school has taken a lot of effort in teaching Catalan.

Some of the parents are associated in the PA (Parents’ Association) and participate in all they can. This association collects money for school resources and manages the extra-curricular-activities. The PA has some representatives who assist to the school governing body meetings.