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Marina Cano Selvas
mcano258@xtec.cat
Cristina Padilla Giménez
cpadill5@xtec.cat

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https://escolaenrictatche.cat/

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Enric Tatché i Pol school is a public school located in an urban town called Ripollet in the region of Vallès Occidental. The school attends students from P-3 to 6th grade. The school is dual line except in the third and fifth grade courses where there is triple line. The approximate number of students is 541 distributed in 20 classes.

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Here you go our final project GEP 2. We hope you enjoy it!

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https://www.instagram.com/escola_enrictatche/

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We join the GEP programme the course 2018-2019.

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This was our second year joining the innovate programme called GEP running by the Departament d’Educació de la Generalitat de Catalunya.

This course we decided to develop a project called “Remember to breathe: it is the secret of life” running by the following driving question: How does your lifestyle influence your healthy breathing?. At the beginning, for us, it was a challenge having in mind that we haven't got any previous experience with Project Based Learning (PBL) methodology.

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MAXIMISE THE EXPOSURE OF STUDENTS TO LANGUAGE

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MAXIMISE THE EXPOSURE OF STUDENTS TO LANGUAGE

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Adding vocabulary and sentences in English in the stairs of the school

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Adding vocabulary and sentences in English in the stairs of the school

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We are so gratefully about had the opportunity to learn more about CLIL approach and how to implement it in our lessons along the project. In this case we had to work with year 3 students and this was an extra defiance, because we had to adapt the methodology and the activities worked in the GEP course to our students especially those that require reading and writing strategies.
During this second year of implementation with the same groups. We noticed that they feel more comfortable using English in a natural and spontanious way when they write or talk. In this way, nowadays they had lost their  fears or insecurities.
In our GEP lessons we were two teachers in the class. That meant more dynamism, pupils had more supports because they could be guided by two different teachers and at the same time we maximise their exposure to language (L2). For this reason, students improved their oral comprehension level and the use of the language in a real context.

Cooperative work  and PBL was an enriching experience of learning for all the students especially if we take into account that in our school there is a SIEI (Suport Intensiu Escolarització Inclusiva) and we have in class two students with TEA a part of the heterogenitet of the groups.

We can assert that students enjoyed the lessons because they were so motivated because the activities were so attractives and a new experience to learn English. We also realized that there was a balance between content and language.

Finally, CLIL approach also make us be aware about how important is assessment and the huge assortment of tools we have to face up along the different moments of the evaluation. We discovered new online assessment tools and different kinds of assessment: self-assessment grids, peer evaluation, co-evaluation, rubrics, quizzes, etc.

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After this second contact with the GEP programme we can assert that for us and the school it was a great opportunity to continue changing our way to understand the learning of a foreign language as English is. Working as a group last year was a challenge because our timetables were complex. Hopefuly, this year as a consequence of the experience, the results and the benefits of the implementation of GEP. The school decided to arrange one hour per week in our timetable to do simultaneous teaching.

Also, fortunately we have one hour per week to coordinate with the rest of the teachers involved in the “grup impulsor” and carry out the changes that we want to introduce in the school. Even that it was also a little bit tricky due to the huge amoung of stuff that we have to do every day as a teachers.

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After this second contact with the GEP experience we would like to keep learning about CLIL. But are a littel bit scared about next year because we know that we are not going to have training sessions and our GEP mates support as we known until now.

We also expect that our students enjoy the projects and keep motivated to learn in English.

Even though, the project requires a huge effort and a hard work. That is why we are so thankful been part of the GEP and had the opportunity to learn and be supported by our trainers Mónica López and Marta Poveda and with our programme mates.