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This was my last lesson of this practicum period in primary school and I am quite happy about it.

Of course there are many things to work on. First, my timing with this particular group, because I found it challenging to adapt to their customs in class and to their different levels and speeds to solve the activities. Right in the end I realised they needed: more copies with theory rather than copying from the board, shorter easier activies and more quantity.

To reflect on this class I choose the following questions:

Include a photo of a moment in the lesson, or a task students did, a picture from the board or any other lesson component you would like to share, and describe it.

Since I couldn´t take pictures of the students due to a school policy, I am uploading a photograph of today´s class. The picture has 3 games I gave them last class after the test, to gather points for a competition and prize today. And the other one is a picture of all the TP´s students handed me in today and that I had prepared last class.

Plenty of them were excited about participating in the competition after the test, and they did really well. 2 girls, even took some exercises home to add more points today.

Choose an audio / video segment from the lesson, and reflect on what is viewed or heard.

The segments I chose are from the last video I uploaded and the go from minute 00:06:00 to minute 00:18:00, and the second segment goes from minute 00:21:00 to minute 00:29:30.

The first segment is the warm-up of the class. We can´t see any images because we were playing at the back of the class, and Students couldn´t be recorded much, that is why you can only hear them. I really enjoyed how engaged they were. Some of them were really into english and some of them just took the opportuntiy to talk in spanish. Overall, it was a good choice for a warm up with this group.

The second segment involves working with riddles to introduce the review topic of CAN and they really enjoyed it. They were fast and clever to solve them. I was really happy with the results. I also left a part of the video in which I realised I had made a mistake when I copied and pasted the sentences. It is human to make mistakes and to acknowledge them, but at the same time I consider it is very important to double check the activities that are self-made because there can be typing mistakes, spelling or grammar ones too.

To conclude, it was a fun, fast-paced, interesting lesson.

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In this journal entry I decided to work on the following ideas:

Describe this lesson in terms of a metaphor.

During this class students had to do 2 things: solve a test and participate in a competition solving some extra activities I had previously selected for them and that catered for their different English levels.

The metaphor I thought of is that of a group of cats or dogs in which there are 2 clear sub-groups: street or wild cats/dogs and pets. Cats and street dogs are resourceful and can find solutions to the problems they are presented with, they can also find food for themselves and can survive in the cities mostly without any extra human help (in general). They have learnt from experience too. On the other hand, cats/dogs that have always been pets, they have learnt how to solely rely on humans to survive. They are given food, shelter and medicine. If left alone for some days, they could get really sick or even die. I felt it was the same with these children. Some of them were enthusiastic about the activities, and they solved them with all the past knowledge they had. They even worked in pairs/groups to help each other. They wanted to get more points and even to review some old things they thought they had forgotten. However, there were other students that are used to having everything solved in spanish rather than making an effort to understand ennglish or even to study it more at home. The forst group did really well in the test and the competition, and the other group barely passed the test and didn´t have enough time to do extra activities because they took longer in the test.

Choose a quotation that represents an event, knowledge, insight in this lesson.

For this task, I researched online for quotes related to English learning.

In the British council´s website I found a beautiful hungarian proverb that reads "You are as many people as the languages you speak." Hungarian proverb.

Whereas chosen for this particular class, this quote applies to the whole experience of teaching this group. One of the things I highlighted of being one the of least enjoyable aspects of my practicum, was that I rejected the idea of using so much spanish as I identified in the observations, and in the end I replicated the teacher´s approach of using it more then I wanted.

In this class I identified 2 groups of children, as I expressed above. Some of them have a door opened to be more more diverse in their lives, to explore more about themselves and to be as many people as they wish, as the proverb reads. Those children are the ones that allow the english to go through them. The other group will still have to open that door, so as to enjoy the benefits of inner explorations through the learning of a new language and a new way of naming the world.

Source:

Quotes to inspire you in your English learning | LearnEnglish

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Quotes to inspire you in your English learning

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Read these wise words to give your English learning a boost!

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This class went really smooth.

The organisation of the text on the board was much better this time. I took plenty of notes to stick on the board while explaining, and the worksheets were also helpful to have a faster class. These students take a long timeto copy and get easily distracted. Something I believe I won´t be able to fully achieve with all of them, is to copy faster and while I write.

Another positive aspect of today was that weaker students participated actively, either orally or they approached the desk for me to correct the exercises. One boy, Brian, usually doesn´t want to participate, but since he sits on the front row he participates more and he gave accurate answers today. I feel this as a great success!!

The topic was WH questions, and they solved all the exercises mostly accuartely.

The question I decided to answer today is:

Include a photo of a moment in the lesson, or a task students did, a picture from the board or any other lesson component you would like to share, and describe it.

The picture I uploaded here is a photograph I took of a part of the board in which students worte their names because they were the first 5 ones to finish the exercises. I said I would give prizes next class for the first 5 to finish within 7 minutes. They were very excited and stimulated by this.

Nice class overall!

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During this lesson we finished Unit 3 and students were able to review most of the vocabulary and structures learned so far in my practicum.

I find the following statements accurate to reflect on this lesson:

What aspects of the lesson require change / improvement?

From my side, I still need to adjust the timing. This will be done from lesson plan 6 because all the minutes lost due to the break and the bell rininging earlier at noon, make a general loss of 10 to 15 minutes each class.

Also, I will start making more complete worksheets with theory and exercises, because the loss of time of copying from the board is, in my opinion, too much.

Choose a moment that was important for the students during the lesson. Describe it and say why it was important.

An important moment of this lesson was when they had to match the images and sentences in the warm up game. Some of them didn´t remember the vocabulary we had learnt last class. So it was an important review activity for these students to remember the lexis.

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This was the 2nd class delivered after the winter holidays.

Class started a bit late as usual, because Students arrive late from the break every class. It usually takes from 5 to 10 minutes for them to be ready and to start the class. I should consider this for future lesson plans, because the class is never 80 minutes long. The finishing time isn´t at 12.50hs as they said at school, it´s usually at 12.45hs.

The class went smoothly. The Students got engaged with the presentation stage activities and warm up. They quickly solved the worksheet and enjoyed the race game.

The statement I chose for today´s reflection was the following:

Choose a moment that was important for you during the lesson. Describe it and say why it was important.

I believe that the grammar introduction game was quite successful, and most Students were quickly able to identify the "going to" structure. As a conclusion, the presentation of grammar through the game was a success.

On the other hand, the learnings of this class were:

TIMING again. Students take a long time to copy from the board. Teacher Aurelia suggests using more worksheets so as to avoid this waste of time. Consequently, I wasn´t able to finish the planned class again.

There´s a group of Ss which level is quite weaker than the rest. Most of them don´t participate much, but others do. I should include all of them in the class to stimulate their participation in speaking activities.

Overall, it was an interesting class.

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This class had some positive things and some drawbacks.

To begin with, some children in this group are used to drawing while in class. They draw on the desks and they do the english activities on their laps. Some of these students are still connected to the class, but some others get distracted. This class I didn´t say anything to them, because I believe it is too soon, but in future lessons I might ask them to pay attention to the class. Some of these students have a higher english level and I believe, drawing is a way of entertaining themselves so as not to get bored with content they already know from private institutes.

Another negative aspect of this class was the timing. The group has 2 clear levels, and I am focused on make the weaker students participate. That doesn´t match the timing I plan in the lesson plans, and it usually takes longer time for them to solve tha activities.

They are also used to taking more time to copy from the board, and they are slow. That also takes valuable time from the class.

On the bright side, students always participate in the class. Some of them are quite shy, but when I call their names they answer or go to the front.

They were engaged with all the avtivities I presented in this lesson, specially the guessing game at the beginning.

Stronger students were able to answer sentences with going to, but weaker students still don´t participate orally so as to check if they fully understand the topic or know the new vocabulary.

The teacher mentioned that they will have a test in the following weeks.

A question that was useful to answer is this one:

What do you find useful of this lesson that will help you plan the next one?

That students work faster and engage more when they have worksheets to work with, rather than copying so much from the board.

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In this opportunity we started the class almost on time, and although there were some interruptions (2 teachers coming to the classroom and taking students for a rehearsal - 3 students asking for tape), the class was mostly on time.

The Students still take time to sit down and be organised. They get up and get easily distracted. Slowly, I am trying to introduce them to new rules inside the classroom. They eat inside the class, when I normally don´t allow Students to eat while having the lesson.

The 3 questions I will reflect on here are:

What aspects of the lesson do you consider successful?

To begin with, the lesson was followed correctly and almost on time. However, activity 5 had to be done quite quickly so as to do the closure on time. The bell is not ringing at 12.50 as it is supposed to, it does ring at 12.45. So for the follwoing classes I should take this into consideration.

What aspects of the lesson require change / improvement?

I had to allow some time for the students to copy things from the blackboard, because the teacher told me it was a school policy to have things written almost every class. This is to show parents in case they ask or claim anything related to the subject. The teacher also asked me to do all the exercises from the book, even if I take some activities out of it (like activity 2 which I turned into copies and a game, but which exercise was in the book), I should include them as homework. I believe this needs improvement because copying from the board takes too much useful time of the lesson. Maybe making some worksheets for them would save lesson time.

How did the students react to your teaching, to the activities and the materials? How did they react to the lesson?

Some interesting conclusions of this class were:

Students are still interesting in participating orally and in English in class

They were interested and curious about learning other professions in English to write their own sentences in the exit ticket

I realised 2 male students are quite weak in English. They don´t pay much attention in class, specially 1 of them, and the other does participate but struggles. One of them wrote the date in english and didn´t know how to spell the days nor the months. In my opinion these 2 students should be advised to take extra lessons outside the class. Both took a really long time to solve the test during the observation classes. They don´t seem to study much either.

They enjoyed the games. They wanted to play some more rounds (children always enjoy games) but we didn´t have time. I´ll consider this for future lesson in this subject and for my job.

The English level of the class is very mixed, as usual, but the gap in some cases is very big. I´ll try to insisit on those students that participate the less, for them to feel a bit more pressure to pay attention. However, I´ll try not to neglect those who know more, because they get easily bored as well. They usually don´t bother, but they start drawing and disengage from the class.

Most of them are able to understand English and to reply in it more than what I gathered during the first observations and "ayudantias".

Most of them engage in class and they finished the activities and games faster than the times I put in the lesson plan.

Setting specific duration for the activities makes the class more dinamic and they get less distracted. This group needs this time structure and control.

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This was my first complete class and I was relaxed and excited.

I had planned my lesson and I was comitted to 2 main things:

Using English as much as possible

Keeping them connected to the class or at least not as distracted as they sometimes are with their teacher

The class started a bit latr because there were Spanish teachers in the class and the children took some time to come from their break.

The presentation stage went on well, took longer than I thought because most children were willing to answer some questions: What´s your name? How old are you? What do you like?

I identified some really shy students, those who have a high english level, the ones that get distracted and those who really don´t seem to understand much.

I only had time to fully finish activity 1. I will have to continue from 2 to 5 next class.

The 2 questions I will reflect on are:

1.      What teaching strategies did you use? Which ones were effective? Why / why not?

I wrote the names of the first 6 volunteers to play with the dice, so as not to repeat them next class. I tried to make the rest of the class participate too, but they disconnected quite quickly, maybe for not being at the front. It´s a group that easily disconnects from the class (important to keep in mind).

The presentations, warm up, and topic introduction took more time than expected.

To my surprise I had to model answers for all the questions and even write them on the board. While they were introducing themselves I was writing the floor plan in my notebook, aso as to help my memory remember their names as fast as possible. It worked really well, I already know a few of them.

To conclude, modelling answers and writing them on the board was useful, writing their names too.

Taking too much time to explain the activities and to give them extra time to solve them wasn´t effective because I wasn´t able to cover all of the activities. It´s a slow class.

2.      How did the students react to your teaching, to the activities and the materials? How did they react to the lesson?

They were in general engaged and participated in the class and activities. I realized there are very shy students and children will a veyr low english level. Some others take private english lessons and get easily and fastly bored in the classes in general.

They reacted ok. I hope the following classes more of them get more engaged.

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This entry is for "ayudantías" 2 and 3, because I will focus on doing 1 activity in each module.

The teacher starts the class by reviewing last classes topics: comparative and superlative adjectives, all using Spanish.

They also review vocabulary: sea animals.

"Today we are going to see more animals" she introduces. She writes on the board WILD ANIMALS.

She makes a list of the animals on the board, and Ss write them in Spanish. Same methodology as the previous class.

In my opinion they take too much time to copy the word from the board.

Then she models pronunciation and start reading the material on page 22.

It´s already 12hs (10 minutes left of the first module) and I still haven´t had the chance to do my part. The teacher intoduces activity 2. Some Ss finish in 2-3 minutes, and some others have no clue what they have to do.

The teacher walks around the class and corrects them individually It seems a good strategy due to their difference in speed and enlgish understanding to do solve the exercise.

12:14hs My turn starts

At this stage it seems I am going to be in charge of the whole practice part for 40 minutes.

I tried to mostly speak in English, but I had to restort to Spanish a few times. Not all the Ss are used to only English or their english level isn´t enough for all the structures used in the class. I have come to realize this class that they have very different english levels.

The teacher told me to do 2 activities from page 24: the reading comprehension and the completing activity.

We identified the type of the text: an email, a Student answered in English.

Once we all understood what the email was about, we review theory a bit, because they had to complete the email with comparatives and superlatives from a box.

I highlighted the importance of 2 keywords, wrote them on the board:

THAN for comparatives

and THE for superlatives.

We reviewed the theory orally.

Then I gave them 10 minutes to work in pairs to complete the email. I gave them this amount of time and the chance to work in pairs, because it was a particularly challenge activity.

Some finished quickly, so I individually checked what they had done. When the time was up, we all corrected the text together. We talked mostly in English.

I walked around the class elicit the answers from different children.

As soon as I finished, the teacher took over her class. Gave them homework and we left.

Learnings from this lesson:

This children work well with a time set to finish the activities (+)

The language level gap might bring some troubles when they have to speak and produce oral language. Requires more practice. (-)

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This "ayudantía" takes place in the 1st module of the whole class, from 11.30hs to 12.10hs

The class starts with a greeting as usual, and then the teacher writes on the board "Superlative Adjectives".

She will focus on the theory around this topic and on some of the exercises.

While the Ss copy the theory she is writing on the board, she requests some other books to correct past homework.

The children get easily distracted as observed in other classes.

11:45hs

She starts writing the theory on the board because she didn´t have enough chalk for the board. 2 girls brought some from the teacher´s lounge.

They have to write in spanish "Los adjetivos se utilizan para indicar que la característica..."

In Spanish she asks "¿quien puede leer esto que escribimos?" None participates, some just copy and others are still distracted.

She writes all the RULES for superlative adjectives after the defintion in spanish. The rules are also written in Spanish.

She explains and then they have some minutes to finish copying. We don´t know how much time. Meanwhile she corrects the rest of the books.

She checks twice if they have finished, but they haven´t. Some are still distracted and talking in Spanish.

The Ss request her to put the timer on. They find it "fun" and at the same time it´s a good motivation to finish, at least for some.

The 1st 40 minutes of the class have finished, and they were devoted to just copying from the board.

12.20hs she clears half the board and continues copying. She copies the formula for a superlative sentence. Subject + verb to be + the + adjective + object

I am suppossed to introduce an activity this class, but I´m not sure if it will be possible du to all these delays.

12.23hs

The teacher decides to start explaining all the theory. Everyone seems to be in silence and paying more attention at this stage.

Ss in general participate and seem to understand.

2 boys have been playing with a ball at the end of the class next to me for the whole class.

At some stage I ask the teacher if I can interrupt her for a second, and tell the children off because they were bouncing a ball on the floor, and there´s another classroom under ours.

12.30hs practice time.

Here´s when my "ayudantia" begins. I have 15 minutes to present and have the activity done, because the bell sometimes rings 12.45hs and ot 12.50hs as it should be.

I introduced activity 1 on page 21. I talked in English most of the time, and Ss answered correctly each time. I asked for some volunteers to read a dialogue on that page. I used Spanish to check if they had understood the dialogue, but honestly I believe most of them would have been able to understand and answer in English/Spanish.

Then we did exercise 2. I gave them 5 minutes to finish it, but most finished earlier than that. I checked their books. When the time was up, we all checked together.

The bell rang and we all left for home.

Learnings from this lesson:

Ss are able to understand English more, so use it. (+)

A lot are willing to participate and volunteer. Advantage. (+)

Ss are also used to drawing and being distracted in class without being told anything. This has to change. (-)

They take a long time to copy from the board. Habit that should be changed. (-)

They don´t speak much in English. They should be encouraged to do so (-)

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The class starts a few minutes late. This is something routinary since they take some time in re arranging after the break.

The teacher and I say hello in English, I go to the back of the class and the teacher does 2 things:

requests the books to correct the homework

gives the tests they did ast week

They have 5 minutes to check the test and then the class begins. They don´t review the test together.

So far, the language mostly used is Spanish. Only the morning greeting was in English.

11:50hs they put the test away and the teache requests Ss to open their notebooks (in Spanish).

She writes the dtae in English and writes on the board the following title "Ocean animals".

Some Ss start going to the board to write some ocean animals. I didn´t get if they were the animals from the book or animals they knew from before.

Some Ss are standing around the desk of another, and they are not paying attention to the activity deing done by some others. Later, I realize that the girl sitting is crying and the others surrounding her were there maybe to give her comfort. I´m not sure what happened, I assume she didn´t pass the exam.

On the board some students continue writing the animals in English, and next to that other Ss write the meaning in Spanish. The teacher is sitting by her desk with the book opened in the page where the vocabulary appears.

The words are: dolphin - whale - squid - swordfish -

seal - seahorse - shark - crab

She asks them if they know the words, and they all do. The book has like a picture dictionary.

Some Ss aren´t copying this list in their notebooks. They are playing a game. The teachers calls their attention and asks them to copy in a very soft and gentle manner.

A boy starts kicking a paper ball next to me at the end of the class. Then another boy comes and does the same. The teacher does nothing about it.

Then, she tells them off very softly, but they continue.

The teacher is correcting the homework in the books while they copy from the board.

12:14hs She returns to the class and asks ¿Qué tenemos anotado en la pizarra? She elicits the word "ocean". "So they are Animales del océano.

She teaches them how to pronounce the different animals.

She uses more english expressions such as "yes, very well, do you like...?"

Some Ss are still distracted and talk among each other.

She reminds them of a word learnt befor "sword" to relate to the new word "swordfish".

¿Cómo es el swordfish? Peligroso they answer.

¿Cómo es peligroso en inglés? Dangerous.

Have you seen seals? ¿Han visto focas?

Then she starts asking more questions in the target language: "do you like...? - do you think sharks are dangerous? - do you think they are beautiful?

Half the class is still distracted. Some other Ss are connected to the class and want to talk about their experiences with animals in Spanish.

She asks, what is your favourite animal?

12:25hs

The teacher says "vamos a la cartilla". One girl writes the page and activity on the board: page 29 activity 1.

A few Ss haven´t brought their books, so they move to work with a classmate. This is a repeated habit, not bringing the books ( this will happen during my classes too, it´s something important to be changed).

The teacher sks these Ss to go back to their desks and to draw the animals in their notebooks instead of just looking at their classmates´books.

She explains the activity. It´s a crossword. They don´t know how much time they have to solve it.

I leave the classroom because my observation time has finished.

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This second observation took place on Tuesday, May 20th, 2025, from 12.10pm am to 12.50 pm.

In this second half of the class, students continue with the test. Initially I thought they would maybe have maximum 1 hour (one module and a half) to finish the test, due to its difficutly and length. However, it lasted the whole 80 minutes.

At this stage, the teacher is able to move around the classroom still answering the student´s questions about the test. She spoke to them almost the entire lesson time.

The language used was mostly Spanish. Very little English was used.

Some of the children doing the test seem to be confused by the exercises. It seems they could not have studied enough or understood the exercises. At the beginning of the test, the teacher clarified that the exercises were the same as what they had done in class previous days.

The teacher continues to request silence to the group at the back and to some students doing the test. I wasn´t able to identify if the students were just chatting about random things or if they were asking each other answers of the test. The teacher seemed a little serious and strict about it with one particular girl towards the end of the exam. She has a soft and slow voice tone.

One girl is doing the test and another one comes and rubs her back. The girl sitting is crying, she seemes stressed about the test. The other girls informs the teacher about this situation. The line to ask questions was formed by 3 more students, so it took the teacher some time to go and check on the crying girl. The teacher then sat in front of her and helped her. I was only able to identify that the teacher was reinforcing those things that the girl had nailed from the test. I thought this was a nice gesture to encourage students who were on the right track. She had this attitude with several students that approached her during the exam.

It´s around 12.30 and 12 students have finished.

One particular boy seems quite confused every time he asks a question. He also seems unfocused most of the time, looking around the class.

When she has a little time with no queue, the teacher takes the time to review the handed tests and she calls 2 girls to make some changes in the test. I don´t know what those changes are.

It´s 12.40 and still 4 students remain solving the test.

The boy that was unfocused, hands the exam in and goes with the big group at the back. He doesn´t seem to integrate, and he doesn´t sit on the floor either. After a few minutes he goes back and sits alone on his chair.

The teacher lets students know that they have 5 minutes to finish.

At 12.50 they have all finished and are ready to go home.

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This first observation took place on Tuesday, May 20th, 2025, from 11.30 am to 12.10pm.

In this first class I briefly introduced myself to the students. They were all very welcoming and seem excited, specially because they had a test that day.

Some of them were also interested in my pregnancy, so they were asking questions such as the gender of my baby and her name. I said I was going to be observing that class and some others, but that in the future I would be leading some of the classes in the near future. I also wished them good luck for their written exam.

The class starts with my introduction and then the teacher organizing the classroom.

They students are commanded to separate their tables to get ready for the written English test.

Before handing in the tests, the teacher had to asked them to remain silent a few times. They were mostly over excited, maybe due to the test they were about to have. They didn´t show any signs of disrespect between them or towards the teacher.

The classroom seems quite big compared to the number of students in it. There could easily be 2 more rows of tables and seats. This, in my opinion, shows that private schools have lowered their tuitition numbers due to the economical problems our country is going through.

The furniture of the classroom is little but enoguh, leaving a lot of space for the students´tables and chairs, and to move around. There´s a nice free area at the back where I was sitting during the observation. The classroom is located in the 1st floor, and it has 3 windows. 1 of them opens to the gallery, and the 2 other have bars because they lead to the ground floor. They have a few posters on the walls related to greek gods. Some walls are already full of tape stains, due to the previous posters glue. The floor is a bit dirty with papers around some of the children´s tables and chairs.

The light seems quite nice. There´s a lot of sunlight coming throught the windows, as well as electricity. There´s only 1 fan on one corner of the classroom, so I assume that in summer or spring months it must get quite hot.

The teacher gives the exams to the students and then explains each exercise. They have 3 of them, 1 is a vocabulary exercise and the other 2 are related to adjectives and comparison.

After a few minutes the teacher interrupts the exam and tells the students she made a mistake in one of the exercises. She writes on the chalck board what they have to change and the exam continues normally.

A lot of children stand up during the whole length of this part of the class to ask questions about the exercises. Every student stood up at least once.

At times, the waiting line has 6 students at a single time.

Sometimes the children don´t respect their place in the waiting line, however the teacher is and she gives priority to whom she saw was first.

2 of the girls finish their exams within the first 20 minutes of the class. After finishing the exams, children can go together and sit at the end of the classroom, next to where I am sitting. The 2 initial girls take a big teddy bear that is in the classroom (the class´s mascot) and they sit next to it on the floor. They start drawing.

It´s 12.05pm and only 4 students had finished. At this stage, the remaining students are still queuing to ask the teacher questions in regards the exam.

In several ocassions the teacher has to request the kids in the back to speak lower.

Other students join the group at the back. Some draw, others play with dough and some others take it as a break to eat. Boys and girls are in harmony socializaing in this space.

It´s 12.11pm and the first hlaf of the class finished. Children don´t have a break. The class continues, so the students at the back continue what they are doing, and the rest continue with the test. Only 8 students did the test in the first 40 minutes.

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I have already taught children around this age group both at school and in private English institutions after school hours.

I am used to their age, however, each group has a different identity and each student different needs.

In school I have been in charge of teaching English Literature to sixthgraders, so this will be my first time teaching the language: grammar, use of english, etc. to this level.

It is a nice number students, not too large nor small. So I expect that both group and individual work would be possible in this opportunity.

During the interview to the teacher, I was told that is a nice group to work with, that they are usually open and receptive. So let´s hope this makes our experience there, a memorable and interesting one.

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The teacher in charge of the class is Ana Paula. She is a certified English teacher.

She is in charge of teaching several levels, including the 2 divisions of 6th grade.

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The group I will be working with in this opportunity has 20 Students aged 11/12 years old. 12 girls and 8 boys.

They are in 6th grade of primary school. Their division is "A". There is another 6th grade, division "B" which I won´t be teaching in.

The book they are using this year is My English Trip 4 by MacMillan English.

They attend school from 8am to 1pm every day.

They have English lessons every Tuesday, only once a week from 11.30am to 12.10am.

This means they have an 80-minute classinput weekly.

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This private school is one of the oldest in the city of San Luis, the capital city of this Argentine province.

It is located in the city centre, on one of the most ancient corners and blocks of this settlement.

The school is 130 years old this year. It was funded on March 15th, 1895.

In the beginning it was a girls-only school, but since the change in laws a few years ago, it became mixed-gender school.

In its beginnings it was ruled and managed by a religious group of nuns called "Hermanas Esclavas del Corazón de Jesús".

Nowadays, and since 2008, this religious group have transfered the managing duty to a group of lays (laicos). However, the school still is rooted under the rules of the "Hermanas Esclavas del Corazón de Jesús" and is still a Catholic institution.

All the schools that have been funded by this congregation have a project based on the Catholic Evangelism, which reads "we will consecrate to the service of the neighbor in the most interested and careless aspect of him or herself, which is everything relative to his or her salvation"

The school has a PEI and it also has a particular document called in Spanish "Proyecto Educativo Pastoral", which abides by the Catholic Church. This means that the PEI includes in its mision and vision the notions of Catholicisim within the formation and education of its students.

This official document also includes the Objectives of the school, its identity, the lines of action, projects and the pedagogy they intend to follow.

The school focuses on the education of the 3 levels: kidergarten, primary and secondary school.

The congregation has schools around Argentina, Chile and Spain.