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The course is based on a comic that I have been drawing during the year. In this webpage, unless stated differently, all the images are taken from the comic, although sometimes I have altered the text.

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Teaching maths in English is quite a challenge in a school where only a small percentage of the students have a good level of English. Now that the year is almost over and we have finished our GEP course, I can see on what aspects I have to work to improve my teaching material and style:
- language scaffolding: I focussed almost exclusively on building lexical knowledge; I need to work on syntax and morphology as well;
- maths scaffolding: some challenges were too complex for the students; I have to introduce more reviewing activities.
- cooperation vs. collaboration: this is the point were the GEP course has given me more tools to improve my classes. The interaction of the students should be more structured.

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                                        Two reflections

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                                        Two reflections

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Students do not normally interact among them in English. They do it only in very short interactions based on a simple and repetitive pattern or if I ask them to produce a video. Here is an example

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Using comics allows me to introduce maths terminology and work on every day English

Check here a video from the second task

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And here you can have a look to another episode and the related math work

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You can check here my unit about probability

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This webpage is about my CLIL project with students that are starting secondary school. It presents some reflections about this experience and about our GEP course.

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The school is located in Sant Andreu. The biggest challenge is the diversity of the students in terms of motivation and academic level. During the first year, the teaching of maths and English is organized in the following way:
- Maths in the local language: 2 hours
- English: 2 hours
- Super Pi (English and Maths in English): 2 hours