# data[].attributes.headline
Joan Coromines (Mataró), a brief PRESENTATION

# data[].attributes.subject
Joan Coromines (Mataró), a brief PRESENTATION

# data[].attributes.body
Joan Coromines Public School was born in 2007 with the need to offer a new application and an innovative education immplentation.

Our school is located in the town of Mataró, near the beach and close to the historic centre.

Together, the family, students, and teachers form a learning community that enhances dialogue, co-operation and hard work through the learning project.

The most significant feature of our school is that we work on projects.

When we learn science in English, science method is the main pillar of how we teach and learn.

Our school is full of diversity, so we have many different native languages, this aspect enriches the community in dialogued languages.

# data[].attributes.body
Final task 1: It's my school
Final task 2: The centennial bulb

# data[].attributes.body
Implementation time in 5th of primary. We introduce first aid lessons. Talk about why it is important and give our opinion.

# data[].attributes.headline
Video 2. Interaction student-student-teacher during the implementation lesson GEP

# data[].attributes.subject
Video 2. Interaction student-student-teacher during the implementation lesson GEP

# data[].attributes.body
Implementation time in 5th of primary during the lesson. Healthy food and  our main menú.
We talk about food, health and nutrients.

# data[].attributes.body
The implementation time was a good opportunity for me to understand how important it’s to add the foreign language immersively.

I realized that students have daily contact with L2 but are reusing to use it. Students reuse language because they don’t feel safe and don’t have enough resources to communicate what they want to say.

So I think for those reasons, as a teacher who wants to teach content and language together, it's important to give support and trust to our students.

Attendance to the content, I would like to say that it wasn’t a challenge to introduce new content by an another language, as I used to thing.

Students are smart, intelligent and quickly adapt to a new situation, they look for resources to capture the information and process the learning, it's like a natural filter.

Dosen’t care that this content would be provided by another code (language).

The greatest difficulty I have found when I was teaching by implementing a new language. It’s to take into account students with some difficulties. I mean, the student who follow the class «normally» weren’t a challenge, for all that I have said before in this reflection, they will catch the information quickly and find resources to learn.

I had some problems with students who have got some difficulty adapting, understanding or expressing the new information they receive.

In my opinion, it was difficult for me because I have had to attend all the diversity and I waste a lot of time to get sure that the students with some difficulties catch the information and don’t get back with the content.

At the same time, I do that, other students who may go further, it might be desattended, so I'm not happy with that.

Finally, I would like to express my agreement to our teachers in GEP. Because, thanks to implementation I realize the importance to give good imput, materials and interesting/attractive activities to our students in order to motivate them and feel them part of the GEP project.