Topic: History and culture.Language Level: A1.  Children explore their hometown through senses and become conscious of the richness of their past

Total learning time: 650

Number of students: 17

Description: The teaching-learning path is about a journey in the past of our hometown. Children are guided by experts and professionals  in a three days complete set of labs  in open spaces and significant locations in their city centre. They will explore and perceive the reality through senses. Children have to describe step by step their  experiences and feelings,  reconstruct  and narrate the whole pathway  to their friends involved in an etwinning project. Finally they will express their evaluation,judjement and critical thinking about the whole process. Three videos will be presented by the pupils to the school community.

The project aims at promoting from a different perspective a deep understanding of our cultural heritage and a new feeling towards a town, Foggia, not sufficiently respected and beloved by its citizens. Children will improve their key competences in English as AL (even SLF)  in digital skills and in the 5C.(cognition,content,culture,culture, competence)

Knowledge(Knowledge): Knowing our past

Comprehension(Comprehension): Deep understanding of people difficulties in the past. Faith and hard life. The evolution of our town throughout the centuries. Responsible attitude and caring for the city.  

Analysis(Analysis): Costruct the prerequisite to be a strong community, thanks to a new perspective. Need to communicate their feelings to their friends through the internet

Evaluation(Evaluation): Evaluate and retell the experience.

 

Children watch videos in  AL and tries to  find out  the key words to express  the 5 senses and how they help us perceive the reality around us in a different way.(taste, hearing, sight,touch,smell) Pupils videos about structures and phrases to express some geographical info about  their town. (Foggia is a large plain in the south of Italy and it is called "The granary of Italy")

 

They collaborate in making hypothesis about  how difficult was the life in town in the past. How did they lived in the past? What did they see? What did they hear and touch?

 

Pupils touch relief maps and guess shapes and dimensions, explore softness and temperature of the materials they used in the past (wool and grass) , smell ancient scents, see and portay monuments. They learn how to weave and weave on a wooden frame loom.

 

A short video will be produced with the help of their English teacher. Outputs and materials  produced by children will summarize their opinions and judgements about their new knowledge and skills. (diary- letters- notes)

 

 

A visit  to the Civic Museum and to the Porta Grande Arpana. A look to the unique Fredericks  golden coin. A visit to the "Pits" or Foveas.

 

Ask for information, dialogues and sharing opinions among children and experts.

 

Exploring materials for a lab in open air. Children recreate the golden coin with the help of experts and teachers. Sensorial lab. : The golden seeds.Retelling and evaluation of final products through diary pages.

 

Photo and video making to present and criticise  the path

 

Evaluation and assessment

 

 

Children find info (web and wikipedia) about the ancient theatre in Foggia and collect photos and images to select data about it and the musician U. Giordano.

 

They visit the theatre with teachers and experts, then, eyes closed, they learn about its architecture through a model in 3D. Afterwards they  listen to Giordano's music and explore the "sala Fedora".

 

Children invetigate about  citizens' attitude  towards  Foggia, their lack of interest and caring. Probably they don't know anything of our fantastic past...

 

A video making to show the result of children's  discoveries about the ancient theatre and Giordano's life and success in the world. They retell in English their path. Evaluation and assessment.

 

 

Topic: History and culture.Language Level: A1.  Children explore their hometown through senses and become conscious of the richness of their past

Total learning time: 650

Number of students: 17

Description: The teaching-learning path is about a journey in the past of our hometown. Children are guided by experts and professionals  in a three days complete set of labs  in open spaces and significant locations in their city centre. They will explore and perceive the reality through senses. Children have to describe step by step their  experiences and feelings,  reconstruct  and narrate the whole pathway  to their friends involved in an etwinning project. Finally they will express their evaluation,judjement and critical thinking about the whole process. Three videos will be presented by the pupils to the school community.

The project aims at promoting from a different perspective a deep understanding of our cultural heritage and a new feeling towards a town, Foggia, not sufficiently respected and beloved by its citizens. Children will improve their key competences in English as AL (even SLF)  in digital skills and in the 5C.(cognition,content,culture,culture, competence)

Knowledge(Knowledge): Knowing our past

Comprehension(Comprehension): Deep understanding of people difficulties in the past. Faith and hard life. The evolution of our town throughout the centuries. Responsible attitude and caring for the city.  

Analysis(Analysis): Costruct the prerequisite to be a strong community, thanks to a new perspective. Need to communicate their feelings to their friends through the internet

Evaluation(Evaluation): Evaluate and retell the experience.

 

Children watch videos in  AL and tries to  find out  the key words to express  the 5 senses and how they help us perceive the reality around us in a different way.(taste, hearing, sight,touch,smell) Pupils videos about structures and phrases to express some geographical info about  their town. (Foggia is a large plain in the south of Italy and it is called "The granary of Italy")

 

They collaborate in making hypothesis about  how difficult was the life in town in the past. How did they lived in the past? What did they see? What did they hear and touch?

 

Pupils touch relief maps and guess shapes and dimensions, explore softness and temperature of the materials they used in the past (wool and grass) , smell ancient scents, see and portay monuments. They learn how to weave and weave on a wooden frame loom.

 

A short video will be produced with the help of their English teacher. Outputs and materials  produced by children will summarize their opinions and judgements about their new knowledge and skills. (diary- letters- notes)

 

 

A visit  to the Civic Museum and to the Porta Grande Arpana. A look to the unique Fredericks  golden coin. A visit to the "Pits" or Foveas.

 

Ask for information, dialogues and sharing opinions among children and experts.

 

Exploring materials for a lab in open air. Children recreate the golden coin with the help of experts and teachers. Sensorial lab. : The golden seeds.Retelling and evaluation of final products through diary pages.

 

Photo and video making to present and criticise  the path

 

Evaluation and assessment

 

 

Children find info (web and wikipedia) about the ancient theatre in Foggia and collect photos and images to select data about it and the musician U. Giordano.

 

They visit the theatre with teachers and experts, then, eyes closed, they learn about its architecture through a model in 3D. Afterwards they  listen to Giordano's music and explore the "sala Fedora".

 

Children invetigate about  citizens' attitude  towards  Foggia, their lack of interest and caring. Probably they don't know anything of our fantastic past...

 

A video making to show the result of children's  discoveries about the ancient theatre and Giordano's life and success in the world. They retell in English their path. Evaluation and assessment.

 

 

Moreover, being attracted by reading and literature helps reflect and analyze their feelings and emotions and is a guarantee to reach success in the key and transversal competences as the have been defined in EU documents about instruction and longlife learning. ER is a challenging opportunity to use English as an Additional Language throughout all the subject matters at school since the very begining of the pre-school and primary school. 

I think i can try to change my teaching- learning style thanks to this course about CLIL and its theoretical basis, hints, suggestions and practical instruments to plan  aims, goals and activities.

Pasqua Aida Pappalepore