GEP I II III ( Formació GEP) by MARTA REDONDO HONRADO

mredon32 — 2023-04-27 14:06:22 UTC

Comtes de Torregrossa is a school located in small village near Lleida: Alcarràs. Currently there are 487 students from I3 to 6th grade and 45 teachers.

Our school has a long history in supporting projects and initiatives that promote the use of foreign languages. Currently we are participating in different projects in English: eTwinning, Erasmus + and GEP.

Since 2014/2015 we work with CLIL approach in Physical Education with students from 1st to 6th grade.

The unit’s implementation have been done in the first grade of Primary. In the class there are 15 students.

The PBL Project implementation has been done in the second grade of Primary. In the class there are 16 students.

Video Task 2

mredon32 — 2023-05-04 11:20:36 UTC

Photos Task 1

mredon32 — 2023-05-04 11:57:43 UTC

Photos Task 2

mredon32 — 2023-05-09 09:55:59 UTC

Final reflection GEP I

mredon32 — 2023-05-11 14:00:07 UTC

Designing and implementing two CLIL units has been very challenging for us. The GEP course has been very helpful in order to plan and carry out the units following the templates. We have been given a lot of interesting resources and strategies.

We have seen our students learn a lot during the implementation period, as well as having fun and enjoying it. We feel very proud of them and satisfied with their achievements in terms of both content and language.
Working two teachers at the same time, in that case, the English teacher and the primary teacher, makes the task richer and easier. Also, we have tried to work in an appropriate way contents of different subjects in English, creating activities and materials in order to get a successful experience.

We have realized that there are some key points when you work CLIL. For example, using a variety of resources and inputs, such as visuals, mimics, oral and written. As our students are from first grade of primary, they need a lot of repetition and modeling activities to reach the goals of the unit. We have take into account that young learners have different rhythms of knowledge. So, as teachers, we have tried to adapt the tasks to their levels.

After implementing the units, we think that there are some points that we could make it better. We would like to make more effort in practicing writing and reading activities in the classroom. Moreover, showing pupils their videos have helped them to be more conscious about their process of learning.

We feel grateful for the learning opportunity that this training program has given to us and we are looking forward to continue learning about the benefits of CLIL.

Video Task 1

mredon32 — 2023-05-15 14:12:45 UTC

mredon32 — 2023-05-15 16:14:12 UTC

mredon32 — 2024-04-09 14:09:51 UTC

PBL Implementation

mredon32 — 2024-04-30 14:19:06 UTC

Photos PBL Project

mredon32 — 2024-04-30 14:20:15 UTC

Final reflection GEP II

mredon32 — 2024-04-30 14:21:41 UTC

As we come to the end of another successful year of implementing Project-Based Learning (PBL) in Content and Language Integrated Learning (CLIL) in our second-grade primary classroom, we are filled with a sense of pride and accomplishment. This is the second year that we have incorporated this innovative approach into our curriculum, and the growth and development we have witnessed in our students have been truly remarkable.

Throughout this PBL project, students have not only deepened their understanding of the content areas we have explored but have also improved their language skills in English. By integrating language instruction with content learning, students were able to engage in meaningful, real-world tasks that required collaboration, critical thinking, and creativity.

One of the most rewarding aspects of this project has been seeing how students have become more confident in expressing themselves in English. Through project work, they have had numerous opportunities to practice speaking, listening, reading, and writing in an authentic context. We have noticed a significant improvement in their language fluency and vocabulary, as well as their ability to communicate their ideas effectively.

Furthermore, the collaborative nature of PBL has created a sense of teamwork and community within our classroom. Students have learned how to work together, share ideas, and support one another in achieving their common goals.

We are excited to see the progress that our students have made and the enthusiasm they have shown for learning. We are confident that the skills and knowledge they have acquired through this experience will continue to benefit them in their academic journey and beyond.

In conclusion, we are grateful for the opportunity to implement PBL in CLIL in our classroom and witness the positive impact it has had on our students. This has been a rewarding and transformative experience for both ourselves and our students.

Evidences PBL I love my playground

mredon32 — 2025-05-09 08:24:50 UTC

Final reflection GEP III

mredon32 — 2025-05-09 08:28:48 UTC

Implementing the GEP project in our school has been an enriching experience. Over the past three years, we have designed and delivered CLIL units for both first and second grade, which has been both a challenge and a rewarding journey.

The GEP training has provided us with essential tools, clear templates, and a wide range of useful resources and strategies. These have guided us in creating engaging and meaningful learning experiences, allowing our students to not only learn new content but also develop their English language skills.

In first grade, we observed how students benefitted from varied resources, such as visuals, gestures, and repetitive, well-modeled activities. Understanding that young learners have different learning paces, we made sure to adapt our tasks to their needs, fostering a positive and supportive learning environment.

In second grade, the focus on Project-Based Learning (PBL) within CLIL allowed students to explore content through real-world tasks. We saw significant improvements in their English fluency, vocabulary, and ability to communicate their ideas. Collaborative learning became a key aspect, with students learning to share, support, and work together toward common goals.

Working collaboratively with two teachers in the classroom—one for English and another for the subject area—has been an enriching experience. This teamwork has enhanced the learning experience for our students and has also allowed us, as teachers, to learn from one another.

Reflecting on our experience, we recognize the importance of continuing to refine our approach. We would like to further enhance reading and writing activities, as well as use more student-created videos to increase their awareness of their learning process.

We are grateful for the opportunity that the GEP program has provided, and we look forward to continuing this journey, further exploring and improving our CLIL practices for the benefit of our students.

Final product PBL I love my playground

mredon32 — 2025-06-06 08:20:09 UTC

mredon32 — 2025-06-13 07:45:35 UTC