A research question is asked to the students about the topic they should learn
2-.
A report on research results is requested
3-Students are grouped into groups
4-Each group is given a task to prepare using the information they obtain
poster, video, presentation book, animation etc.
5-Works are presented
Throughout the process, students are observed and intermediate evaluations are made.
In the final, what can be done for better working is discussed.

• social competences
• digital competences
• mother-tongue and foreign language competences

• Describe houses of a neolithic settlement.
• Discover aspects of everyday life of neolithic people.
• Describe the differences of the neolithic from the paleolithic period in Cyprus.

• inform and alert students to the issues and challenges of the digital world;
• Encourage students to disseminate themes that encourage the safe and responsible use of digital technologies;
• Unleash digital literacy.

• Students in the 3rd and 4th year of schooling in the 1st Cycle (primary school);
• Other stakeholders (Safe School, parents and community)

• Game on kahoot;
• Clarification session; with agents of the "Safe School";
• Preview a movie to reflect on using the internet;
• Discussion in class assembly;
• In group, reflect on the rules for surfing the internet safely; 
• Create leaflets to be distributed by the community (outbound);
• Quiz;
• Disclose and share on the School Library blog.
  
  Subjects involved:
  Portuguese
  Art
  Civic formation
  ICT

1. In teams,  students write close questions referring to each of the following issues: national identity, sustainability, ICT and media, tolerance. Then, they  post them on a Tridicer. 
2. Students vote for the 3 best questions regarding the 4 issues.
3. Each team takes 3 top questions from the 4 lists and asks 5 peers, 3 people of their parents' generation and one representative of local authorities to answer them. The questions might have to be translated to Portuguese.
4. Later, the teams collect the results of the interviews and prepare a short presentation to demonstrate them (in English).

I will work in class on issues of citizenship and constitution with the methodology of the debate.

• expressive reading
•  reciting
• creating image dictionary of forgotten words
• quiz
• students recite in native language (chakavica).

• Lexical elements - to be able to recognize and name the vocabulary connected to food and use it in appropriate language situations;
• Grammatical structures - to be able to: use the Present Simple tense and imperative, recognize and use countable and uncountable nouns, use some/any correctly;
• Language functions - to be able to: ask and answer questions, express quantity, give opinion (likes/dislikes), give and follow instructions;
• Listening - to be able to understand short video/audio materials;
• Speaking - to be able to: pronounce the vocabulary connected to food; use the vocabulary, grammatical structures and language functions in appropriate language situations;
• Reading - to be able to understand short texts or dialogues;
• Writing - to be able to write short sentences in aspect of spelling, structure and punctuation.

They will tell us how it influences art and musical literature

• how is the instrument activated (what do you do to play it)
• what is it that vibrates (drum head, strings, air columns, etc.)
• how your instrument works to change loudness and pitch
• how you built your instrument - include diagrams, and photos of your project from beginning to end
• any problems you encountered while building and tuning your instrument and how you solved them 

• Get a team together (2-4 students). 
• Research the best type of instrument for YOU to build/create. Keep in mind some instruments may take a long time to make but may not result in the best sound quality.
• The following websites may help you decide what type of instrument to make and how to make it.  However, you may need to search for sites on your own.  Please keep in mind appropriate researching techniques as you search.
• Make sure to cite your sources
• If you use Wikipedia verify the authenticity from at least 2 other sites.

• To revise family vocabulary and I’ve got/I haven’t got
• To show examples of different kinds of families where children might see their own experiences represented
• To develop reading and writing skills
• To have an opportunity to be creative in a supported way
• To contribute to a class display

After the analysis of Gil Vicente's "Auto da Barca do Inferno", an adaptation of the piece to the current reality will be proposed.
 In small groups, students will do research, selecting professional groups / social classes / public figures that may be the target of social criticism. Then, starting with the structure of Gil Vicente's work, they will write the respective scene.
Finally, her role-playing before the class will be suggested.

This helps bridge formal learning (school content) with non-formal learning (real-world context and collaboration).

Students will all read a book and will be put into groups of 3-4. Each student will choose an important character and will follow them throughout the book and at the end will present their character and their actions so that the others can guess which character they chose. After all groups present, the students will vote on the best "main cast".