The level of pre-enrolment demand for P3 has always been quite proportional to the supply.

The socio-cultural (according to the parents' level of education) and socio-economic level of the families is medium-low.

The rate of students from outside Catalonia is less than 10%.

The percentage of pupils who have Catalan as their mother tongue and as the language used in their family environment is very low. The vast majority of pupils have Spanish or, in some cases, a foreign language, as there are pupils from other countries and, therefore, from other cultures as well.

Currently, there are four classes in Infant Education and six in Primary Education. There are ten classromm teachers, one specialist in Physical Education, one in English language (with a reduction in the working day by a third), one in Special Education, one in Music, one in Religion (half a day) and two support teachers in Infant Education. There is also a TEI.

This year there are nine people on permanent assignment, one provisional owner, six interns, one work staff and one PAS staff.

GEP2

Marianao School, in Sant Boi de Llobregat (Marianao district), is a single-line school (double line at P3 and 1^st year of primary), publicly owned, which provides Pre-school and Primary Education. 
 

The level of pre-enrolment demand for P3 has always been quite proportional to the supply.
 

The socio-cultural (according to the parents' level of education) and socio-economic level of the families is medium-low.
 

The rate of students from outside Catalonia is less than 10%.
 

At present, there are two newly arrived students: one in first cycle and one in second cycle.
 

The percentage of pupils who have Catalan as their mother tongue and as the language used in their family environment is very low. The vast majority of pupils have Spanish or, in some cases, a foreign language, as there are pupils from other countries and, therefore, from other cultures as well.
 

In the current school year, due to the pandemic situation we are experiencing, and following the recommendations of official institutions, the school has decided to group the different grades together in order to reduce class ratios. Thus, in the current academic year, the school is composed of two groups of P3, three groups of P4-P5, three groups of first grade, three groups of second/third grade, three groups of fourth/fifth grade and two groups of sixth grade.

Obviously, the activities lost much of their essence, as they were programmed to be developed in the classroom, in cooperative groups and based on co-teaching practice. 

Finally, we decided to try to adapt and propose to our students the following three activities online:

1)  Kahoot (challenge version)

2)  Creation of an online comic:          www.myenglishtrip.com.ar/build-your-own-story/
3) Adaptation of dictogloss activity through an online activity.

GEP2

Here you will find a folder containing all the evidences of our project.
We have included a subfolder for each session (from one to seven) which contains different evidences: photos, videos, interaction videos (S-S, T-S) and students' productions.

First session
Second session
Third session
Fourth session
Fifth session
Sixth session
Seventh session

GEP3

Here you will find some folders containing the evidences of our project "Let's do some magic tricks", and also about the Artistic Workshops of the different school levels.

We can also consider that during these months of training, we have acquired knowledge that will be useful not only in our CLIL implementation classes, but also in all of our teaching practice. We have been provided with very practical resources, but, above all , we value very positively the impulse that has been transmitted to us to put into practice the work based on co-teaching and to develop activities bearing in mind the cooperative work among the students.

The activities that we have programmed have tried to gather all these aspects. They are activities that have been designed and planned to be put into practice in the classroom with cooperative groups and with a teaching practice based on co-teaching; with a final assessment based on self-assessment of both, students and teachers. 

Unfortunately, due to the current pandemic situation we are experiencing, the activities have not been able to be carried out in person. We have tried to rethink some of these activities in order to implement them online, but logically, the results have not been the same as we had initially expected, since the activities were designed to be developed in another way. When the activities were carried out online, the essence of them was lost, since initially, they were based mainly on cooperative work and practical co-teaching. Nevertheless, we have observed that the students have been very motivated and receptive to carry out the proposed activities, so we can sense that if we had carried them out in person, they would have been very well accepted and successful. We have carried out the feedback with the students online.

Finally, we can conclude our reflection, valuing positively all the learning of these months, showing that it is a work that requires much dedication and knowledge from the teachers. Therefore, we can say that we are prepared and  motivated to continue this learning process of the GEP project.

GEP2

After completing the second stage of the GEP project, we can conclude our reflection as follows:

We have to bear in mind that, due to the current health situation, this has been a very different and complicated academic year. This factor has also influenced the implementation of our programming, as it has not been carried out in the same way as it would have been under normal circumstances. For this reason, we have not been able to implement in the upper primary grades (Cicle Superior) and the activities have been developed in the second and third grades. Nevertheless, the experience has been encouraging and beneficial.

The fact that the training has been online rather than face-to-face has meant a change in the way we work. It has required a lot of dedication, time and work.

During these months of training, we have learnt very important aspects for the development of CLIL sessions at school and Project-Based Learning. This is very positive, because this learning can also be applied in other sessions of our teaching practice.

During the implementation, we have been able to prove the importance of a correct programming taking into account very important aspects for its correct development: COL (Content Obligatory Language), Language support, CIC (Classroom Interaction Competence) as well as the importance of a planned and correct assessment and self-assessment. We have also realised the need to have a good understanding of all the elements of Project-Based Learning (PBL) to ensure its success.

During the practice with the students, we were able to experience the need to be familiar with all these resources and elements mentioned above. We have encountered pupils (with very good academic results) who felt uncomfortable and insecure when listening to explanations of a non-linguistic subject in a foreign language. 

We therefore consider the aforementioned aspects (COL, Language Support, CIC...), as well as the use of the mother tongue on a few and necessary occasions, to be extremely important to ensure the understanding and emotional comfort of the students in the classroom. In the same way, we have realised than, even we offer “the language support”, children don’t speak in English.

We would also like to comment that we have needed, more than the six programmed sessions in order to finish the implementation, even some of the activities have been completed by “Classroom” at home. 

Finally, we can conclude that we are ready and motivated to achieve the last stage of the learning process of the GEP project next year.