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JM Times ISSUE 2 | APRIL 2019

In this issue: 1492, A VOYAGE THAT CHANGED THE WORLD Have a look at this integrated project which analyses different aspects of Columbus' voyages

L E T E M P S L I BRE D E NO S ÉLÈ VES

ISSN 2603-6312

nécessité les devoirs à la maison sans nuire à leur dévéloppement personnel. (FR/EN/ES)

CLIL TASKS & SPECIAL DAYS Maths Games, tasks in Physics and Chemistry, use of Quizlet and much more

ERASMUS+ PROJECTS & TRIPS We get a glimpse of the Erasmus+ project meetings held in Norway, Poland and Spain, as well as the school exchanges with Jean Rostand Lycee and Ulenhof College

News: Award for  pupils (Year 4) Innicia Project  "Wetube" Language Certification Profundiza  

MORE

INSIDE


ISSUE 2 APRIL  2019

Contents JM TIMES

3 ERASMUS+ PROJECTS Have a look at the project meetings held in Norway, Poland and Spain. Don't miss the latest information about school exchanges

6 OPINION Read about our students' free time and the balance between homework and personal development . (French/Spanish/English)

14 FEATURED STORIES Gamification and Escape Rooms. We analyse the potential of escape games to promote motivation and learning 

16 SPECIAL DAYS

Find out about special days and celebrations held during this second term. 

19 CLIL PROJECTS

Learn about the work done in CLIL lessons. Photos inside

24 RESEARCH AND INNOVATION

have a look at the picks of the term in terms of apps and tools Europe Day (9th May, 2018)

IES Pedro Jiménez Montoya     c/ Isaac Peral nº 2, 18800       Baza (Granada) http://www.iespedrojimenezmontoya.es/ ISSN 2603-6312

26 NEWS

Discover the latest experiences, projects and awards! JM TIMES 02


NORWAY

MOVE YOUR SCHOOL

ERASMUS+ Location: Borkenes (Norway) Dates: from 17 to 23 March, 2019 Participants: Spain, Norway and Belgium A group of pupils and teachers of IES Pedro Jiménez Montoya have taken part in a new Move your School meeting. During the meeting each delegation has presented their ideas for a promotional video and other advertising materials such as brochures, flyers, social media posts, etc., which will be used to promote the project guidelines among other schools In addition, students and teachers have had the opportunity to enjoy ice fishing and some other snow sports. We are convinced that it has been an unforgettable experience for all participants, especially considering the extreme beauty of the aurora borealis and the snowed landscapes of this area close to the Artic Circle


APRIL 2019

ERASMUS+

POLAND Within the framework of Erasmus+ project "European Heritage: opening minds for integration and progress", a group of Year 4 secondary pupils  travelled to Poland and took part in the 2nd international meeting of this project, which is aimed at discovering European Heritage and identity as well as fostering the acceptance of diversity as a way to build future Europe. The meeting was hosted by  I Liceum Ogolnoksztalcace High School, in the Polish city of Grudziadz.  From the 24th to the 31st March, students from  Italy, Belgium, Poland and our school, participated in  workshops on marketing and design of an awareness campaign; they also presented the results of a survey  conducted in each of the partner countries. The programme  also included team building activities and analysis of European legends' morphology.  4 | ERASMUS+ PROJECTS

Students and teachers also met local authorities, presented  an e-book collecting local legends and visited Torun, the birthplace of Copernicus and Unesco World Heritage Site.  According to both  students and teachers this experience is  "a great opportunity  for  young people in our school in terms of improvement in English speaking skills." "It  also  contributes positively to the development of  their intercultural competence and helps them learn to work in international contexts, which is essential considering academic and professional mobility at present." In fact, one of the teachers participating in this international event clearly underlined that " state schools must respond to this urgent need to truly prepare our students for this reality

Next European Heritage meeting will be held in Campobasso, Italy. From the 13th to the 19th October, our students will present the results of an awareness campaign

ON THE COVER A photo  of 1st Baccalaureate pupils in Paris during their school exchange (March, 2019)

We  inform readers that the views, thoughts, and opinions expressed in the texts belong solely to the author/s, and not necessarily to the editor, organization, committee or other group or individual.


APRIL 2019

ERASMUS+

SPAIN I European Heritage Project Meeting 0n the 8th February, our school hosted the closing ceremony of this first European Heritage project meeting, with the presence of the Principal of the Liceo Scientifico Mario Pagano and of Trinidad Manrique , a representative of Diputación, who gave a presentation on recent international initiatives in the field of intangible Europen heritage and sustainable tourism. The event was also covered by local media. About 36 students from Italy, Belgium, Poland and our school  participated in the programme scheduled for this first international meeting corresponding to the project European Heritage: Opening minds for Integration and progress. From 4th to 8th February, the programme of activities focused on getting to know the intangible heritage of the regions involved in the project, as well as on their language diversity and the improvement of key competences, especially the communicative and digital ones. The tasks carried our by students centered on analysing similarities and differences between the countries, invetigating the aspects that have contributed to shaping European identity and presenting the results and conclusions by means of slideshows, interactive maps, and video documentaries. Theatre performances at IDEAL, flamenco shows, folk dances and visits to relevant landmarks linked to European Heritage, such as the Alhambra or Guadix completed this intense programme of activities.

5 | ERASMUS+ PROJECTS

To watch the video, click here or copy the link https://youtu.be/P9HqOh2_KDQ You can access the complete press release at http://www.iespedrojimenezmontoya.es/i-encuentro-european-heritage-celebradoen-el-ies-pedro-jimenez-montoya/to


APRIL 2019

SCHOOL EXCHANGES

FRANCIA LICEO JEAN ROSTAND (CAEN) Del 18 al 25 de Marzo, 26 alumnos/as del IES Pedro Jiménez Montoya han participado en el intercambio escolar con el IES Jean Rostand de la ciudad de Caen en Normandía (Francia). El programa ha incluido la visita al Memorial de la Paz y las playas del desembarco, al cementerio americano, al Mont Saint Michel, además de un recorrido educativo por la ciudad de Caen. Esta sexta edición del intercambio con el centro francés ha tenido como objetivo facilitar el perfeccionamiento del idioma por parte del alumnado de bachillerato. La asistencia a clases, el alojamiento en familias y el propio programa de actividades han hecho de este encuentro una auténtica experiencia de inmersión en la cultura y el sistema educativo del país galo. La segunda parte de este intercambio se celebrará en Baza del 9 al 16 de Mayo.

Cabe destacar los elogios transmitidos al centro bastetano por el alto grado de motivación e interés del alumnado, así como por su actitud participativa durante el desarrollo de las actividades. Las familias han destacado igualmente el buen  comportamiento  de los alumnos/as españoles. Finalmente, sólo indicar que esta iniciativa forma parte del programa de actividades complementarias y extra-escolares del Departamento de Francés, del IES Pedro Jiménez Montoya.


APRIL 2019

SPAIN ULENHOF COLLEGE (HOLLAND) From 7 to 13 April, the IES Pedro Jiménez Montoya hosted a new edition of the bilateral exchange with Ulenhof College, a Dutch high school located in Doetinchem, which implements a bilingual program like the one at our school. On this occasion, the programme of activities has focused on promoting the development of key competences, especially communicative competence in English, in addition to paying attention to the priorities of the European Union regarding environment, climatic change and inclusion. Taking into account the priorities for this school year, the meeting also concentrated on the social and economic importance of the cultural and natural heritage, as well as its educational value. During this bilateral meeting, over 20 Baccalaureate pupils  collaborated in Team Escape activities, research and use of mobile applications such as Adobe Spark Post. The programme  also included project work tasks such as Climatic Change Reaction Chain, Names across languages and cultures or Artistic Cubes, a project aimed at exploring the Dutch paintings exhibited in the Prado Museum.

Students really enjoyed watching the film "Champions"  as well as the visit to Castril. In this case, the breathtaking views from the Castle, the photographic rally around the village and the walk along the Sendero de la Cerrada  completed the day's programme, which started with the study of the ecosystem of the area and how it can be negatively affected by human beings' action. Likewise, and coinciding with the celebration of Sports Week, the students involved in this exchange  participated in the basketball

7 | ERASMUS+ PROJECTS & EXCHANGES

competition.

Video of the visit available at https://www.youtube.com/watch?v=l0VglSJYU6c


LE TEMPS LIBRE DE NOS ÉLÈVES   Le temps libre de nos élèves, nécessité les devoirs à la maison sans nuire à leur dévéloppement personnel.

Nous avons parlé en clase de Première des activités qu´ils préfèrent réaliser pendant leur temps libre. Se détendre, dormir un peu plus que d´habitude le weekend, sortir avec les copains et les copines, fêter ensemble les anniversaires ou d´autres événements spéciaux. Partager des moments avec leur bande d´amis.

BY SOFIA GARCIA TROYANO

Il y a des élèves qui aiment faire du sport et de la randonnée. Les plus sportifs participent aux compétitions qui leur pemettent aussi de voyager et rencontrer des gens. Comme la plupart des jeunes, ils aiment bien voyager, mais leur budget est restreint et ils vont  dans  les campings ou chez les amis. Il y a souvent des parents qui possèdent un appartement en ville, au bord de la mer ou dans un village, une bonne occasion pour visiter un autre lieu. À cet âge, la bande de copains se réunit aussi pour profiter d´un coucher du soleil ou observer la pleine lune. À l´ère des nouvelles technologies, je doutais d´obtenir une réponse affirmative à ma question sur les moments en pleine nature, des moments d´une beauté extraordinaire, mais ils ont répondu qu ´ils adorent ces instants ensemble où le temps paraît s´arrêter et que notre région nous offre comme cadeau exceptionel de vie à la campagne. 8 | OPINION ARTICLE


LE TEMPS LIBRE DE NOS ÉLÈVES Ils peuvent aussi aider la famille à la maison ou déhors, faire des activités en commun avec leurs parents, grand-parents ou frères et soeurs. Les réseaux sociaux sont indispensables pour eux ainsi que les jeux vidéo, mais beaucoup d´entre eux consacrent du temps à lire, les polars comptent parmi leurs péférences. Ils considèrent que c'est important que ce soit eux qui choisissent eux mêmes leur lecture. La musique, écouter et jouer des instruments. La danse aussi, le flamenco car à Baza ils ont l’occasion de l ´apprendre. Le théâtre c´est une autre activité dont ils peuvent profiter puisqu´il y a plusieurs troupes amateurs dans notre région. On les encourage à acquérir les langues étrangères et à y consacrer une partie de leur temps,   puisqu´Internet offre de larges possibilités et ils peuvent améliorer leur niveau à partir de leurs goûts personnels. D´autre part, les travaux manuels font partie de leurs centres d'intérêts. Ce qui les aide à se concentrer et  à créer de leurs mains, un produit final beau et pratique.

 

Nous en avons conclu que pour ce développement personnel, essentiel dans chaque étape de la vie, il faut du temps et que la charge de devoirs à la maison devrait servir pour réviser, mais ne devrait pas empêcher cette découverte du monde à partir des relations sociales et du temps consacré à eux-mêmes. Car finalement, les plus responsables souffriront de trop de devoirs à faire tandis que le reste de la classe, tout simplement, ne les fera pas. Des matières telles que l´Éducation Physique, la Technologie, le Dessin, la Musique, le Français, ou n ´importe qu´elle autre langue étrangère, peuvent contribuer à cet épanouissement personnel, car elles dévéloppent l´expression.  Moins d´heures par semaine de cours, ne veut pas dire matières  de moindre importance car elles contribuent au développement intégral des élèves.

Du temps pour apprendre et du temps pour vivre, éducation et joie de vivre sans trop de devoirs à faire à la maison

9 | OPINION ARTICLE


EL TIEMPO LIBRE DE NUESTRO ALUMNADO   El tiempo libre de nuestro alumnado, necesidad de deberes pero sin perjudicar su desarrollo personal

Hemos hablado en la clase de 1º de Bachillerato de las actividades que prefieren realizar durante su tiempo libre. Relajarse, dormir un poco más en el fin de semana, salir con los amigos y amigas, celebrar juntos los cumpleaños o cualquier acontecimiento especial. Compartir momentos con su grupo.

POR SOFIA GARCIA TROYANO

Hay alumnos a los que les gusta el deporte, el senderismo. Los más deportistas participan en competiciones que les permiten también viajar y conocer a otras personas. Como a la mayoría de los jóvenes, les gustan mucho los viajes, pero su presupuesto es restringido y van a los campings o a la casa de los amigos. A menudo hay padres que tienen un piso en la ciudad, en la playa o en un pueblo, una buena oportunidad para visitar otro lugar.

10 | OPINION ARTICLE


EL TIEMPO LIBRE POR SOFIA GARCIA TROYANO A esta edad, el grupo de amigos se reúne también para disfrutar de una puesta de sol o contemplar la luna llena. En el tiempo de las nuevas tecnologías, tenía dudas sobre la respuesta que darían a mi pregunta sobre los momentos en la naturaleza, de una belleza extraordinaria, pero respondieron que esos instantes en los que el tiempo parece detenerse y que nuestra comarca nos ofrece como regalo excepcional de vida en el campo, les encantan en grupo. Las redes sociales son indispensables para ellos así como los videojuegos, pero muchos dedican tiempo también a leer, la novela policíaca está entre sus favoritas. Es importante la lectura que ellos mismos elijan. La música, escuchar y tocar instrumentos. El baile también, el flamenco, ya que en Baza pueden aprenderlo. El teatro es otra actividad de la que pueden disfrutar, pues hay varios grupos en la comarca.  Se les anima a adquirir las lenguas extranjeras y dedicar una parte de su tiempo a ello, Internet ofrece amplias posibilidades y pueden mejorar su nivel a partir de sus gustos personales

 

Por otro lado, las manualidades están entre sus intereses. Lo que les ayuda a concentrarse y ocupar las manos en crear un producto final bello y práctico. Hemos llegado a la conclusión de que para este desarrollo personal, esencial en cada etapa de la vida, hace falta tiempo y la cantidad de deberes debería ser la necesaria para repasar, pero sin que esto impida el descubrimiento del mundo a partir de las relaciones sociales y del tiempo dedicado a ellos mismos. Ya que, por último, los más responsables padecerán el exceso de deberes, mientras que el resto de la clase simplemente no los hará. Materias como Educación Física, Tecnología, Plástica y Visual, Música, Francés o cualquier otra lengua extranjera pueden contribuir a este desarrollo personal, mediante la expresión. Menos horas por semana de clase no quiere decir menos importancia puesto que completan este desarrollo integral de los alumnos.

Tiempo para aprender y tiempo para vivir, educación y disfrute de la vida sin exceso de deberes.

117 OPINIONARTICLE ARTICLE 11 | |OPINION


TRANSLATED BY MICAH COSTELLO

OUR STUDENTS’ FREE TIME Our students' free time and the balance between homework and personal development In class with the first level of Bachillerato we spoke about what they like to do during their free time. -  Responses included relaxing, sleeping a bit later than normal on weekends, going out, celebrating birthdays or other special events, and simply spending time with friends. Some students enjoy sports and hiking. The most athletic ones even participate in competitions, which allow them to travel and meet new people. Like most young people, they enjoy travelling, but disposing of a small budget, they tend to go camping or to a friend’s house. Some parents have flats in nearby cities, at the beach or in a village, which gives their children the opportunity to visit a new place. At this age, a group of friends might even gather to watch the sunset or admire a full moon.  

Given how advancing technology has changed our day-today lives, I was worried about how students would respond to my question about spending time in the beauty of nature. Much to my surprise, they responded that they love getting together to witness those moments where time seems to stand still, moments that exemplify the charm of the country and the beauty of our region. They see social networks and video games as indispensable, but many also set aside time for reading, the whodunnit being a favorite genre. It is good that they have the chance to read books that they themselves have taken an interest in. Music, instruments and dance are also interests. Flamenco is especially popular, since in Baza, students can take classes. Theater as well, as there are many acting clubs in the area. They are encouraged to learn foreign languages, especially as the internet offers so many ways to improve according to the learner’s individual taste. Crafting is another one of their interests. It keeps them concentrated, keeps their hands busy, and the end result is something beautiful and practical 

12 | OPINION


OUR STUDENTS' FREE TIME   We came to the conclusion that in order to encourage this kind of personal development, which is essential in every phase of life, one needs free time, and the amount of homework should be enough to help students learn the material, but not so much that they have no time to discover all the world has to offer through spending time with peers and dedicating time to themselves and their own personal interests. Especially given that, at the end of the day, the most responsible students end up punished with too much homework, while the rest simply refuse to do it at all. Subjects such as Physical Education, Technology, Art, Music, French or any other foreign language can, of course, contribute to this personal development, since they encourage self-expression. Less time in class does not have to mean less importance, because these subjects add to the students’ personal development all the same.

In conclusion, they need time to learn and time to live, equal parts education and enjoyment of life without too much homework at the house.

13 | OPINION ARTICLE


BY MACARENA RUIZ LEYVA

GAMIFICATION AND ESCAPE ROOMS Escape rooms are a great way to motivate students by using gamification in the classroom. In addition, we would encourage students to practice teamwork, time management, problem solving, focus under pressure, and respect. Furthermore, an escape room can be created around a topic which is being taught in class or allows to integrate different subject areas.   In order to create an escape room in the classroom we need: a purpose – such as a mystery to solve, a goal to reach or simply the key to unlock the classroom and escape from it! clues – a series of puzzles or questions to solve, one should lead to the following one.  something to unlock – a combination lock or access codes. a time limit – although this is optional, it is better for students to complete the tasks in a set time, as this time limit will encourage motivation and focus. You can design the different puzzles and get some locks to organise an escape room, but during the second term, and as part of our gamification project, we have used an app that simplifies it all. It is called  Escape Team, this app mixes digital and physical realities into one escape game.  FEATURED STORIES | 14


BY MACARENA RUIZ LEYVA As a teacher, you need to get to their webpage (escapeteam.com) and download the mission you will use in class. There are some missions already created, you can create your own or you can access missions already created by other users. Once you have the missions printed, students will make teams and one member of the team will download the app on his/her phone.  Once everything is set, students should solve the printed puzzles using pen and paper, and teamwork, of course. By solving each puzzle, they will get a code that they must introduce on the app, and that will lead to the following puzzle. All this, racing against a countdown that will reduce their time if they enter the wrong code. First, we tried this in an English lesson with 1st of bachillerato students and after seeing its great success, it was used again as part of the activities organised for an exchange program that also involved Dutch students. Language Skills involved: Listening, as clues are provided in English and students must listen carefully to the instructions given Reading , since students must read and understand the instructions provided to break the code Speaking, students must agree on the correct code Writing, depending on the mission, they will have to decipher messages

FEATURED STORIES | 16


WOMEN'S DAY

To commemorate Women's Day, several activities were carried out at our school: 1. Pupils were asked to write short messages in any of the modern languages taught in the school, i.e Spanish, English and French, defending women's rights and condemning every type of discrimination 2. Year 4 students researched trying to find examples of women's visibility from ancient times. The conclusions were shown to the whole school in the school hall. This project was created by History teacher, Laura Gallego. 3. An exhibition of portraits of "rebel"women, produced by 4th ESO pupils under the supervision of Art Teacher, Amalia Morales, was used to decorate the school entrance. These portraits were made using the reflection technique

16 | SPECIAL DAYS AND CELEBRATIONS


Departamento de Lengua Castellana y Literatura

Apreciado Desconocido

Alumnado: Grupos 1º de la ESO Lengua Castellana y Literatura. Profesora: Yolanda Santaella García.

Video available at https://youtu.be/ZZVxNFhNYic

17 | SPECIAL DAYS & CELEBRATIONS

"En realidad, la idea partió de los propios alumnos y alumnas cuando -contagiados por el bombardeo comercial- me plantearon la siguiente cuestión: ¿Qué vamos a hacer el día de San Valentín? Mi respuesta fue: “Como siempre, algo haremos”. Y como me gusta cumplir mis promesas, nos pusimos a trabajar en ello . Escribir una carta o enviar una tarjeta ha pasado a ser algo impensable, olvidado e incluso yo diría que obsoleto. Aunque resulte chocante, algunos de nuestros más jóvenes alumnos y alumnas no han tenido nunca en sus manos ninguna, al menos manuscrita; y menos aún la oportunidad de escribir una. Ahora bien ¿por qué no darle un giro singular, una forma diferente de trabajar el género epistolar y de paso fomentar una mejor convivencia entre ellos? Como he dicho antes, tan olvidado el primero y tan necesitados como estamos de recordar permanentemente la segunda entre nuestro alumnado.


Departamento de Lengua Castellana y Literatura

Apreciado Desconocido

por Yolanda Santaella

Tras una breve exposición con la correspondiente explicación ejemplificada de la estructura de una carta y de los objetivos que pretendíamos conseguir, los alumnos y alumnas siguieron los siguientes pasos: primero realizaron un borrador y, corregido éste, lo pasaron a limpio en folios y cartulinas con sus correspondientes decoraciones, según gustos y preferencias. La particularidad estriba en que no va destinada a alguien conocido, ni al amigo invisible. Cada escrito tiene un destinatario anónimo. Se hace una breve descripción hablando de ellos y deseándole lo mejor a “alguien” que no le va a dar nada a cambio. Simplemente, se trata de transmitirles un mensaje simpático y recordarles que hay personas anónimas que cada día ayudan a otras sin esperar nada a cambio por ese gesto. La siguiente fase del taller ha consistido en intercambiar entre las distintas clases de 1º de la ESO los escritos del modo más confidencial posible. Ahora, eso sí, tengo que añadir que si el alumnado ha indagado por su cuenta y han conseguido saber quién era el emisor de su carta, eso habrá sido un “pensado” imprevisto del cual hasta puede haber surgido limar asperezas o incluso una nueva amistad ¿Qué sabemos? . Conseguir llamar su atención, una vez más; tengo que añadir que no siempre es tarea fácil en esta galaxia de la Educación  cada día más compleja y despertar su interés por la actividad, el haber dibujado una sonrisa en sus rostros y miras de curiosidad entre ellos al leerlas…esas han sido , sin duda, la mayor sorpresa y el mejor  de los regalos que podría recibir el  Día de San Valentín del Taller: apreciado desconocido." 18 | SPECIAL DAYS  & CELEBRATIONS


CLIL PROJECTS AND TASKS 1492, A VOYAGE THAT CHANGED THE WORLD

1492- THE MEETING OF TWO WORLDS INTREGRATED PROJECT WORK -BILINGUAL EDUCATION- EXPERIENTIAL LEARNING- BRINGING THE CLASSROOM TO LIFE

19 |Â CLIL PROJECTS & TASKS


Key Competences: Communicating in a mother tongue and in a foreign language (English) Mathematical, scientific and technological competence Social and civic competences Learning to learn Sense of initiative and entrepreneurship Cultural awareness and expression

20 | CLIL PROJECTS AND TASKS

Working in groups, Year 2 secondary pupils have been delving into Cristopher Columbus' voyages and their impact on both Europe and native civilizations. Using the information gathered, they have prepared posters, quizzes and role-plays to present Year 1 students their research findings about aspects such as  Columbus' voyages, the discovery of the Pacific Ocean, the conquest of the Inca empire, the American exchange, etc. Attention was also  paid to the science and technology behind Columbus' feat, as well as to famous explorers such as Cortés, Pizarro, etc. Distributed in 6 different stands, which were decorated with maps, posters, real artefacts, etc., pupils were given the opportunity to demonstrate their knowledge about the topic to other school pupils, in this case Year 1 secondary pupils, who enjoyed this "voyage" through the stands and met some of the protagonists of this historical event. They were also in charge of assessing the quality of the presentations using the navigator's card designed for this occasion.


SCIENCE

Reaction Chain CLIL STRATEGIES AND TASKS Discussing reaction chains and agreeing on direct and indirect causes or consequences has proved to be a really effective way to scaffold learning, promote communicative competence and go into detail about any topic. Here is an example of the dynamics of this learning task customized by Science teachers at our school. Because of its great potential, this task has been transferred to other contexts such as History. TOPIC: Climate Change Subject: Science Resources: 32 Cards (climate change ) and list of useful vocabulary Brief description: In groups, students have to agree on the links existing between all the different items and show their conclusions on a timeline or poster. They will also have to justify the connections established by using the appropriate vocabulary.

21 | CLIL LESSONS & TASKS


CLIL: TASKS AND STRATEGIES Fizz Buzz Games As a way to develop key mathematical skills, 2nd ESO pupils have been "playing" Fizz Buzz Games, assisted by our language assistant Micah Costello and the Maths teacher, Cristina Martínez. This game is considered to be really effective for trying to strengthen our ability to make mental calculations. This game is also really popular for screening or hiring computer programmers. For those really fond of the game, remember that there is an app that lets you practise easily.

And the winner is ... Hare is another Math game, This time teachers have used a  deck of cards, showing equation formulas and their corresponding mathematical sentences or word problems. The objective is to help pupils  interpret equations and understand sentences or word problems in English, and the aim of the game is match these sentences or word problems to the corresponding equation formula.  As the goal is to promote understanding and solving skills, when a student claims to have found the equation that matches the description read, he/she must try to solve it.

Business Studies Learning the key vocabulary of subjects such as those related to the field of Economics and Business Entrepreneurship can be really useful in a globalised world. Matching exercises, completing wordsearches, and labelling diagrams or filling in forms are some of the activities employed during lessons. Designing a business plan or a marketing campaign are also part of the tasks scheduled for the course.

22 | CLIL PROJECTS & TASKS


PHYSICS AND CHEMISTRY

Clil Lessons by Arno Goffin How can we help our pupils learn and enjoy Physics and Chemistry? How can we teach this subject through English? How can we contribute to developing key competences? Here you will find examples of the techniques used in Physics and Chemistry lessons. They clearly illustrate the use of some really effective strategies, for example: - Making connections - Scaffolding (by means of visual aids, mediation, etc.) - A hands-on approach - Integrated tasks - Active learning (for example, problem-solving tasks, experimenting, etc.)

ENVIRONMENTAL POLLUTION During the last term students of 2nd of ESO were spoken to about the influence of chemistry on society and environment. They were also asked to gather adequate material related to the pollution of land, water and air. Furthermore, the concept of sustainable development was introduced. During several group sessions in English, the main causes and negative effects of especially air pollution were presented. Being very aware of environmental pollution, students also proposed several solutions to try to tackle these problems.

PHYSICS AND THE "DISCOVERY" OF AMERICA As part of an integrated project on the discovery of America, students of 2nd of ESO were asked  to present in poster  several aspects of the discovery of America to 1st of ESO students. Some groups presented and explained in English the most important navigation tools that were used at that time. Other groups focused on measurements of time, speed, volume and mass.

23 | CLIL LESSONS & TASKS


RESEARCH AND INNOVATION

Gamification and Blended Learning PICKS OF THE TERM PROJECT WEBSITE IN ENGLISH AND SPANISH The project website is already available both in English and Spanish. It has been updated during this term, including new apps and tools, game generators and much more. (available at https://sites.google.com/iespedrojimenezmontoya.es/ gaminggaining/inicio

Regarding the Picks of this second term, have a look at the following tools:

QUIZLET

It is a free mobile and web-based study application that allows students to study information via learning tools and games. Users can create or access units of study showing flashcards, diagrams, etc. For teachers, it is really useful as you can easily find resources for any subject at any level. Teachers can also customize or create their own sets to accompany the curriculum with terms and definitions, images and built-in text to speech audio.  

CLASSROOM SCREEN It is a really simple and useful tool, since it lets you  project a series of widgets onto a screen: you can select the language and background to get started, and then place the desired widget where students can view it easily, for example the clock, the timer, the traffic light, and sound level tools to guide independent work or enhance the flow of group work. Be sure to use the text and drawing tools to add context to instructions. And if you're using the random name generator, click to save the  names into a text file for later use.   24 | RESEARCH AND INNOVATION


A news article discusses current or recent news of either general interest (i.e. daily newspapers) or of a specific topic (i.e. political or trade news magazines, club newsletters, or technology news websites).

RANDOM PICKERS Apart from the random pickers available, an interactive wheel of fortune or random picker has been designed by ICT teacher

RANDOM PICKER

Jesus Campaña. The main advantage of this wheel is that it works offline. This school term has been used to assign tasks or activities, select topics or choose students to answer questions.

ESCAPE TOOLS AND GENERATORS Finally, we will conclude this list of picks of the month with escape team and a collection of message and code generators which can help teachers create their own escape games. This term we have started to introduce them as they can be easily adapted to a variety of subjects and provide plenty of opportunities for learning. Teamwork and communication is key, which means they are ideal for language learning and teaching too.

25 | RESEARCH AND INNOVATION


NEWS "Viral Zombie" a project idea designed by a group of 4th ESO students has been awarded second prize by the city council. Inspired by the popular video game, the goal is to reenact the survival contest in Baza. During the presentation of the project students explained the design, routes, advertising campaign, etc. This annual contest is sponsored by local council. Its aim is to promote young people's active citizenship and entrepreneurship.

WELSH VISIT

STUDENTS AWARDED SECOND PRIZE FOR PROJECT IDEA CULTURE WORKSHOP

In February, a group of Welsh students, doing their sports internship in Baza, visited our school and took part in several activities, including attending Physical Education lessons, organizing warm-ups and workouts, as well as showing pupils how to play popular sports such as netball

Also in February, 1st Bachillerato students took part in an interesting

or rugby. On 25th February, they were

workshop on significant aspects of the culture of English-speaking

interviewed by Business Administration

countries. Both students and teachers enjoyed learning about customs,

students. During this visit, they also had an

traditions and much more. The activity was carried out by a British

opportunity to learn about the VET offer at

expert on the topic.

IES Pedro Jiménez Montoya.

26 | NEWS AND SCHOOL PROJECTS


PROFUNDIZA, SPORT ACTIVITIES IN THE NATURAL ENVIRONMENT

Primary School Pupils from Baza are taking part in this year's Profundiza course. The course focuses on promoting sports and developing healthy habits among young pupils. The sport and environmental activities have been distributed in 8 sessions.

The project addresses one of the school's priorities: fostering a healthy lifestyle among pupils and making them aware of the need to protect our environment.

VIII SPORTS WEEK From the 8th to the 12th of April, our students, along with pupils from the surrounding villages and other schools in Baza, took part in the different competitions scheduled for 2019 sports week. This year the competition was more international than ever as a group of Dutch students participated in the basketball league. According to the organizers, over 20 activities took place during this intense week which flooded Baza with sport. To view the programme, visit the following website https://www.ayuntamientodebaza.es/area-deportes

27 | NEWS AND SCHOOL PROJECTS


LANGUAGE CERTIFICATION SUCCESS

Congratulations to all 4 ESO and 2nd Bachillerato students who have received their language certification in English. After completing the examinaton process, our school received a message of congratulations from  the language organization chosen by Andalusian Education authority to carry out this initiative. IES Pedro Jiménez Montoya was one out of 4 high schools in Andalusia which was chosen by education  authorities to take part in this research, aimed at evaluating bilingual programmes and drawing conclusions about the communicative competence of students.  Thanks to this initiative our students have been given the opportunity to receive their B1 certificate free of charge, which has been highly valued by families and students themselves.

28 | NEWS AND SCHOOL PROJECTS


2018/2019

INNICIA

WETUBE Buenas compañeros/as: Os propongo que le echéis un vistazo a lo que estamos haciendo en el Programa Innicia este año:  https://youtu.be/JHhzozaK0PQ Estamos haciendo píldoras educativas en las que cada grupo de alumnos/as muestra qué sabe hacer o explicar, que sea útil para las futuras generaciones de estudiantes.   Si creéis que vuestro alumnado puede mostrar o explicar algo de lo que hacéis en clase y estáis orgullosos de lo que habéis conseguido que entiendan (con sudor y lágrimas, en ocasiones) que hagan un vídeo de menos de 3 minutos en el que lo expliquen de manera divertida y me lo mandáis. Yo lo editaré y lo colgaré en la web que tenemos para este fin:  https://sites.google.com/iespedrojimenezmontoya.es/wetube/ p%C3%A1gina-principal Echadle un vistazo a los vídeos que hay colgados, hay más profesionales y menos pero todos dan cuenta de que han aprendido hasta el punto de poder explicarlo para otros.  Ahí van algunos ejemplos...

Fdo. Celeste Moya

29| NEWS & SCHOOL PROGRAMMES


European Heritage

OPENING MINDS FOR INTEGRATION & PROGRESS #EuropeForCulture

Profile for erasmus.europe2020

JM Times (April, 2019)  

School newsletter

JM Times (April, 2019)  

School newsletter

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