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JM Times ISSUE 1 | DECEMBER 2017

In this issue: INTERVIEW TO SCOTT MCMURTRY Our new language assisstant has been interviewed by two students studying to enrol in Vocational Education & Training

CLIL TASKS & SPECIAL DAYS

2136-3062 NSSI

Pupils have been involved in many different activities and tasks carefully designed to learn language and content in a meaningful way

ERASMUS+ PROJECTS & TRIPS During this term there have been three trasnational meetings: Poland, Sicily and Belgium were the meeting places

News: European Vocational Skills Week AulaDJaque, the new project implemented by the school & Living & Feeling our heritage


ISSUE 1 DECEMBER 2017

Contents JM TIMES

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ERASMUS+ PROJECTS Have a look at the three transnational project meetings held from September to December. 5

INTERVIEWS We interviewed Scott, our new language assistant and learn about him and his work here in Baza. 7

FEATURED STORIES We get a little insider's view on the school organic garden and its possibilities. (French/Spanish) 11

SPECIAL DAYS

Find out about special days and celebrations held during this first term. 13

CLIL PROJECTS

Learn about the work done in CLIL lessons. Photos inside 21

NEWS

Discover what programmes are being implemented this year and much more! Editor: E. López Cabrera IES Pedro Jiménez Montoya     c/ Isaac Peral nº 2, 18800       Baza (Granada) http://www.iespedrojimenezmontoya.es/ ISSN 2603-6312

JM TIMES 02


CELEBRATING

30 YEARS OF

ERASMUS Our school joined this celebration marking the 30th anniversary of this important programme which has helped students and teachers to travel abroad, study, and gain experience through interhships. IES P. Jimenez Montoya started implementing European Programmes in 2005. At the moment, this high school is involed in the following Erasmus+ projects: IMPRINT+, NATURAL SPACES, MOVE YOUR SCHOOL and ALHAMBRA II


DECEMBER 2017

ERASMUS+

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POLAND

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From 7th to 14th November, a group of Year 4 students, and teachers, as well as representatives of several organisations including the Sierra de Baza Natural Park  and Granada Football Club have taken part in the 3rd Imprint + project meeting.

From the 24th September to the 1st October, a group of Year 1 Baccaulaureate students and two teachers have taken part in the 3rd Natural Spaces project meeting. The main topics addressed have been marketing and advertising.

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BELGIUM From 22nd to 28th October,  a group of Year 4 students have taken part in the 3rd Move your School project meeting. The meeting has been hosted by Sint Vincentius School in Eeklo (Belgium). During this meeting, students and teachers from Spain, Norway and Belgium have had the opportunity to share information about sport projects programmed in their schools and the conclusions drawn from the surveys conducted

4 | ERASMUS+ PROJECTS

SICILY (ITALY)

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30 YEARS ERASMUS+ A representative of IES P. Jimenez Montoya has attended the closing ceremony of the 30th anniversary campaign. the programme started in 1987 and during these past 30 years, it has been one of the most successful programmes launched by the European Commission. 

Next transnational meetings will be held in Westport (Ireland),  Norway and  Theassaloniki (Greece). 

ON THE COVER A photo  of pupils and teachers taken  in Sicily during the III Imprint+ project meeting, held in November 2017. 

IES PEDRO JIMÉNEZ MONTOYA http://www.iespedrojime nezmontoya.es/ c/ Isaac Peral, 2 18800 Baza (Granada)


INTERVIEW TO SCOTT MCMURTRY, OUR LANGUAGE ASSISTANT

FROM BELFAST TO BAZA

5 | INTERVIEWS

We are Andra and Ana and we interwiewed our Language Assistant in  Pedro Jiménez  Montoya school, so that you can know more about him and his task with pupils. - Scott, where are you from?   -  I´m from a city called Belfast in Northern Ireland. - How long are you going to stay in Baza this year?      -   I´m going to be in Baza until the start of June. - When did you visit Spain for the first time?   - My first time in Spain was when I was three years old. We went to Salou in Barcelona with my parents. - Do you like living and working in Baza?   -  Yes, I love it. It´s a very quite place with a lot of history. - Could you explain how do you work with pupils in the classroom?   - I just try to raise their level of English by talking to them and making  them talk to me.


MATT YOUNG, OUR FORMER LANGUAGE ASSISTANT

- - What do you study in Belfast?   - I study French and Spanish - Have you got many friends in Baza? I have a lot of friends that I have met in the school and through rugby in    Belfast. - We notice that you have improved you Spanish language level, do you recommend to our pupils to go to your country to learn English? - Definitely, the best way to learn a language is to be surrounded by it. - What is the best experience that you have had coming here? - The cultural differences. Obviously, I have spent holidays in Spain but living here gives you another perspective. - Our last year Language Assistant, Matt, was from New Zealand. Are there many differencies between Irish accent and English language in New Zealand? - The language is the same but there are different colloquialisms. - Do you find many cultural changes between Irish people and people from Baza? European cultural differences. - Would you recommend  to Irish friends, relatives or classmates to come here? - 100%,  because most Irish people just know the most touristical places and Baza is quite different. Thank you very much Scott, we really appreciate your help to improve our English, it´s great to have you in our classroom.  6| INTERVIEWS


LE POTAGER SCOLAIRE VU DU COURS DE FRANÇAIS. UNE EXPÉRIENCE DE VIE SOFIA GARCIA TROYANO

Nous voudrions partager le travail que nous menons avec nos élèves, dans le cadre du cours de Français Langue Étrangère, dans le potager de notre lycée. Le rapprochement du travail fait au potager part d’un intérêt pour sensibiliser à la protection de l’environnement et la mise en pratique d’une activité qui constitue un pilier indispensable pour la survie, comme c’est le cas de l’agriculture, sur la petite parcelle réservée à cette finalité dans notre lycée.

Cet endroit devient un lieu pour parler à nos élèves et découvrir leurs intérêts. Nous tirons des enseignements aussi bien de ceux qui jusqu’à présent n’ont jamais utilisé de houe et de leur mode de vie, que de ceux qui sont habitués à mener cette activité avec leurs parents, grand-parents ou oncles dans cette zone agricole qu’est la région de Baza.

7 | FEATURED STORIES

Nous allons au potager et nous constatons le travail mené à bien par d’ autres collègues avec leurs groupes et nous observons l’évolution des cultures à chaque saison. On apprend à reconnaître les plantes et à en prendre soin soit en les arrosant ou en apportant de l’engrais, ou bien nous consacrons notre temps à remuer la terre pour enlever les mauvaises herbes ou pour faire des plantations.


LE POTAGER SCOLAIRE Et même, quand l’été approche, nous pouvons jouir des premiers fruits.Le meilleur moment de nos heures champêtres c’est de  partager des expériences et nous parler avec un peu plus de proximité.  Il y a une complicité professeur-élève où les rôles disparaissent et nous devenons des acteurs avec un objectif commun : que notre potager puisse survivre avec l’effort collectif mené par tous les groupes et les  professeurs des matières concernées. Le travail préalable dans la classe, avant d’aller à la parcelle passe par la création de glossaires avec des termes spécifiques comme ceux  des ustensiles, des outils, des plantes, des fruits, des légumes ou bien nous étudions les propriétés des plantes que nous allons cultiver. On peut même travailler le texte d’une recette où apparaissent le nom d’ ingrédients que l’on aura dans le jardin ou l’élaborer avec les ingrédients mêmes qu’on obtiendra du potager

Lors de notre dernière visite, on s’est concentré sur les aromates et nous avons étudié leurs propriétés et l’emploi de ce genre de plante. On a aussi appris le procédé pour l’élaboration des essences naturelles. Il est parfois étonnant de découvrir, quand nous parlons avec nos élèves que certains d’entre eux ne sont pas encore allés dans des endroits naturels proches comme la Sierra de Baza et qu’il leur manque parfois le contact avec la terre alors que nous vivons dans une zone très privilégiée dans ce sens. Comme anecdote : pendant les sorties qu’on fait avec les élèves, on a même vu que le contact avec une ronce leur fait éprouver une peur démesurée. Ce qui est inconcevable pour ceux qui, comme moi, avons déjà un certain âge et avons parcouru, enfants,  les endroits les plus proches et les plus  beaux des  villages de cette contrée. Ce projet est une initiative touchante de notre lycée, qui permet de nous transformer en devenant des éléments actifs à la recherche du même objectif : rendre possible la survie de notre potager et de cette manière faire vivre une activité qui nous fournit les aliments indispensables pour la vie.

8 | FEATURED STORIES


EL HUERTO ESCOLAR DESDE EL ÁREA DE FRANCÉS. UNA EXPERIENCIA DE VIDA. POR SOFIA GARCIA TROYANO

9 | FEATURED STORIES

Pretendemos dar a conocer el trabajo que desde la materia, Francés Segundo Idioma Extranjero, llevamos a cabo con nuestro alumnado, en el huerto del instituto. La aproximación al trabajo en el huerto parte de un interés por transmitir el cuidado del medio ambiente y la puesta en práctica de una actividad que constituye un pilar para la supervivencia, como es la agricultura, en la pequeña parcela dispuesta para tal fin en nuestro centro educativo.

Este espacio se convierte en un lugar para conversar con nuestros alumnos y alumnas y descubrir sus intereses. Aprendemos de aquellos que hasta la fecha no han cogido una azada, de sus estilos de vida, como de quienes están acostumbrados a llevar a cabo estas labores con sus padres, abuelos o tíos en una zona agrícola como es la comarca de Baza. Vamos al huerto y constatamos el trabajo ya llevado a cabo por otros compañeros con sus grupos, y pasamos a observar la evolución de los cultivos de cada temporada. Se aprende a reconocer las plantas y a cuidarlas, ya sea mediante el riego, abono o dedicamos nuestro tiempo a remover la tierra, retirando malas hierbas o plantando. Incluso en la época próxima al verano podremos disfrutar de algún fruto.


EL HUERTO ESCOLAR Es el mejor momento de nuestras horas en el campo, compartir experiencias y hablarnos con mayor proximidad. Hay un acercamiento profesor-alumnos en el que los roles se diluyen y en el que somos partícipes de un objetivo común: que nuestro huerto escolar prospere con el esfuerzo colectivo llevado a cabo desde cada área. La labor previa, antes de ir a la parcela, pasa por la creación en clase de glosarios con términos específicos, ya sea de herramientas y utensilios, plantas, frutos, hortalizas y verduras o trabajamos las propiedades de aquellas plantas que vamos a cultivar. O incluso nos centramos en llevar a cabo una receta en la que aparezcan los ingredientes que obtendremos del huerto. En nuestra última visita, nos centramos en las plantas aromáticas y estudiamos sus propiedades y usos. Aprendimos también el proceso de elaboración de esencias aromáticas

Es sorprendente, a veces, descubrir que algunos alumnos aún no han estado en espacios naturales cercanos como la Sierra de Baza, al hablar con ellos, y que en ocasiones les falta contacto con la tierra a pesar de la zona tan privilegiada en la que vivimos en este sentido. Como anécdota, en alguna excursión, el roce con una zarza les produce pavor, algo inconcebible para quienes ya vamos teniendo bastantes años y recorrimos de niños los parajes cercanos y hermosos de los pueblos de la comarca.

Este proyecto es una iniciativa entrañable del centro que permite transformarnos en elementos activos buscando la finalidad de un bien común: la supervivencia de nuestro huerto y con ella, la de una actividad que nos proporciona los alimentos indispensables para la vida.

10 | FEATURED STORIES


S P E C I A L D A Y S & C E L E B R A T I O N S CONSTITUTION DAY, GENDER EDUCATION, AND MUCH MORE

SCAVENGER HUNT TO CELEBRATE CONSTITUTION DAY Pupils enjoyed learning about our Constitution and its main principles thanks to an entertaining  scavenger hunt which led them to rally along the corridors in search for the answer to a list of questions prepared by History teacher Maria José Gallardo. The answers were displayed on laminated slides distributed along the school premises.

FAMOUS WOMEN IN SCIENCE  A teamwork activity help year 2 pupils to reflect on the role of women and the discoveries carried out by famous scientists such as Marie Curie. The task designed by Cristina Ortega, the Physics teacher, consisted in transferring information into a graphic organizer and then sharing this information with the rest of the class 11 | SPECIAL DAYS AND CELEBRATIONS


BY CRISTINA ORTEGA

Gender education & fight against stereotypes Raising empowered children Elimination of violence against women & girls During this term, several activities and projects have been designed in order to make pupils aware of the role everyone plays in society and the importance of fighting against stereotypes.

Gender stereotypes:   images , cartoons, ..

Stereotypes in movies

Year 2 pupils were asked to identify gender stereotypes in advertising, jokes, graphic content, films, songs, etc. Then, they presented their conclusions to the class, which led to a lively discussion on the issue.

SPECIAL DAYS AND CELEBRATIONS | 12


CLIL PROJECTS AND TASKS

BIOLOGY- GEOGRAPHY & HISTORY- PHYSICS & CHEMISTRY-MATHS- P.E. PHILOSOPHY-  FREE ELECTIVE SUBJECTS 

13 | CLIL PROJECTS & TASKS


CLIL: LEARNING BY DOING

PHOTOS BY CRISTINA ORTEGA

Cool Science Experiments Year 2 and 3 Secondary  pupils enjoy experimenting in the science laboratory. This weekly elective subject helps pupils to consolidate their knowledge and  learn the practical side of science. The lessons provide pupils with first-hand experience with course concepts and with the opportunity to explore methods used by scientists. Working in small groups, pupils have learnt about the scientfic method and also carried out several experiments connected with the field of physics and chemistry. 

14 | CLIL PROJECTS & TASKS


CLIL: LEARNING BY DOING

PHOTOS BY SONIA DOMENE

Planting school gardens, growing futures

It is widely acknowledged that growing school gardens benefits kids' learning and help them to connect with nature. This was the rationale for the introduction of this new elective subject within the curriculum of Year 1 pupils in 2016/17, which focuses on teaching Science & Agriculture, as well as learning key vocabulary in English and Spanish. The facilities were funded by the Erasmus+ project IMPRINT+ ; the programme of activities is also closely linked to this Erasmus+ project and to the environmental programme ALDEA  This term pupils have  designed name labels for plants, learnt their scientific names, and much more. 15 | CLIL PROJECTS & TASKS


HISTORY AND GEOGRAPHY- YEAR 4

Clil Lessons by Laura Gallego

JEFFERSON IN PARIS After being introduced to the Ancien Regime, Year 4 pupils have analysed the structure, politics, and powers of French society before the French Revolution shown in the film Jefferson in Paris. This viewing led to the elaboration of a movie review by pupils, where they reflected on the period studied with its political and social controversies. Women and marriages of convenience have also been part of the topics addressed during this Learning Unit. Regarding these marriages of convenience, the song "According to plan", by the Corpse Bride has been used as a starting point for discussion.

SONGS & REGIMES The lyrics of the song "According to plan" by the corpse bride have been used to reflect on the role of marriages of convenience during the Ancien Regime, topic studied by Year 4 pupils. After listening to the song, pupils were asked to complete several tasks centered on the vocabulary and the ideas connected to the Ancien Regime and its marriages of convenience.  

GRAPHIC ORGANIZERS & GLOSSARIES

In order to promote understanding and effective learning, Year 4 pupils are asked to elaborate Concept Maps of each period and update their glossaries including definitions of the key words. Regarding concept maps and graphic organizers, they are really useful as a) they  guide the learner's thinking as they fill in and build upon a visual map or diagram. b) they help pupils classify ideas and communicate more effectively c) they also allow  students to visually identify key points and ideas 16 | CLIL LESSONS & TASKS


HISTORY AND GEOGRAPHY- YEAR 2

Clil Lessons by Maria José Carrillo

NOUGHTS & CROSSES Using the dynamics of the traditional game known as noughts and crosses,  history teachers promote  pupils participation. This game is proving especially effective  to check previous knowledge and understanding, as well as for revision. At the moment, competitions are taking place in each class as a preparation for the final "Olympics" competition where teams from different classes will compete. Let's see who the winners are.

At the top In the background on the left

In the middle

on the right

In the foreground At the bottom

DESCRIBING PICTURES This term, pupils have been asked to describe pictures and show their knowledge of the historial period studied. To prepare this type of activity, they received training during lessons and got familiar with useful vocabulary and structures.  In teachers' opinion, these tasks  promote interaction and also skills integration. 

THINK -PAIR - SHARE

This is a collaborative learning strategy which involves pupils working together to solve a problem or answer a question and encourages individual participation. How? 1. First, pupils are asked to think individually about a topic or a question, and jot down their ideas 2. Secondly, they share these ideas with their classmate, and improve or complete their answer 3. Finally, they share their answers or ideas with the rest of the class 17 | CLIL LESSONS & TASKS


MATHS & PHYSICAL EDUCATION

Clil Lessons by Ramón Ortega & Eugenio Martínez

NEWS, MATHS & STATISTICS Year 4 pupils are being introduced in the art of interpreting statistics and graphs . In order to connect learning to life situations, this term they were asked to identify statistics and maths in the news reports and share their findings with the rest of the class, analysing not only the news itself but the mathematical data included and the procedure followed to generate the statistics and  its graph. Pupils are allowed to use local, national or international press; nevertheless, the presentations were done in L2 (English).

SPORT VIDEO DOCUMENTARIES

on the left

In the middle

18 | CLIL LESSONS & TASKS

on the right

This term, students not taking part in sport competitions have been required to watch sport documentaries in L2 (English) and prepare reports, following the structure of this type of subgenre. According to Physical Education teacher, sport videos , interviews and news reports are really useful when trying to break down the language barrier and motive pupils to learn the foreign language.


Philosophy

Existentialism

A philosophy of despair or a philosophy of hope? LESSON BY ISIDORO LASO

Considered by most students as one of their favourite activities, here you will find a task designed to promote debate and reflection on the philosophical problem of existence, centering on  the analysis of an extract from the Waking Life, a very special film that explores some  interesting issues about life, free will, appearance, etc.  Task Description First, students are asked to watch an extract of this film, where professor Robert Solomon (from Texas University) gives his opinion about Existentialism, a 20th century philosophy centered on the analysis of existence and of the way humans find themselves existing in the world. In his opinion, this tradition is still relevant as it makes us question ourselves about the significance of life and what really matters. Secondly,  students reflect on the meaning of the professor's words. In this case, a worksheet with a list of guiding questions is used to direct the search for understanding. (Group dynamics: Think-Pair -Share)- When necessary, provide students with video trasncription.

Thirdly, students are divided in groups of 4 students (two speakers and two "advisors", in charge of giving advice and assessing performance); each group is assigned a role, either for or against Professor Solomon's opinions. Then, they are asked to prepare their arguments for or against, and  also think of appropriate examples to convince the rest of the students and groups. Finally, the debate is held and a winner is selected taking into account the criteria or rubrics agreed beforehand.

Questions: - What does Professor Solomon think we are losing? - Does Professor Solomon think that Existentialism is a “philosophy of dispair? - The word “existentialism” has already appeared. Do you remember where and about what? - What does Professor Solomon think about considering a person a social construct and similar ideas? Why do you think Dr. Solomon doesn’t like these ways of seeing human being?

Apart from being a motivating task in which the audiovisual support helps students focus on deep philosophical issues, it also contributes to develop language skills, especially those necessary for debating and convincing others of our own ideas.

- According to Solomon, what does Sartre mean when he is talking about responsibility? - In your opinion, what does "responsability " mean? - Does responsibility have something to do with freedom? - What is the message we can

What is "Existentialism"? Who was Jean Paul Sartre? What was the atmosphere in the Sorbonne like?

extract from this speech?

CLIL LESSONS

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Philosophy

Existentialism

A philosophy of despair or a philosophy of hope? LESSON BY ISIDORO LASO

Video transcript: “The reason why I refuse to take existentialism as just another French fashion or historical curiosity is that I think it has something very important to offer us for the new century. I'm afraid we're losing the real virtues of living life passionately, sense of taking responsibility for who you are, the ability to make something of yourself and feeling good about life. Existentialism is often discussed as if it's a philosophy of despair. But I think the truth is just the opposite. Sartre once interviewed said he never really felt a day of despair in his life. But one thing that comes out from reading these guys is not a sense of anguish about life so much as a real kind of exuberance of feeling on top of it. It's like your life is yours to create. I've read the postmodernists with some interest, even admiration. But when I read them, I always have this awful nagging feeling that something absolutely essential is getting left out.

The more that you talk about a person as a social construction or as a confluence of forces or as fragmented or marginalized, what you do is you open up a whole new world of excuses. And when Sartre talks about responsibility, he's not talking about something abstract. He's not talking about the kind of self or soul that theologians would argue about. It's something very concrete. It's you and me talking. Making decisions. Doing things and taking the consequences. It might be true that there are six billion people in the world and counting. Nevertheless, what you do makes a difference. It makes a difference, first of all, in material terms. Makes a difference to other people and it sets an example. In short, I think the message here is that we should never simply write ourselves off and see ourselves as the victim of various forces. It's always our decision who we are. (available at https://vimeo.com/35992277

TASK: VIDEO PREVIEW & DEBATE Aim: to reflect on issues raised by existentialism Linguistic Content: argumenting for and against; useful language; Skills: listening, reading, writing, speaking Duration: 60 minutes,approx. Assessment: rubrics Resources: Video "Waking life" Worksheet with guiding questions Rubrics

CLIL LESSONS

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AULADJAQUE 21 TORNEO DE DIC AJEDREZ

EXHIBITIONS- VIDEOS- CHESS TOURNAMENTS- PROJECTS-  CHESS CLUB - BLOG

21 | NEWS & SCHOOL PROGRAMMES


2017/2018

AULADJAQUE This year, our school is implementing a new project called "AuladJaque", aimed at promoting the use of chess as a pedagogical tool for students of all ages and abilities. This initiative is closely linked to the school chess tradition, dating back to 2009,  when the first chess tournament was organized by the school Maths Departament. Among the initiatives carried out during this first term, we can mention the following: - Exhibition of  posters focusing on World Famous Chess Players  - Celebration of School Chess Day - Chess competitions during school breaks - JM Chess Classic 2017  held on the 21st December To get more information on this project, visit the blog https://auladjaque.blogspot.com.es/

JM Chess Classic 2017 Date: 21st December Nº players: 63 1st award: Mario Lozano Espin (3 ESO) 2nd award: Ivan García Checa (3 ESO) 3rd award: Hugo José Esteban (3 ESO) Special acknowledgements to Club de Ajedrez Dama de Baza for its collaboration 22 | NEWS & SCHOOL PROGRAMMES


EUROPEAN VOCATIONAL SKILLS WEEK 2017 Vocational Education & Training - Open Day at IES P. Jiménez Montoya

Our school hosted the celebration of the European Vocational Skills Week in Baza.  On the 21st November, a Vocational Education & Training   Fair was organised to  showcase excellence and quality and raise awareness of the wide range of opportunities. This Open Day  Event achieved a success of participation of pupils  and local stakeholders.  Participation was extended to high schools in Baza . The event was co-funded by Erasmus+ programme.


2018 EUROPEAN YEAR OF CULTURAL HERITAGE

OUR HERITAGE: WHERE THE PAST MEETS THE FUTURE #EuropeForCulture

Profile for erasmus.europe2020

JM Times December  

JM Times- Issue 1 December 2017

JM Times December  

JM Times- Issue 1 December 2017

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