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JM Times ISSUE 1 | DECEMBER 2018

In this issue: "LES COULEURS D'AUTOMNE" We get a glimpse on a school project by French and Arts Department

A PROFILE OF LANGUAGE ASSISTANT

ISSN 2603-6312

Micah Costello gives an insight into his life, his work  and much more

CLIL TASKS & SPECIAL DAYS Business in Scotland, Christmas, Gamification  and much more

ERASMUS+ PROJECTS & TRIPS 5th "Move your School" meeting  "European Heritage: Opening minds for integration and progress"

News: Living & Feeling our Heritage Mobile apps 

More INSIDE


ISSUE 1 DECEMBER 2018

Contents JM TIMES 3 ERASMUS+ PROJECTS Have a look at the Move your School meeting hosted by our school and learn about a new European initiative.

5 INTERVIEW Micah Costello gives us an insight into his life and work

9 FEATURED STORIES We read about the project "Autumn colours from the fields to the classroom, an interdisciplinary experience carried out by French and Arts Department.  (French &English).  We also have a look at the visit of Scottish  teacher G. Reid

14 SPECIAL DAYS Find out about special days and celebrations held during this first term. 

16 CLIL PROJECTS Learn about the work done in CLIL lessons. Photos inside

22 NEWS AND PROJECTS Cabo de Gata , Almeria)

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

Discover what activities have been held at our school during this first term. Special attention to mobile apps and research projects


SPAIN

MOVE YOUR SCHOOL

ERASMUS+ Location: Baza (Spain) Dates: from 1st to 6th October, 2018 Participants: Spain, Belgium and Norway A group of pupils and teachers of the participating countries have taken part in V Move your School meeting. During this international conference, students and teachers have taken part in workshops, sport activities and debates. They have also had the opportunity to learn  how to use prezi, canva and geo-location apps such as Munzee . 


DECEMBER 2018

ERASMUS+

1

MOVE YOUR SCHOOL From the 1st to the 6th of October, our school hosted an international meeting corresponding to the Erasmus+ project named "Move your School". During this 5th project meeting students and teachers have discussed the key aspects which a "Move your school" organization  should gather and also how to promote the project principles to other schools.  Among the workshops and tasks completed by students working in international groups and communicating in English, we can mention the design of the ideal "Move your school", the use of an online graphic tool to create brochures and posters to spread the project ideas and the elaboration of the storyboard or script for a promotional video. Apart from that, students and teachers have had the opportunity to discover Baza's cultural heritage during a treasure hunt guided by geolocation app Munzee.  Sport activities in Cabo de Gata and a ride led by famous Olympic cyclist David Valero have also been part of this year's meeting programme. 

4 | ERASMUS+ PROJECTS

2

EUROPEAN HERITAGE Our school has succeeded in the 2018 call for proposals for Erasmus+ partnerships for School Education. This two-year project, called "European Heritage: opening minds for integration and progress", is aimed  at opening minds,as a way to promote integration and strengthen intercultural understanding, as well as EU citizenship, among young people. This will be achieved by sharing and analyzing European intangible cultural heritage and engaging pupils in active learning experiences, with the goal of developing not only 21st century key competences but especially those attitudes, skills or knowledge essential for mutual respect and solidarity. Basic information Duration: 2018-2020  Project partners: Liceo Scientifico Mario Pagano ( Campobasso, Italy), I Liceum Ogolnoksztalcace (Grudziądz, Poland), SintJozef Sint-Pieter (Blankenberge, Belgium) and IES P. Jiménez Montoya. 

Next international meetings will be held in Baza (Soain) and Borkenes (Norway). 

ON THE COVER A photo  of sport activities in Cabo de Gata". "Move your school" participants enjoyed sailing, kayaking and much more as part of the project programme.

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


INTERVIEW TO OUR LANGUAGE ASSISTANT, MICAH COSTELLO

Micah Costello is our language assistant this year. He will be collaborating with our school until 31st May, helping students to improve their communicative competence in English, especially in terms of pronunciation and fluency.   

Good morning Micah, we are very interested in getting to know a little bit about you, your work and your life.  Well, as you mentioned, I'm  the new English language assistant at I.E.S. Pedro Jiménez Montoya. I am 24 years old, and I’m from Atlanta, Georgia, in the south of the United States.

5 | INTERVIEW

I went to school at Georgia State University in the center of Atlanta, and there I studied French. I got my diploma in December of 2016, and afterwards, I wanted to perfect my French and try teaching. So I applied to become a language assistant in France and was placed in Dunkirk. I had a fantastic time and learned so much that at the end of my work contract, I decided that I wanted to do the same thing in Spain. I applied to be an auxiliar de conversación, picked my top three preferences and was placed in my number one region, Andalusia. So here I am.


INTERVIEW TO MICAH COSTELLO - Is this your first time here? Yes it is. This is my first time in Spain, and I have to say that I like it a lot here. I live in Baza, and it is very different from where I lived in the USA. It is quite a small town, first of all, so I feel like everyone knows each other. Everyone has also been very friendly with me. And the landscapes in and around the town are incredible.  - What are you planning to do while you are here?

- What would you recommend to those students who want to improve their level of English? Do you have any suggestions?

As for my goals for my time here, I have three: to help the students here improve their English as much as possible, to see as much of Spain as I can, and to learn as much about Spanish culture as I can, including the language. I don’t really know much Spanish, and it is very hard for me to understand what people are saying, but I speak French very well, so I know how to learn a language.

The most important rule of getting better at a language is, “No fear!” Do not be afraid to speak. Languages are not like trivia questions. You can’t learn them at home alone and then surprise everyone with how much you know. They are more like muscles. You get better with them when you use them. So raise your hand, say something! Be courageous! The second suggestion is to make English a part of your life. Listen to music in English, learn the lyrics and sing along. Watch English TV in the original version. And finally, adopt some English expressions and use them every day. Finally, tell us something about what you expect from our stay here in Spain. I will be learning something new about Spain every day that I live here in Baza, every weekend if I decide to travel to Almería or Granada or Madrid, and every day when I talk to you, the students. My sincerest hope is that you learn as much through your classes and with me, and at the end of my time here, we will be able to surprise each other with how much we know. 

6 | INTERVIEW


A GLIMPSE ON SCOTLAND: LIFE, WORK & BUSINESS Last 10th October, SFL teacher Graeme Reid at Forrest Academy visited our school and made an interesting presentation about Scotland. This activity was addressed to Business Administration and CPACF students. During the talk, he gave students and teachers a general overview on life, education and work in Scotland, paying special attention to Scottish economy sectors and companies’ core businesses in Aberlour (Moray). He also tackled on political issues such as Brexit and the referendum for Scottish independence. There was also opportunity to taste typical Scottish products such as Walkers biscuits and  try the traditional Scottish kilt. 

7 | FEATURED STORIES


SCOTLAND

SCOTLAND, MORAY COAST

At the end of the presentation, there was time to ask questions and continue practising English in a real-life communicative situation. Finally, we would like to thank Mr Reid for his kindness and  willingness to take part in this workshop, as well as his generosity. He brought  brochures, leaflets  and much more to illustrate his presentation and even  donated Forres Academy sportswear to IES P. Jiménez Montoya, expressing his wish to establish links of collaboration between both schools.   At present, Mr Reid works in  the Support for Learning Department (SFL) department at a school called Forres Academy which is located in Moray Council. He studied there too.  As he explained, he has not always worked in education and  has experience in a variety of other backgrounds. In fact,  he is currently a powerlifter who has also trained in Ballet. He also played rugby league before acquiring a strength and conditioning role within the Scottish Rugby League. Mr Reid studied at two different universities and got two degrees - one as a primary school teacher and one in teaching PE. 

8|FEATURED STORIES


BY SOFIA GARCIA TROYANO

Les couleurs d’automne, de la campagne à la salle de classe Département de Français et Dessin

Le 6 novembre 2018, les groupes de 2º E.S.O. A-B (Cinquième) Français deuxième langue étrangère, ont passé une journée à Benamaurel. Le parcours comprenait la visite de trois entreprises locales: élaboration de fruits secs, production de conserves et préparation de kébabs. Nous avons aussi eu une réception à la mairie où nos élèves ont dégusté une tourte d’une boulangerie locale. Et de là nous sommes partis parcourir la vega de Benamaurel. Pendant le trajet, les réponses que les élèves ont données à des questions posées sur les fruits qu’ils voyaient, nous ont étonnés parfois. Ils confondent les coings avec des citrons et les kakis avec des oranges. Une bonne raison pour continuer à faire des sorties à la campagne. Ils ont pris des photos pour les activités en classe et devront aussi répondre à un questionnaire. Ils ont appris à nommer et à distinguer les fruits et les arbres, ainsi que le vocabulaire qui leur permettra de faire connaître un lieu en langue française.

FEATURED STORIES | 9


BY SOFIA GARCIA TROYANO

Les couleurs d’automne, de la campagne à la salle de classe Dans le cadre du cours de dessin, on a profité de cette sortie pour travailler les textures que l’automne nous offre et les préparer en classe avec la technique du frottage, qui consiste à transférer la texture sur un papier, placé sur l’élément que nous voulons dessiner, avec des crayons de couleurs. Le résultat est très créatif, et ils ont fait une mosaîque pour inclure une partie de la nature dans la salle de classe. Une journée amusante pour apprendre à protéger l’environnement dans un contexte et un village où il y a des jeunes qui étudient dans notre lycée,  après avoir terminé les études secondaires obligatoires dans leur village. Une activité pour découvrie la beauté qui est tout près et qu’on ne connaît pas toujours. Nous remmercions les propríétaires des entreprises, la mairie municipales, ainsi que nos guides Antonio y José qui ont permis à nos élèves de  mieux connaître les cultures de cette contrée, qu’ils distinguent aussi avec les activités du potager scolaire. Apprécier la valeur de l’effort mené à bout par les entreprises locales, devrait encourager, peut-être, certains d´entre eux qui souhaitent créer leur propre entreprise dans l’avenir. Pendant cette excursion que nous voulons partager, on a pu jouir de la pleine nature et  vivre des expériences.

Les élèves ont fait de l’activité physique, activité essentielle pour les plus jeunes, et ils ont pu s´épanouir et donner libre cours à leur esprit artistique en réalisant des dessins d’un résultat sthétique et naturel d’une grande beauté ainsi que les affiches qu’ils ont produites en cours de français. FEATURED STORIES | 10


BY SOFIA GARCIA TROYANO & MICAH COSTELLO

Autumn colours from the fields to the classroom French Department and Arts Department On the sixth of November 2018, the groups of 2º E.S.O. AB (French, second foreign language) spent the day in Benamaurel. The walk included a visit to three local enterprises to witness the elaboration of dry fruits, the pickling process, and the preparation of kebabs. The groups were also received in the town hall where they tasted a very good local product from a local baker. From there we began our walk through the Vega de Benamaurel, which lasted about two hours. During the walk, we were surprised by the answers that our pupils gave to the questions about the fruits they could see. There were pupils who confused quince with lemons and persimmons with oranges, which is a very good argument for continuing to do excursions to the countryside. They took photos for the activity they will finish in the classroom. They will also answer a questionnaire. They learned the names of fruits and trees as well as the vocabulary that will allow them to show a place to others in French language. In the Art class, they have been using the experience of the excursion to work with the textures that autumn offers and use them with a technique called "frottage" , which they were practising.

This technique is used to transfer the texture to a piece of paper with colour pencils, the paper being placed on the element they want to draw. The results are very creative works, and they have even made a mosaic to include a part of nature in the classroom.

FEATURED STORIES | 11


BY SOFIA GARCIA TROYANO & MICAH COSTELLO

Autumn colours from the fields to the classroom We spent a very pleasant day learning to protect the environment in a village nearby where pupils that come to our school live. It was even more pleasant after the compulsory secondary studies they undertake in their own village. We thank the owners of the enterprises, the townhall and our guides Antonio and José, who have allowed our pupils to enjoy and to know better the crops that are grown in the area, crops that they also learn about through the activities that are done in the school garden. Knowing the value of the effort that business owners make could, in the future, awaken the entrepreneurial spirit in some of the students. In addition, students were able to enjoy being out in nature, get in some physical activity and share experiences together as well during the long walk. Finally, the artistic spirit of the students was awakened through the art class activity that resulted in the creation of something beautiful that we are happy to share.

FEATURED STORIES | 12


BY SOFIA GARCIA TROYANO & AMALIA MORALES

Los colores del otoño, desde el campo a la clase Departamentos de Francés, y Educación Plástica , Visual y Audiovisual El día 6 de noviembre de 2018, los grupos de 2º E.S.O A-B (Francés, 2ª lengua extranjera) pasaron la mañana en Benamaurel. El recorrido incluyó una visita a tres empresas locales: elaboración de frutos secos, producción de encurtidos y preparación de kebabs. También la recepción del grupo en el Ayuntamiento, donde degustaron una rica torta de aceite de una panadería local y de allí salimos a recorrer, durante cerca de dos horas, la vega de Benamaurel. Durante el trayecto, sorprende comprobar las respuestas que nos dan a preguntas sobre los frutos que pueden ver. Hay quienes confunden los membrillos con limones y los caquis con naranjas. Un buen motivo para seguir llevando a cabo excursiones al campo. Han realizado fotos para el trabajo de clase que deben llevar a cabo y responderán a un cuestionario. Aprenden a nombrar y distinguir frutos y árboles, así como el vocabulario que les permite dar a conocer un lugar en lengua francesa. En la materia de plástica y visual, se aprovecha esta salida para estudiar las texturas que el otoño ofrece y trabajarlas en clase con la técnica del frottage, que consiste en transferir la textura a un papel con lápices de colores, colocado el papel sobre el elemento que queramos dibujar. Quedan trabajos muy creativos, y se ha hecho un mosaico en clase para incluir un poco de la naturaleza en el aula.

Un día divertido aprendiendo a cuidar el medio que nos rodea en un entorno cercano y en una población en la que hay jóvenes que estudian en este instituto. Especialmente, después de llevar a cabo la Enseñanza Secundaria Obligatoria en su pueblo. Agradecemos toda la ayuda recibida por parte de los propietarios de las empresas, del Ayuntamiento de la localidad, de nuestros guías Antonio y José, que han permitido a nuestro alumnado disfrutar y conocer mejor los cultivos que se llevan a cabo en su zona y en los que también se incide desde las actividades del huerto escolar. Conocer el valor del esfuerzo que llevan a cabo los empresarios, como estímulo para que en un futuro, haya quienes deseen crear su propia empresa y el disfrute de la naturaleza mientras comparten experiencias durante nuestro largo paseo. Ha estado presente la actividad física, imprescindible para nuestros jóvenes, así como las inquietudes artísticas trasladadas desde el campo al aula con un resultado estético y natural de gran belleza que queremos compartir. FEATURED STORIES | 13


S P E C I A L D A Y S & C E L E B R A T I O N S

HALLOWEEN, BLACK FRIDAY, CHRISTMAS,  ETC.

SONGS AND QUIZZES FOR HALLOWEEN

For 1st and 2nd grades CSE, a series of activities were implemented to enhance the students’ knowledge about Halloween. The first activity consisted in a quiz where students had to answer questions in groups to check how much they knew about the Halloween tradition. The second one was a listening comprehension activity of a very famous song, where students had to put in order some lyrics of the song and include some missing words.              ( by Marta Pérez)

A "CREATIVE" BLACK FRIDAY

 After completing a quiz based on a really interesting video about the origin of this commercial "celebration" and its relation to American culture, Business Administration students have been asked to carry out a project consisting in the design  of an advertisement for a product  and the use of CANVA, an online graphic-design tool to make it, which has contributed to promote their creativity and marketing skills, as well as their IT competence. 14 | SPECIAL DAYS AND CELEBRATIONS


S P E C I A L D A Y S & C E L E B R A T I O N S

HALLOWEEN, BLACK FRIDAY, CHRISTMAS , ETC.

School decorations 2018

CHRISTMAS: A TIME TO SHARE

4th grade CSE students worked on a project during the first part of the term where they had to research about different charities and organizations in the town of Baza. They had to summarize the activities and projects the organizations took part in and reflect on the importance of solidarity and how we can make the difference.         (by Marta Pérez )

CHRISTMAS TRADITIONS

 Christmas carols, quizzes,  and videos have been used to learn about Christmas traditions in UK and USA. Among the projects and activities carried out, we can mention the task set for Business Administration students, who working in groups, had to answer the question: How much does Christmas cost?. Working on the traditional "Twelve Days of Christmas" carol as accountants, they were asked to calculate the budget needed to get all the presents mentioned in this song and present their results competing to offer the best deal. 15 | SPECIAL DAYS AND CELEBRATIONS


CLIL PROJECTS AND TASKS

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

16 | CLIL PROJECTS & TASKS


CLIL: LEARNING BY DOING

BY SONIA DOMENE & ESTHER VALLE

Cultivating Learning The School Garden has become a true laboratory and outdoor classroom for experiential learning, a space where Year 1 Secondary Education pupils and teachers can grow plants and apply key scientific concepts.  Regarding English, the work carried out this term has focused on learning new vocabulary, for example, tools, actions, plant life cycle, etc. and developing comprehension skills.  This elective subject plays an important role in the development or research skills and digital competence since students are required to use IT tools to do research, complete tasks  and communicate their findings.  A photographic journal collects the tasks and findings made during this term. Its elaboration also contributes to improving digital skills as this project involves creating slideshows, editing photos, searching for information, etc. 17 | CLIL PROJECTS & TASKS


CLIL: LEARNING BY DOING

BY SONIA DOMENE & ESTHER VALLE

ACTIVE LEARNING

A wide range of activities has been designed to help Year 1 Secondary Education pupils enhance their knowledge and learn new vocabulary in English during their Science lessons. Fun activities such as Bingos are particularly engaging and useful to review key scientific concepts and practice spelling and listening skills. In Year 2 and 3 practical work in the lab has been used to present new vocabulary and learn about their use. Questionnaires have also been designed to check comprehension and develop writing skills.

18 | CLIL PROJECTS & TASKS

Year 3 Secondary Education pupils have been asked to prepare short presentations explaining to their classmates the function or role played by nutrients in a wide variety of foods. Provided with these cards, they have made their presentations in English and answered questions. This type of task has proved to be highly effective when trying to promote fluency both in English and Spanish.


MATHEMATICS

Clil Lessons by Ruben Arellano & Ramón Ortega  KAHOOT FOR MATHS LESSONS Gamification  in the Maths lesson can promote motivation and learning among students. Thus, Year 3 Secondary Education pupils have been using Kahoot a game-based platform to practice roots, powers, and solving word-problems. The  introduction of game-like mechanics contributes to increasing students' participation and team collaboration. This approach also encourages strategic mathematical thinking as students find different strategies for solving problems and deepen their understanding of  key concepts. 

MOBILE APPS FOR THE MATHS LESSON

Mobile apps such as "Plickers", a free-card activity, can be really useful for formative assessment and fun review. They can  promote participation and give  teachers a clear and quick overview of students' understanding .  In this case, Year 2 pupils have been challenged to show how much they have learnt in their maths lesson. One of the main advantages of using the app is the possibility of recording information about individual performance and not having to use students' mobile phones. The cards are simply scanned by the teacher using a mobile device.

19 | CLIL LESSONS & TASKS


ECONOMICS

Clil Lessons by Cristina Martínez

BUSINESS AND ECONOMICS Two new subjects have been added to our school bilingual programme: Economics and Initiation to Entrepreneurship. They are part of the electives offered to Year 4 Secondary Education pupil. During this term, students have been introduced to key concepts and ideas, as well as to the basic terminology in English and Spanish. These subjects are partially taught in English, which contributes to improving their communicative competence. A wide range of activities have been used to enhance learners’ knowledge, including word-searches, cloze texts, video comprehension exercises and tasks focusing on developing entrepreneurship among students.

COMPANY

How to make a budget

20 | CLIL LESSONS & TASKS


HISTORY AND GEOGRAPHY- YEAR 4

Studying History and Learning about our Heritage by Laura Gallego Cañabate

WALKING THROUGH HISTORY Year 4 pupils enjoyed a cultural and enlightening  walk in Baza, which let them discover its rich heritage, and gave them the opportunity to apply their  knowledge about the different historical periods and peoples who have inhabited this land. On this occassion special attention was placed on XIXth century architecture and landmarks.

TEACHERS FOR A DAY This term, pupils have been challenged to research and analyse certain aspects of art and history, for example Rococo style. With the information gathered they prepared presentations and use them to "teach the lesson" to their classmates and answer their questions. Apart from improving their fluency in English, this type of tasks help them develop  21st century skills such as digital competence or learning to learn. 

XIX CENTURY TIMELINE WINNERS!! Perhaps one of the most interesting activities was the XIXth Century Timeline Competition. Year 4 pupils had to work hard to remember the chronological  order of some of most important  events which took place during the 19th century and which contributed to shape Baza's cultural heritage.

21 | CLIL LESSONS & TASKS


INNOVATION AND RESEARCH

Gamification and blended learning PICKS OF THE TERM As part of the innovation project named “Gaming and Gaining”, which is being implemented in our school, here is our selections of apps and learning platforms for the term.

SOCRATIVE It is a useful app which lets teachers review student understanding at the class, individual student or question level. Students share their understanding by answering formative assessment questions in a variety of formats (open-ended questions, true or false quizzes, multiple choice). Our colleague Jesús Roque Campaña, says that “Socrative is an easy-to-use app because of its intuitive interface. It is quite effective, for example when trying to get instant response, engage students in their learning process, or assess understanding. It motivates students and helps you save time”. He also adds that Space Races are one of his students’ favourite games. They like to compete with other teams or students and see how their rocket ship moves ahead when they manage to answer questions correctly.

CLASSDOJO It is a free online classroom management tool that lets you share reports, track students’ progress and reinforce positive behavior. It works on IOS, Android, Kindle Fire and on any computer. According to English teacher Macarena Ruiz, this app has proved to be really effective in terms of improving motivation and promoting participation during lessons. “You can see all of them with their hands up, even though those who were not really fond of learning English”. This app also lets you build a classroom community with your students, other teachers or even parents. It contributes to creating a positive classroom atmosphere and give students feedback for any skills like “working hard”, “being respectful”, etc.

22 | RESEARCH & INNOVATION


INNOVATION AND RESEARCH

Gamification and blended learning PICKS OF THE TERM PLICKERS This free assessment tool is really useful for quick checks, warm-ups and instant feedback in technology-limited classrooms. There is no need for students using their devices and it could be an alternative to other apps such as Socrative. Latin teacher, Ana Bastida, who is currently using this app in her lessons, says: “You just need to give a student a card and use your mobile device to scan all the cards. Your data is automatically saved, student-by-student.” She also adds that students can use the same cards all year. 

MOODLE It is an open source learning management system compatible with most devices and systems. The moodle learning dashboard is available for teachers to create their own courses and it can be accessed at https://moodle.iesjimenezmontoya.es/. At present, courses range from those focusing on IT modules to others which center on Business English and Telephone Skills.  Regarding gamification mechanics, adding points, rewards, badges, or learning progress bars is possible. Moodle also lets you design a rewards-based evaluation. Besides,  Moodle plugins facilitate the design of game-like activities such as crosswords, quizzes, millionaire games, etc.

23 | RESEARCH & INNOVATION


RESEARCH AND ANALYSIS

EUROPEAN HERITAGE: AN AMBITIOUS TITLE FOR ERASMUS+ PROJECT This year our school is starting a new Erasmus+ project, funded by the European Commission. It is a Strategic Partnership for School Education  (KA2) integrating Belgium, Poland, Italy and our school.  As the title of the project shows “European Heritage: opening minds for integration and progress”, one of the main goals is to find those clues which helps us build an identity as European citizens or at least understand those shared values which are supposed to forge a common European identity. We are aware of the fact that it is a challenging endeavour, given the complexity of the issue and the questions raised:  What does being a European citizen mean? Is there a common European identity? What does a European identity consist of? We can see that the History of Europe, as in any other region of the world, is full of lights and shadows. It’s in Europe where remarkable feats have taken place over the centuries, let’s just consider the great achievements in Thought (for example, by Greeks), Law (by Ancient Romans) and the Christendom’s value of dignity (Jewish people). The latter was ever-present in the first attempts to set about this entity called Europe: firstly with Charlemagne, and then with the huge Spanish Empire, ruled at the beginning by the Catholic Monarchs’ grandson, Charles I.  Then, as Secularization progressed, the Enlightenment put forward new ideas concerning the dignity of  men (unfortunately, few times women were included explicitly in those concerns, being French philosopher and mathematician Condorcet an exception).  24 | NEWS AND SCHOOL PROJECTS

The Christian value of the dignity of all human beings would have a superb rationalized expression by philosopher Immanuel Kant, who would contribute to freeing that idea from its bonds with religion. And we cannot forget the Scientific Revolution, which has completely changed the face of the Earth and has brought significant improvements to our lives. Nevertheless, we cannot fail to remember that all these conquests have also had a dark side. We, Europeans, have been the efficient cause of terrible disasters in human terms: Colonialism, Slavery, the two biggest wars ever in History… In view of the above, we believe that the right approach would be to cast a critical eye over the past and, at the same time, to assume the duty to look to the future. That could well be our biggest contribution to the world as Europeans: to continue offering the best of our traditions, refusing to support dictatorships, drawing up ambitious plans to foster the economical development of former colonies, treating migrants with the dignity they deserve as human beings and so on. All in all, it seems advisable to turn the question about European identity into an inquiry about the future: What would you like Europe to look like? If you want to share your ideas about what you want Europe to look like, we would appreciate you send your suggestions to: correo.apeiron@gmail.com                                                               (By Isidoro Laso)  


LEGEND CHASERS

RESEARCH & COMPILATION OF LEGENDS

SPOTLIGHT ON LOCAL & ORAL TRADITIONS

PRODUCTION OF AUDIOBOOK

IN CONNECTION WITH ERASMUS+ PROJECT "EUROPEAN HERITAGE" STUDENTS AND TEACHERS ARE INVOLVED IN CONDUCTING RESEARCH ON TRADITIONAL LEGENDS AND TALES. THE NAME GIVEN TO THIS INITIATIVE IS "LEGEND CHASERS" 25 | NEWS AND SCHOOL PROJECTS


CAMPAMENTO DE INMERSIÓN EN FRANCÉS Actividad extra-escolar dirigida a alumnado de 3º ESO organizada por el Departamento de Francés del IES Pedro Jiménez Montoya

Del 13 al 16 Noviembre, los alumnos de tercero de ESO, acompañados por la profesora y Jefe de Departamento de Francés, Mª Dolores Sánchez Campayo,  participan en una divertida y provechosa experiencia de aprendizaje centrada en la mejora de su competencia comunicativa en L3. El programa de actividades incluye realización de trabajos de investigación y presentaciones sobre territorios “d outre-mer”, esto es islas y archipiélagos donde se habla francés, juegos como por ejemplo “passe la parole” (Pasapalabra),  además de  escenificaciones teatrales, karaoke y coreografías a partir de canciones en francés. La inmersión en la cultura y la lengua francesa durante este campamento  está presente también en las comidas: el menú es francés y los alumnos/as han aprendido a preparar una merienda típica. El programa incluye también actividades de senderismo, de orientación y una gymkhana que les permitirá conocer más a fondo la ciudad de Almagro. Esta iniciativa se enmarca dentro del completo programa de actividades complementarias y extra-escolares, diseñado por el IES P. Jiménez Montoya en consonancia con las directrices europeas y el Plan Estratégico de Desarrollo de las Lenguas en Andalucía. La finalidad última es promover el aprendizaje de lenguas, como elemento clave de la formación del alumnado.

26 | NEWS AND SCHOOL PROJECTS


FOMENTO DE LA LECTURA Departamento de Lengua Castellana y Literatura Actividad complementaria dirigida al alumnado de 1º de ESO de los grupos A y B por la profesora de Lengua Castellana y Literatura Yolanda Santaella

Tras la lectura obligatoria de la novela de literatura juvenil “3333” Tenemos que señalar que el de Ricardo Gómez, los alumnos y alumnas de 1º de ESO han hecho interés, la participación y el éxito varias actividades como complemento de esta tarea; por una parte conseguido con este tipo de han realizado ilustraciones y portadas originales reflejo de la actividad pone de manifiesto una temática y elementos clave de la obra según su propia valoración, vez más la eficacia de enfoques por otra, los propios alumnos han realizado cuestionarios de interdisciplinares y creativos a la elección múltiple para su valoración posterior. hora de fomentar el interés por la Con los dibujos se ha realizado una pequeña exposición en la lectura y promover la mejora de la biblioteca de nuestro Centro  para dar a conocer dicha actividad a comprensión lectora. toda la comunidad educativa. Esta actividad se ha incluido dentro Los cuestionarios han servido para conocer el grado de de las iniciativas del Programa comprensión lecto-escritora del propio alumnado invirtiendo así el Comunica. papel tradicionalmente ejercido por el profesorado Para acceder al blog, haz click aquí 27 | NEWS AND SCHOOL PROJECTS


AULADJAQUE 20 DEC

World Champions Exhibition

Chess in the Library on Wednesdays & Thursdays

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

28 | NEWS & SCHOOL PROJECTS


AULADJAQUE

CHRISTMAS CHESS TOURNAMENT

Click here to watch video

The 2018 Christmas Chess Tournament took place in the school library on 20th December. A total of 68 students participated in this edition of Jimenez Montoya Chess Classic.   Congratulations to all participants and deepest thanks to AuladJaque coordinator and "Dama de Baza" Chess Club for their contribution and support.

2018 Christmas Chess Tournament winners:   1st prize Jose Manuel Sánchez Varbas (3º ESO) 2nd prize Daniel López Fuentes (3º ESO) 3rd prize Martin H. Rodríguez (3º ESO) 4th prize Juan Antonio Bedmar Martos (1º ASIR)

29| NEWS & SCHOOL PROGRAMMES


2018 EUROPEAN YEAR OF CULTURAL HERITAGE

OUR HERITAGE: WHERE THE PAST MEETS THE FUTURE #EuropeForCulture

JM Times December 2018  

Issue 1, 2018/19

JM Times December 2018  

Issue 1, 2018/19

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