JM Times ISSUE 2 | MARCH 2018
In this issue: EDUCATION IN NORTHERN IRELAND We get a glimpse on Secondary Education in Northern Ireland by Scott McMurtry
INTERVIEW TO FINNISH TEACHER Pekka J. Kärnä gives an insight into Education in Finland and much more
CLIL TASKS & SPECIAL DAYS
Andalusia's Day, Peace Day, Women's Day and much more
ERASMUS+ PROJECTS & TRIPS During this term there have been two trasnational meetings: Norway and Ireland were the places visited by Year 3 and 4 pupils
News: Community Managers Living & Feeling our Heritage
ISSUE 2 MARCH 2018
Contents JM TIMES
ERASMUS+ PROJECTS Have a look at the two transnational project meetings held from January to March. 5
INTERVIEWS We interviewed Pekka J. Kärnä, a former Finnish teacher living in the Altiplano. 9
FEATURED STORIES Scott McMurtry gives us an insight into Secondary Education in Northern Ireland We also get an insider's view on Ivès Saint Laurent and how to tackle difficult issues through movies and debates. (French/Spanish)
Find out about special days and celebrations held during this second term.
Learn about the work done in CLIL lessons. Photos inside 21 Borkenes (Norway)
IES Pedro Jiménez Montoya c/ Isaac Peral nº 2, 18800 Baza (Granada) http://www.iespedrojimenezmontoya.es/ ISSN 2603-6312
Discover what courses and experiences have been undertaken to foster 21st competencies!
JM TIMES 02
MOVE YOUR SCHOOL
ERASMUS+ Location: Borkenes (Norway) Dates: from 11th to 17th March, 2018 Participants: Spain, Belgium and Norway A group of pupils and teachers of IES Pedro Jiménez Montoya have taken part in IV Move your School meeting. During this trasnational meeting, the Spanish delegation presented two cutting-edge apps aimed at promoting fairplay in competitions and setting oneself stimulating sport challenges. Fiords, aurora borealis and snow sports have contributed to make the stay unforgettable. A true life experience during which students have become immersed in another culture and have made new friends.
From 20th to 23rd March, a group of Year 3 pupils and teachers have taken part in the IV Imprint+ Meeting held in Westport, Ireland. The programme of activities has included: Evaluation of Ecological Footprint and introduction to Imprint App Creation of seed bombs for Bio-diversity Project Introduction to Ecological Assessment Water Ecology Workshop Creation of Insect Hotels / butterfly houses Presentation of Youth Climate Action Projects to group by Westport Junior Tidy Towns.
From the 11th to the 17th, a group of Year 3 students have participated in IV Move your school Project Meeting. Students have been hosted by Norwegian families and enjoyed working in international teams on the theme of promoting sport and healthy habits using mobile apps.
Our school takes part in a Etwinning project titled Let's work together for a better school!. The project focuses on CLIL methodology as well as the development of 21st century competences and skills. Among the specific objectives we can mention the following: a) Acquisition of innovative, didactic methodologies to teach non-linguistic disciplines (C.L.I.L. methodology), either in the humanistic or scientific field. b) Integration digital and multimedia tools for the management of innovative approaches
4 | ERASMUS+ PROJECTS
FUTURE Future actions and initiatives within the European realm will be connected to the celebration of European Year of Cultural Heritage.
Next transnational meetings will be held in Theassaloniki (Greece) and Aveiro (Portugal).
ON THE COVER A photo of Anglican Church in Dublin taken in Ireland during the IV Imprint+ project meeting, held in March 2018. Bram Stoker got married here
IES PEDRO JIMÉNEZ MONTOYA http://www.iespedrojime nezmontoya.es/ c/ Isaac Peral, 2 18800 Baza (Granada)
INTERVIEW TO PEKKA JOHANNES KÄRNÄ FORMER FINNISH TEACHER BY SOFIA GARCIA TROYANO
Pekka Johannes Kärnä, a retired teacher from Finland living in Altiplano de Granada visists Pedro Jiménez Montoya school (CACF class, Curso de Acceso a Ciclos Formativos)
Good morning Pekka, we are very interested in getting to know the educational system in your country better, as well as Finnish culture and your life in the Baza area. - Pekka, what makes the Finnish educational system so succesful? I have been cooperating and introducing that system, specially to teachers, school teachers and University teachers and I consider that the key of that success is equality, so that everybody can study what they want, as much as possible if they have talent, and there is also complete trust in teachers. 5 | INTERVIEW
INTERVIEW TO PEKKA JOHANNES KÄRNA - In your opinion, can the protection that Finnish families receive and the help from the State be part of that success in education? Yes it is. When the child is born, the family receive some money monthly for every child and they are compensated for staying at home taking care of children. Many women decide to stay three years at home taking care of them. And children don’t go to school too early, they stay home till they are six years old playing and having education at home. Nurseries entertain and educate almost all children before they are six years old. - Physical Education, music and art are important subjects in our school. How are they in Finland?
They are quite important, especially Physical Education. Most schools have three or four hours a week. In the most advanced schools they have even installed cameras to study the mistakes that pupils have done while training. In winter time they ski and ice-hockey is as popular as football in Spain. Many pupils also play instruments and develop artistic sensibility in school. - How does Finnish weather affect pupils and the population in general and nordic light? It is different in different parts of the country. In northernmost Lapland they have six weeks night in winter and six weeks day in summer time. The temperatures can be – 25º or -30º. Night time in winter affects people, the lack of light can depress them. - Vocational skills are very important and well considered in Finland, how are these subjects introduced in the Finnish educational system?
6 | INTERVIEW
Manual work first with wood and later metal work are Finnish specialities. Occupational schools are different schools (technical, working and organising factories, preparing to be working in automobile companies etc. ) there are also nursing and preparing food (restaurants) or digital work and programming is very popular nowadays. Economics, finance and commerce are other specialities.
LIVING IN THE ALTIPLANO Talking know about your life in Altiplano (nothern part of Granada), Pekka. - What have you found very different in Spanish life compared to Finnish style of life? Here people go to restaurants much more than in Finland. In my country we meet people at home. In Baza there are more restaurants than in a city like Oulu. (150.000 citizens) - And also, here women take care a lot of the older generation at home. They dedicate a lot of time and energy to that task as well as many men, of course. Here, people eat white rice, white pasta, white bread. In Finland we prefer dark bread, whole grain products. Not so many people like that in Spain. In my country, most of polulation eat rye bread.
We have known that one of your relatives has been a president of your country, Risto Ryti. What can you say about him? Risto Ryti was a cousin of my grand-father and they were born in a little town, Huittinen, as my mother. He was an economist and the manager of Bank of Finland many years and when the President of Finland, Kyostikallio, died suddenly and politicians started asking Risto Ryti to be a president, finally he accepted and was the president of Finland in the war time. At that time, pea soup (hernekeitto) was the main food during war. People grew pigs and peas and that saved them from dying. Every Thursday I eat pea soup at home like in the army.
7 | INTERVIEW
Pekka, we would like to visit your country and Lapland sometime where Joulupukki (Father Christmas) lives and where nordthern lights are so special. As well as the lakes area. Any part of Finland is so incredible and exotic to us, people are tolerant and there are so many forests. - By the way, my cousin Aarne Pollari was the official Joulupukki for twelve years. He went around the world to big cities before every Christmas and started answering the phone in Rovaniemi alone.
LIVING IN A CAVE HOUSE Let´s talk about life in your cave. - Do you think that artists like your son Einari, violinist, enjoy this style of life and the scenaries of Altiplano? Yes, they enjoy this area a lot because of the sun and it’s such a good temperature in the cave and so silent, and the air is healthy inside. It’s so good in July and August when caves are so cold while outside is so hot. Emma, Einari´s girlfriend is eager to come every time she can and work allows that to her. Bringing us all kind of Finnish products that I miss, or fantastic second hand clothes, specially for children. Second hand products are a way to protect the environnement and save money, Very common in Finland, and not so much here yet.
Educate yourselves as much as possible. It’s important and believe in yourselves.
8 | INTERVIEW
Would you recommend to nordic people to spend holidays in a cave? Yes, it’s the best, specially in summer time, they don’t need to suffer the heat. - Sport is very important in your life and painting. You also competed in veterans competitions in Lahti (Finland), There you met José Ramón Arredondo Pérez, a teacher from Baza, working in Caniles and world champion in long distance runs. - Would you recommend to our pupils to practise these activities? Yes of course. Sport can keep us healthy. And painting has been one of my hobbies here in San Marcos after retiring - Would you recommend to spend holidays in a cave to nordic people? Yes, it’s the best, specially in summer time, they don’t need to suffer the heat. Our last question: - What would you say to Spanish pupils about their education? Educate yourselves as much as possible. It’s important and believe in yourselves. Thank you so much, it has been great to learn about your country today and using the English language as a way to communicate with people from different places.
BY SCOTT MCMURTRY, OUR LANGUAGE ASSISTANT
A GLIMPSE ON SECONDARY EDUCATION IN NORTHERN IRELAND Secondary Education in Northern Ireland is split into two different streams - Secondary Schools and Grammar Schools. To get into a Grammar School you have to sit an entrance exam, while in a Secondary School there’s no kind of entrance requirements at all. They both follow the same curriculum, however, Grammar Schools tend to be focused on children with more academic skills and Secondary Schools are more focused on vocational learning. The school I went to was a Grammar School, called Belfast Royal Academy, in North Belfast, around 30 minutes travelling by train from where I lived.
9 | FEATURED STORIES
BELFAST, NORTHERN IRELAND
- School in Northern Ireland is slightly different from school here in Spain. To start, most schools have around 5 hours of class a day, with a 15 minute break in the morning and a 45 minute break in the afternoon for lunch. Most of the time, there are extracurricular activities for students to fill the lunch break, such as sports, music and games. Students are highly involved in many different clubs and societies. For example, I was on our school rugby team, athletics team, in the Boys’ Choir and in the Languages Society. Our school was considered an average size for Belfast, with around 1500 pupils in seven age groups. The education system in Northern Ireland is also different. We have public exams we have to sit called GCSEs, with 9 compulsory subjects: English, Maths, Religion, Biology, Physics, Chemistry, History, Geography and French. You could also study more - one person in my year studied 15 subjects while I studied 11, including Spanish and Additional Maths. Most people in grammar schools also go on to study qualifications similar to Bachillerato in order to go to university, called A-Levels, while those who go to secondary schools normally go on to do qualifications similar to Formación Profesional, called BTECs. I have absolutely loved my time in Spain so far. Everyone has made me feel so welcome, from everybody in the schools I work in to everybody you meet in the street, the atmosphere is very much like Ireland because the people are just so warm and inviting. I can’t wait to see what these final few months have in store! Thanks everyone!
BY SOFIA GARCIA TROYANO
Yves Saint-Laurent, le film et le débat dans la classe de 4ºE.S.O. C (Seconde) À partir du film sur la vie d’Yves Saint-Laurent on a fait un débat dans la classe qui nous a permis de savoir le dégrée de sensibilité que nos élèves montrent face à des sujets tels que l’homosexualité ou la maladie mentale ou comment la créativité ou les habitudes de vie peuvent avoir un impact sur la santé, en référence aux excès montrés dans le film. La vie du génie nous offre l’occasion d’explorer des thèmes et voir si nos élèves ont progressé par rapport aux idées, préjugés et opinions des générations d’élèves précédentes. Pour les professeurs et pour moi en particulier, avec une expérience de vingt ans dans l’enseignement, par notre travail il est facile de constater l’évolution des adolescents dans leur manière de considérer l’autre. S’il y a plus de respect ou si, par contre, les idées restent inchangées. Il est évident que nous abordons des sujets qui nécessitent un maximum de respect et malheureusement on ne le trouve pas toujours. L’école est un lieu où la sensibilité doit être présente, ainsi que le respect et l’amour envers les autres. En ce qui concerne la maladie mentale, il est lamentable que des termes tels que schizophrène ou bipolaire soient employés avec des connotations négatives et même comme insulte. FEATURED STORIES | 11
BY SOFIA GARCIA TROYANO
Yves Saint-Laurent, le film et le débat dans la classe de 4ºE.S.O. C (Seconde) Il est assez fréquent d’entendre nos élèves employer le mot bipolaire pour s’adresser à un camarade, chose récente, qui n´arrivait pas il y a quelques années, il nous arrive de les entendre parler de cette façon, alors que nos élèves d’il y a dix ans ne connaissaient même pas le mot. C’est donc de façon négative qu’ils emploient le nom de la maladie. Si on ne fait pas attention, les situations d’incompréhension, le manque de respect ne diminuent pas mais tout au contraire ils augmentent, faisant souffrir, tout à fait inutilement les personnes atteintes de cette maladie par exemple. L’école doit montrer qu’agresser verbalement tout un chacun est un acte horrible et punissable. Pour cette raison, le débat dans la classe nous permet d’écouter l’opinion de nos élèves et en même temps on apprend d’où viennent les informations qu’ils reçoivent. Comme professeur et modératrice, ma fonction est de promouvoir le respect de l’être humain de façon intégrale. En tant que professionnels de l’enseignement nous devons montrer des visions plus larges et belles comme le cinéma a su faire, dans ce cas, avec le film sur la vie d’Yves Saint-Laurent.
Le débat realisé dans la classe de 4º E.S.O C (Seconde) a permis de comparer des points de vue, partager des idées, et peut-être, élargir une vision parfois trop étroite, par l’écoute des camarades. La totalité du groupe a participé, quinze élèves, groupe réduit, ce qui rend plus facile ce genre d’activité. Une meilleure information et plus large, de la part des médias, est un besoin et ce devrait être une obligation, qui aiderait les adolescents à avoir accès a des points de vue respectueux face à beaucoup d’aspects de la vie. Le débat comme une stratégie utile dans la classe, notamment avec des groupes pas très nombreux, permet aux élèves de s´enrichir par la partitipation et l ´écoute des autres, et c´est une source de connaissance pour les professeurs qui travaillent avec des groupes d ´adolescents qui changent chaque année. FEATURED STORIES | 12
BY SOFIA GARCIA TROYANO
Yves Saint-Laurent, la película y el debate en la clase de 4º de E.S.O. C A partir de la película sobre la vida de Yves SaintLaurent hemos establecido un debate en clase que ha permitido saber el grado de sensibilidad que tienen nuestros alumnos y alumnas ante cuestiones como la homosexualidad o la enfermedad mental la creatividad o los hábitos de vida que pueden promover la salud, con respecto a los excesos que aparecen en la película. La vida del genio nos permite adentrarnos en estas cuestiones y ver si se ha avanzado con respecto a ideas, prejuicios y opiniones de los alumnos de años anteriores. Para el profesorado y para mi en particular, con una perspectiva de veinte años en la enseñanza, trabajamos en un ámbito en el que es fácil comprobar la evolución de los adolescentes en su forma de considerar al otro. Si hay más respeto, o si por el contrario, las posturas son inamovibles. Es destacable que afrontamos temas que requieren del máximo respeto y que desafortunadamente no siempre se encuentra. La escuela es un lugar donde la sensibilidad debe estar presente y el amor a los demás. FEATURED STORIES | 13
BY SOFIA GARCIA TROYANO
Yves Saint-Laurent, la película y el debate en la clase de 4º de E.S.O. C En lo que respecta a la enfermedad mental, es lamentable que términos como esquizofrénico o bipolar se empleen para dar connotaciones negativas, y hasta como insulto. Es bastante frecuente escuchar a nuestros alumnos emplear el término bipolar para referirse a otro compañero, algo relativamente nuevo que no ocurría hace unos años. Emplean el término para nombrar la enfermedad con negatividad.
Indudablemente para introducir también la importancia de la moda como motor económico.
El debate promovido en 4º de E.S.O. C ha hecho posible que se contrasten puntos de vista , se compartan ideas y tal vez, se amplíe una visión, a veces, demasiado Si nos descuidamos, las situaciones de incomprensión y estrecha, a través de la escucha de los compañeros. Ha intervenido la totalidad del grupo, integrado por 14 falta de respeto no disminuyen sino todo lo contrario, alumnos, lo que facilita este tipo de actividad. con el consiguiente sufrimiento innecesario para las personas que padecen una enfermedad. La mayor y mejor información por parte de los medios de comunicación es una necesidad y debería de ser una La escuela debe enseñar que agredir a cualquiera obligación, que ayudaría a los adolescentes a tener mediante la palabra, es un acto horrible y castigable. acceso a posturas respetuosas ante muchos aspectos de Por este motivo, el debate en clase nos permite escuchar la vida. la opinión de nuestros alumnos y a su vez, ver de dónde El debate, como estrategia útil en clase, especialmente en grupos no muy numerosos, permite un reciben la información con la que cuentan. Y como profesora y moderadora mi función ante estos temas es enriquecimiento de toda la clase mediante la participación y la escucha del compañero y es una promover el respeto al ser humano en su integridad. fuente de conocimiento para el profesorado que cuenta con grupos de adolescentes que van cambiando cada Como profesionales de la enseñanza, debemos mostrarles visiones amplias y bellas como esta película, curso. que hemos elegido acertadamente. FEATURED STORIES | 14
S P E C I A L D A Y S & C E L E B R A T I O N S ANDALUSIA DAY, WOMEN'S DAY, PEACE DAY, ETC.
POSTER EXHBITION TO CELEBRATE ANDALUSIA DAY Business Administration students have prepared a poster exhibiton titled "An opportunity for a future in your area coinciding with the celebration of Andalusia Day. This group of students is involved in a regional project called Tourism: an opportunity for a future in your land. The project is funded by Granada County Council.
GIRLS IN SCIENCE/ GIRLS FOR SCIENCE As part of the activities programmed to commemorate International Women's Day, Year 3 pupils attended a lecture on the wide range of opportunities available in the field of Technology and ICT, both for women and men. Students were encouraged to pursue their true vocations in life, regardless of social considerations. 15 | 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 ANDALUSIA'S DAY, WOMEN'S DAY, PEACE DAY, ETC.
PEACE DAY BY CRISTINA GARCÍA Year 2 pupils celebrated Peace day reflecting on the true meaning of the word PEACE and their contribution to peace. After reading and analysing a poem about Peace, students made a tree for the classroom and labels with words connected to the theme of the lesson, which were hung later on. Following instructions, they also made paper doves to decorate the tree. The lines of the poem were written on the paper figures.
HAPPY EASTER! To mark the end of the second term, Year 2 pupils took part in a Easter Competition. In groups they were asked to solve several word challenges in the shortest period of time. The tasks included solving crosswords, wordsearches, finding hidden words, singing songs, etc. 16 | SPECIAL DAYS AND CELEBRATIONS
CLIL PROJECTS AND TASKS
BIOLOGY- GEOGRAPHY & HISTORY- PHYSICS & CHEMISTRY-MATHS- P.E. PHILOSOPHY- FREE ELECTIVE SUBJECTS
17 | CLIL PROJECTS & TASKS
CLIL: LEARNING BY DOING
PHOTOS BY CRISTINA GARCIA
Cool Science Experiments During this second term, Year 2 and 3 pupils have enjoyed experimenting in the Science lab. Led by their teacher, Cristina Garcia, pupils have applied the knowledge acquired during Physics lessons to carry out really interesting experiments connected with Chromatography, Gases and Mixtures. There has also been opportunity to deal with filtration and separation. Following the scientific method, pupils have been required to complete lab reports reflecting the conclusions drawn from the experiments undertaken.
18 | CLIL PROJECTS & TASKS
CLIL: LEARNING BY DOING
BY MARIA JOSÉ GALLARDO
Planning your island Among the Geography projects carried out by Year 3 students during this second term, one of the most stimulating has been the ISLAND. In groups, students were asked to design their own island taking into account the economic system assigned. Applying their knowledge about economic sectors and production, they have planned their island and participated in a debate. The winning teams in each class will face each other and fight for the JM Innicia prizes. The project has contributed to develop
19 | CLIL PROJECTS & TASKS
Clil Lessons by Francisco J. López & Ramón Ortega
WHAT DID GROK DO WITH HIS NEW HELICOPTER?
Mathematics can also be fun when faced with the resolution of challenges which involve solving mathematical operations and understanding instructions in English. In this case, Year 1 pupils must find out what Grok did with his new helicopter by calculating the result of several operations and finding their appropriate match. Once the solution is discovered, they are asked to describe what happened to the helicopter and practice English in a different way
MATHS BEHIND THE NEWS Whether in Spanish or in English, very often news cannot be fully understood without applying mathematical knowledge. This is the idea behind the year-long project designed forYear 4 pupils by Ramón Ortega. The task consists in selecting news articles and presenting the conclusions drawn after the analysis of mathematical data and the procedure followed to obtain those results, as well as the tactics used to massage the numbers.
HOW DO YOU GET 27 KIDS TO CARVE A STATUE?
This is the challenge pupils had to solve. This time it was necessary to apply their knowledge of fractions in order to discover the hidden message. This type of problem solving task is really effective when trying to foster motivation and develop cognitive or thinking skills, as well as strengthen their mathematical competencies. In terms of language learning, it is a good way to review basic vocabulary and structures.
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 didactic walk in Baza, which let them discover its rich cultural 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.
DO YOU DARE FIND THESE SPOTS? This term, pupils have been challenging the whole school to find picturesque places in Baza. Using the dynamics of most popular games, they have prepared cards giving clues about those spots full of history, but maybe not well-known by most of us. Since a picture is worth a thousand words, those clues include a photo and a short statement.
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
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).
Do you really know your area? Have a look at the challenges posted by Year 4 pupils to the Facebook website and see if you can identify these places. CLIL STRATEGIES AND TIPS: Social Media can be a really effective tool for learning/ teaching purposes. In this case, Facebook is being used to promote interaction and interest among students, who are in charge of preparing and posting new challenges connected with the architecture and history of Baza and its area. 22 | CLIL LESSONS & TASKS
Class Newsletter PROJECT
OR HOW TO BECOME JOURNALISTS Year 2 pupils have become journalists during this second term. In groups, they have prepared Class Newsletters including news articles, interviews, Games, Quizzes and much more. In these newsletters, they have tried to inform about the most interesting events, trips, or sport competitions they have been involved in. But there has also been space to travel back in time and interview important kings and queens, and other famous figures who played a key role in History.
GAMES, QUIZZES AND MUCH MORE One of the pupils' favourites is often connected to entertainment and testing their partners' memory and knowledge. So each newsletter has included different types of word games and quizzes, as well as jokes and riddles. The newsletter has also included a section devoted to book reports where pupils have given their opinions about their last readings.
23 | CLIL LESSONS & TASKS
READING IS THE KEY TO LEARNING READING IS TO THE MIND WHAT EXERCISE IS TO THE BODY
24Â | READERS
AULADJAQUE 27 JAN
DIY Chess Sets
Workshop on Chess Strategies and Tactics
EXHIBITIONS- VIDEOS- CHESS TOURNAMENTS- PROJECTS- CHESS CLUB - BLOG
25 | NEWS & SCHOOL PROGRAMMES
AULADJAQUE During this second term, the chess highlights have been the success of IES Pedro Jimenez pupils at II Inter School Chess Championship, and the Workshop on Chess Strategies and Tactics addressed to all those students (and also teachers) interested in improving their chess skills.
II Inter School Chess Championship:
José Manuel Sánchez Varbas (Team Captain) Martin H. Rodríguez Rubén Pérez López Hugo José Esteban Herrero 26| NEWS & SCHOOL PROGRAMMES
COMMUNITY MANAGEMENT FOR BUSINESS Training session addressed to IT and Business Administration students at IES P. Jiménez Montoya
On 6th March, our school hosted the celebration of an introductory session on Community Management for Business. In collaboration with C.A.D.E, the Andalusian institution involved in promoting entrepreneurship, the IT and the Business Administration Departaments have designed this training course to boost young people employment opportunities. This training initiative also tries to meet the demands of local entrepreneurs in search for young professionals in this field. This first session, led by Eduardo Quirante, C.E.O of young business in the field of IT and community management, gave participants an insight into the field of social media management and contributed to raise their interest in this new employment niche.
HEALTHY HABITS AND SPORT The Physical Education Department has carried out several initiatives to improve school's facilities and promote healthy habits among pupils and teachers.
One of these initiatives is the Healthy Line Campaign, aimed at raising awareness about the benefits of walking every day. Funded by the Erasmus+ projects Imprint+ and Move your school, a walking route within school premises has been designed and marked. Apart from this action, the P.E. Department has set bike racks and painted a cycle lane to promote the use of the bike by teachers and pupils, instead of cars or motorcycles. The goal is to "move the whole community" and contribute to improve personal health as well as to protect the environment by decreasing the emission of CO2 gases.
2018 EUROPEAN YEAR OF CULTURAL HERITAGE
OUR HERITAGE: WHERE THE PAST MEETS THE FUTURE #EuropeForCulture
Issue 2- March 2018 Newsletter published by IES P. Jimenez Montoya