VOLUME 1
JUNE 2022
LOS PICAPIEDRA IES LAS CANTERAS ENGLISH MAGAZINE
IN THIS EDITION Haiku & Womens week Writing to inform Acrobatic gymnastics Arts and Crafts Much More!
ABOUT THE PUBLICATION
A WORD FROM THE PRINCIPAL
BY NICHOLAS MAHLER
BY CRISTINA ROBRES URIOL
This publication is the brain child of Astrid Martin and has been a labor of love created by the English language assistants: Justin, Michal, Kim, and Nick. All of the content that you will see has been created by our wonderful students and teachers here at IES Las Canteras during the 2021 - 2022 school year.
With this first edition of Las Canteras English Magazine, we begin our journey in this new project. We highly appreciate seeing our students write down some of the events, anecdotes and experiences from this academic year, and share them with all of us who have the opportunity to read this digital magazine. We thank all the teachers and language assistants for their contribution, and we encourage all students to participate in the second edition of Las Canteras English Magazine. I hope you enjoy this first volume, which we have prepared with great enthusiasm, and of course I take this opportunity to wish all readers good health and a happy summer.
The articles you will read and pictures you will see have come from the students´ work they have been doing throughout the year. We hope that you enjoy this first edition of The Flintstones school magazine.
HAIKU POEMS IN ENGLISH ENGLISH DEPARTMENT PROJECT
As part of the end of term English project, 1º ESO learnt about school routines and traditions in Japan. This is a display work produced by 1º A & B in chalk, with lots of imagination and collaboration. It depicts the HAIKU poems and illustrations they created in their English lessons. It is now at the back of their classroom for everyone to enjoy. We hope you like it!
DOG "Black and brown he is My dog loves chasing the ball He eats meat and fruits"
Music "Music keeps me calm Gives me a mix of feelings And keeps me alive"
Friends "My best friend likes games We talk and play together He listens to me"
Elephants "Elephants are grey Elephants sleep all day long They eat grass and carrots"
Senses "Sweet smell of flowers I like the sound of the rain I like touching grass"
Penguins "Penguins cannot fly They waddle in the cold They are very tall"
WOMEN IN MUSIC MARCH 2022 Music has always been a very powerful way to transmit ideas, and that is why on many occasions We wanted to pay tribute to those composers and performers who have censorship has prevented these had a unique relevance for different expressions. Some examples that have caught their attention: Nannerl, reasons, not just musical ones. Mozart's sister, a child prodigy like Throughout history, we have found her brother, but eclipsed; Hildegard female composers with great Von Bingen, who in the 11th century, potential who, due to their unique in addition to composing music, was status as "women," were basically a famous scientist and a wise woman relegated and, in many cases, were who worked at Court; María Pérez, unable to develop those talents. In other cases that we show, they were one of the “Trovairitz” or troubadours of Alfonso X El Sabio; able to develop musically speaking and Aziza Ibrahim, a Saharawi singer and carried out the task of fighting who left the refugee camps to for the rights and freedoms of denounce the situation that women women. in her country were especially suffering from, thereby endangering their integrity. BY MARÍA AVELLANER MUSIC DEPARTMENT
FLINTSTONES
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WOMEN IN MUSIC CONT. Or Big Mamma Thornton, who in the segregated society of the 1920s in the USA, had to carve out a niche for herself in the male blues scene, becoming known as “the empress of the blues." We also looked at women from our country, like María Toledo, who is the first woman to accompany herself on cante with the piano. And of course, Carmen Linares, who 25 years ago paid tribute to women with her “Anthology of women in cante." The students from 1st to 4th grade have voluntarily participated in the design of these murals, which have been weaving these stories as "patchwork looms." They have investigated into their lives and have also artistically expressed their images in the most natural way possible. They have chosen which composers and performers they wanted to represent based on the affinities they had with them. The result has been a cooperative and multidisciplinary work that we think has been able to contribute to celebrate this Women's Week.
WRITING TO INFORM AT B1 DIGITAL SKILLS A HOLE IN MY PATH BY DOHA A. 2ESO A
It was a cold winter morning on January of 2014, at half past ten. I was walking in La Dehesa's forest in Collado Villalba; it's a good and a big place for doing sports: you can run, walk with your dog, and ride a bicycle. I was looking up, but on the path there was a hole, a big hole, and I fell down. I had a bruise on my leg and on my left arm. My mother was helping me to get up, but I hurt my leg. I went to my house, and I put some ice on my sore leg. The next day I felt better, and from that moment on I always look down.
FLINTSTONES
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B1 DIGITAL SKILLS CONT.
THE CHASE BY ALEJANDRA C. 2 ESO A
It was a really cold day in autumn of 2017/18, I don’t remember well. I was playing a chasing game in PE class at my school, Cantos Altos, in Collado Villalba. All my 3 - 4th grade class and my PE teacher Martin were there. I was running behind Tony to catch him, but I stumbled on the sticky floor, and I fell on him. At that moment, I thought it didn’t matter, so I stood up and I started to play again. After about five minutes, my ankle was in so much pain that I had to sit down, but the pain was already there, so I decided to go to the school surgery. The nurse called my mum. She said we had to go to the hospital. When I arrived, the doctors told me I had a sprained ankle. It was very painful. I had to walk with crutches for two weeks. All in all, it was an interesting experience.
HURT PRIDE
TWISTED GAME
BY JOSE O.
ABDELLAH F.
The 24 of June of 2012 near my 11th birthday, I was in the park near my primary school. We were with Alex and Raul and six more boys that I didn’t know. This happened during the evening around five or six o’clock. We were playing football, and I was dribbling with the ball and going forward, but one of the boys wanted to steal the ball so he tackled me hard. I sprained my ankle and fell down. I had to wait for 20 minutes more in the park before I could stand up and walk. When I went back home, I told my father, but he thought that I was joking. I showed him my swollen ankle. He took me to the hospital in his car. I think that next time, I should be faster.
FLINTSTONES
It was a very hot 3rd of August summer day in 2016. I was seven years old. I was playing Limi in Parla with my friends Wassim and Aitor. It was all silent, just us laughing and kicking the ball. I had the ball and Wassim tripped me up, then I fell down. My knee was in so much pain that I thought it was broken. At first, I wanted to hit him, but I was so sore that I couldn’t move. When I saw my knee, it was bleeding, and it was hurting me more than a simple wound. They helped me to stand up, and we returned home. When I arrived, my father took me to the hospital. There, the doctor said that I had a twisted knee. I hope I’ll never go through this again.
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ACROBATIC GYMNASTICS BY ABRIL S. 4 ESO CI
What is it? It is a sports discipline of gymnastics in which there are different modalities (acrobatics or individual, pre-competition, base and absolute), and within each one there are levels: alevín, infantile, cadet, juvenile, junior 1, junior 2, and senior. Different elements are valued: difficulty, technique, artistic expression, flexibility, balance, and more. How is it done? Principally, it is an exercise of 2.5 minutes (in superior categories) and 2 minutes (in the rest), on a 12m x 12m floor specific because of its cushioning. You have to include static human pyramids (without movement), dynamic ones (flying), individual elements (backflips, cartwheels, etc.), collaborations between gymnasts, and dance.
How we train It depends on the category, and the club where you are training can be different. We train three or four days a week, three hours each day. Its made up of: warm up, “pistas” (stunts), flexibility, pyramids, choreographies, physical preparation, and body expression. Psychological preparation The best teams have psychologists to help gymnasts to overcome their fears, be great partners, and learn about themselves (their higher and lower points). This is because it is a difficult sport that involves sacrifice and willpower. There are many hours of training and they ask for good qualifications to continue doing it. Also, they want us to socialize.
We need strength and resistance to do this active sport. We have a trainer who teaches us many exercises to get musculation and learn how to breath to control and distribute our reserves. This is very hard too, because you need to know your limits and endure until you fail. If not, it won’t work properly. Competition time It is the best part of this sport: traveling to other countries all together in a bus, listening to music, singing, and playing. We sleep with our small teams in different rooms but in the same hotel, and we eat with hired healthy catering. Usually we travel for 3 to 5 days, in which we compete, see our friends competing and cheer them on, and do tourism. But the main issue is to have fun and enjoy it. PAGE 5
COLLADO VILLALBA OLYMPICS BY NICK MAHLER
This year, all of the schools in Collado Villalba participated in the schoolwide Olympics. Students from each different school competed with each other in various sports. Some of the sports include swimming, badminton, soccer, field hockey, volleyball, basketball, and more.
This is a great way for the local schools to interact and come together for two days of friendly competition. Below are some photos of our students competing in various sports. More than 400 students from IES Las Canteras participated this year with enthusiasm and great performance.
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THE VIEW FROM MY CLASSROOM BY SILVIA BLANCO ENGLISH DEPARTMENT CLASS 2ESO A/E
One of the most attractive aspects of working in IES Las Canteras this year is its location. We have the privilege of enjoying the views of the Sierra de Guadarrama, Seven Peaks range and its mountain slopes, sprinkled with small villages, which can be seen from every classroom. Like in the Elizabeth Brewster’s poem, I will carry these mountains with me in my future placements, and every time a door in the mind blows open, I will think of my 2º AE students, -who bore with me the challenge of having to paint and describe in words their view of Sierra de Guadarrama from their bedroom window: an activity proposed in order to give a real context to the vocabulary of the lesson, which focused on Climate Change and the Environment.
The topic was introduced by our assistants Michal and Kim, who brought images of the places they come from. We also used Joaquín Sorolla’s painting of Sierra de Guadarrama for inspiration, and finally, students had to draw or paint an image of the Sierra, using different formats and media. This painting was accompanied by a short descriptive text. Coinciding with the 5 June UN World Environment Day, the students also had to write their first opinion essay. The statement proposed was: FROM THE MOMENT WE WAKE UP UNTIL WE GO TO BED, THERE ARE MANY THINGS WE CAN DO TO PROTECT THE ENVIRONMENT. GIVE YOUR OPINION. And you, what natural places do you carry in your mind? What small things can you do every day to make a big difference to protect our unique planet Earth? Tormenta sobre Peñalara. Joaquín Sorolla
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WHERE I COME FROM BY ELIZABETH BREWSTER
People are made of places. They carry with them hints of jungles or mountains, a tropic grace or the cool eyes of sea gazers. Atmosphere of cities how different drops from them, like the smell of smog or the almost-not-smell of tulips in the spring, nature tidily plotted with a guidebook; or the smell of work, glue factories maybe, chromium-plated offices; smell of subways crowded at rush hours. Where I come from, people carry woods in their minds, acres of pine woods; blueberry patches in the burned-out bush; wooden farmhouses, old, in need of paint, with yards where hens and chickens circle about, clucking aimlessly; battered schoolhouses behind which violets grow. Spring and winter are the mind's chief seasons: ice and the breaking of ice. A door in the mind blows open, and there blows a frosty wind from fields of snow.
THE PLACES WHERE WE LIVE BY KIM
This painting is called New England Scenery and was created by Frederic Edwin Church. It is a painting of the type of landscape commonly found in New England: a lake surrounded by forests and mountains. The lake is in the middle, fed by a waterfall on the left, rounded by steep cliffs and forest on the sides, and with a small beach area in the center. The larger trees on the right make the forest feel like it’s all around the viewer. In the foreground, we can see a bridge crossing the lake, with a person on a bicycle and a horse pulling a wagon. The background shows the wonderful mountains and valleys of New England, along with a clear summer sky at the top. This painting definitely reminds me of my home in New Hampshire. If I were back home right now, I would love to visit one of our beautiful lakes!
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THE PLACES WE LIVE: SIERRA DE GUADARRAMA BY ALEJANDRA E. , 2ESO AE
This is a painting of Sierra de Guadarrama by Alejandra Checa. In this picture, we can see many natural elements of the Sierra de Guadarrama. In the foreground, there are some purple flowers and yellow plains. The sunlight illuminates the center of the painting so the river is lighter. In the middle ground, we can see some trees and bushes, part of the river with a small waterfall, and yellow grass because of the flowers and the pollen. In the background, there is a short mountain range, the sky, and some little trees. We have used watercolors, A5 paper, and some pencils. This painting makes me feel liberty and calm.
THE PLACES WE LIVE: SIERRA DE GUADARRAMA FROM ALPEDRETE BY SAMUEL P. , 2 ESO AE
In this picture you can see a mountain range, a pond, and some trees. In the pond there is a yellow duck. The trees are 100 years old, and there is a nest on the top of a tree. In the mountain range you can see snow on the top of the mountain. There are some grey clouds but the sun is shining. You can see some birds flying in the sky. I like this picture because the mountain is very beautiful. I like living in the Guadarrama because the air is clean and I can walk in the mountains.
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THE PLACES WE LIVE: TENINO, WASHINGTON BY MICHAL PANNKUK
The state of Washington is full of diverse geological landscapes. Washington has an ocean, the Cascade Mountain Range, tons of lakes, and it is full of forests and National Parks. Washington has some of the best places to go hiking, camping, or skiing in the United States. Because of the diverse geological landscapes, Washington is full of diverse wildlife that is not seen in many states across the US. While Washington is full of diverse geological landscapes, it is most well known for its two volcanos.
The two volcanos are called Mt. Rainer and Mt. St. Helens. Mt. St. Helens erupted in 1980 killing nearly 60 people and almost destroyed the volcano itself. You can look at pictures of the volcano now and see that it has almost half of it missing from the eruption. While Mt. St. Helens has a lot of history, Washington's most well-known volcano is Mt. Rainer. Mt. Rainer is a beautiful volcano that is the symbol of Washington. Every year, millions of people go to Mt. Rainer to ski it or they go to climb all 4,392 meters. Washington is unlike any other US state because of all the geological landscapes that it has.
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WOMEN IN ART – LANGUAGE ARTS COLLABORATION BY MARÍA PÉREZ AND ASTRID MARTÍN
Since its creation in 1986 Pixar Animation Studios has made a total of twenty-five films. Only one of them has been directed by a woman: Turning Red by director Domee Shi, which came out this year. More than sixty percent of animation students are women, however only twenty percent get a job in this field. Some of the artists selected by our students include Georgia O’Keeffe, Frida Kahlo, Sofonisba Anguissola, Maria Hesse, Julia Morgan, Zaha Hadid, Lee Miller, Lola Álvarez, Alma Thomas, Julia Morgan, Yayoi Kusama, Nan Goldin, Raquel Riba, Raquel Córcoles (Moderna de Pueblo) or Katie O’Neill.
In the Arts & Crafts class we started out watching Domee Shi's previous work, the short film Bao, as an inspiration to carry out the work of women in the art world. In this way 1st grade students (1º ESO DI) were asked to research the life of artists, illustrators, cartoonists, painters, directors, architects, etc. to capture their essence in a short biography accompanied by their work. Meanwhile, in Language Arts class we were reading the biographies of important women like Florence Nightingale or Beatrix Potter and listened to inspiring contemporary musicians like Olivia Rodrigo while we learnt how to write a biography. The book Women in Art was also an excellent source of inspiration for the students in the class.
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OTHELLO IN A NUTSHELL BY DIEGO H. 4BF
This play, written by Shakespeare, tells the story of Othello, a British general of the navy. In the first part of the play, the main characters are introduced. Othello, Lord Cassius, who is Othello's friend, and Iago, who appears to be Othello's councilor, come back victorious from a naval battle against the Turks. Othello is rewarded and it seems he outperformed the other two. Because of this, Iago grows jealous of Othello, and he starts to plot against him. Iago continues to deceive and trick the characters, which ends in the death of some and succeeds in making Othello mad with Desdemona. At the end of the play, Othello chokes Desdemona to death, deceived by Iago. Right after he kills his wife, Iago's wife and Lord Cassius enter the room. Iago's wife explains Iago's plot and after several minutes of reflecting, monologuing, and crying, Othello kills Iago with the help of Lord Cassius, and afterwards, he kills himself to lie with Desdemona. It would be nice to see a Shakespeare play with alive characters. Shortly after their arrival, Othello marries Desdemona, the love of his life. We see Iago scheming against Othello with the help of Roderigo, another character. After some time, Iago tricks Othello into thinking Desdemona had some kind of affair with Lord Cassius. At first, Othello doesn't believe it, but afterward Iago comes to him with a handkerchief Othello gave to Desdemona, lying and deceiving him into thinking Iago found it in Lord Cassius's bedroom, which finally convinces Othello. Before that, Iago got Lord Cassius drunk, and Cassius was expelled from his charge. Desdemona asks Othello to let him come back, and Othello replies by calling her a whore.
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FAKE NEWS THROUGHOUT HISTORY BY CLARA H. 4ºB ESO
Fake news is a type of hoax that consists of pseudojournalistic content spread through news channels, press, radio, television and social networks and whose objective is to disinform. They usually arise in moments of crisis, when the need to feel in control is important for people who feel unsure of what’s happening. There has always been fake news throughout the history of humanity. It could be local, a hoax passed from town to town, or an international conspiracy theory created on purpose to misinform the population or create riots. For example, the case of the Great Fire of Rome, which led to the persecution of Christians, blaming them for the catastrophe without its origin being fully known. Another one was during the Middle Ages, when the 'blood libels' arose. Accusations in which it was stated that the Jews committed crimes using human blood during their religious rituals. In more recent history after the discovery of America, a false belief circulated in the Old World of wonderful cities such as El Dorado or the city of the Caesars, condemning the future of many to spend their life saving searching for them.
In today’s world, with excellent communications and well founded newspapers, there have been a large number of fake news that have been passed off as true in newspapers and other media. ‘The beings that live on the Moon’, for example, was an article published by 'The Sun' (a conservative New York newspaper) in 1835 that reported on a supposed civilization on the Moon, news of which, amazingly, they never retracted. The curious beings of the Moon caused a great impact in their day due to the arrival of new means of transport that exceeded the speed of horses (trains and steamboats), as well as the mass or high-capacity press.
Another case, the Spanish flu that was not Spanish. It got that name because the pandemic received more press attention in Spain than in the rest of Europe, since the country was not involved in the world war and therefore information about the disease was not censored. What began as a name just like that has gone down in history, and although nobody deliberately invented anything, the truth is that many people came to believe that the flu really had emerged in the Iberian Peninsula. In the 21st century things haven’t changed too much. With the rise of the internet and social media it seems much easier to make up a story, pass it off as true and 'go viral'. Some are curious or harmless news such as: 'A woman undergoes surgery to have a third breast' or 'They find a Nazi train in Poland with hidden gold'. With so much ‘fake news’, satires are created, such as the famous ‘fake ‘fake news’ ‘ Birds Aren't Real ', a satirical conspiracy theory which says that birds are actually drones operated by the United States government to spy on American citizens. The movement argues that all birds in the United States were exterminated by the federal government between 1959 and 1971, and replaced by drones. They even claim that birds sit on power lines to recharge themselves, and that birds poop on cars as a tracking method. The human imagination is limitless and our desire to believe as well. Fake news is here to stay.
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A TRIP TO LONDON BY MICHAL PANNKUK
As the days here in Madrid get hotter and hotter, all I can think about is how much I miss the cold weather back in Washington. There are a lot of things that I love about Madrid such as the food, the students, and the culture. But one thing that I do not like about Madrid is how hot it can get. I knew that Madrid could get hot, but I was not expecting it to be this hot. There was this one weekend in May where it was going to be almost 100 degrees Fahrenheit or 37 degrees Celcius.
I was very lucky because on that same weekend, I was going to take a trip to a country where the weather was very similar to that of Washington and a place where I have never been to. That place was London. I did many things while I was in London such as visiting Big Ben, seeing Buckingham Palace, eating delicious fish and chips, and enjoying the nice cold weather that reminded me of home.
I would say that my favorite part of the trip was watching the guards practicing their parades for the Queen's Jubilee. All of the branches of the Queen's military did a 45-minute-long practice parade where they walked from the city to Buckingham Palace while playing all sorts of music. My girlfriend and I were very lucky to witness it and it was by far our favorite part of London and a place that I would love to visit again.
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TRADITIONAL CLOTHING AROUND THE WORLD ENGLISH DEPT. PROJECT BY JUSTIN CALLEJA
Traditional clothing shows the identity of a nation through fashion. Many traditional clothes use elements that are limited to the corresponding culture. To emphasize why traditional clothes are significant to one's culture and identity, the class of 1oBF and 1oAE did weaving and a group research activity where they expanded their knowledge about different traditional clothing around the world. I introduced the Philippines' traditional clothing and its history. To be easily understood, I divided it into three groups: Before the Spanish colonial period,
Sharing an art project I learned during my elementary years was fulfilling because I got to share a part of my culture they can also share with others. After the paper weaving activity, the students researched traditional clothing from different countries. It is for them to learn about cultures outside Europe. Exposure to cultures outside their scope of knowledge will expand their creativity and open their minds to learn more about the world. The 1oBF class made a compilation of posters outside their classroom to share their research. In a nutshell, countries around the worlds have traditional clothing regarding culture and religion. And I believe that putting an interest in the traditional attires of different cultures or countries is a gateway to understanding and learning more about the identity of others.
During the Spanish colonial period, and the ethnic or uninfluenced clothes. "Before the Spanish colonial period" showed how the clothes resonate with Buddhism, Islam, and Philippine mythology. While "During the Spanish colonial period" shows how it transformed into a more European design but adapted to Philippine culture. Lastly, "Ethnic and uninfluenced clothing" represents the untouched tribes and the Islamic culture of the Southern Philippines. For a hands-on activity, I showed the students how to weave paper and create their designs to fully grasp a "traditional" pattern or clothing in the Philippines. A weave pattern is a staple design in various traditional clothing everywhere. Paper weaving is a famous art and crafts activity in the Philippines where students can express themselves creatively while connecting to their heritage.
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STUDENT LIFE IN THE PHILIPPINES BY JUSTIN CALLEJA
As an Asian, I was surprised by how different the European education system is compared to what I had in the Philippines. Growing up, I always saw school as a microcosm of society. There is a hierarchy regarding one's age, and there is a set of rules always to follow. Working in Spain for two and a half years, some cultural differences between Europe and Asia still surprise me. Sometimes I see a student do something shocking and tell myself in my head: "In the Philippines, you would get a discipline slip (parte) for that." The Philippines follows a similar educational system to the United States. A few years ago, English was the primary language used in teaching most school subjects except for Filipino language and history classes in both public and private schools.
Haircuts are also part of the school uniform. There are school-accepted haircuts, which both male and female students should follow. Colored hair or weird haircuts are not allowed and can get the student suspended for a few days. Another example is talking back to your teacher. In the Philippines, talking back to your angry teacher can grant you a detention slip. The teacher has the highest position in the classroom, and the class should follow that hierarchy. Of course, sometimes you can answer, but it's awkward to do it since, in Asian culture, you should always follow the elders or someone older than you. From what I notice, there are a lot of students who can easily answer and talk to their teachers if there's a misunderstanding. It is good because clear communication is key to having a healthy studentteacher relationship. Being a student in Asia might be shocking by European standards because Europe has a more liberal approach in terms of Education. Having some liberal aspects, such as not wearing uniforms and having the freedom to express oneself, can help students develop their personalities and goals in life.
It was the norm to speak English inside and outside of the school. English, on par with Filipino, has been my medium when talking to someone. Of course, not all are fluent, but a lot have an intermediate level – and it is easy to converse with someone in English. The reason was the United States' massive education reform during the colonial period. They enforced a strict rule that English should be the preferred language when speaking in public. And they have instilled a mental judgment where speaking English is a sign of being an educated person. With this, English has a strong foothold among people that to be successful in life, speaking the language will open more opportunities in life. While for the student life, the school administration has heavily enforced strict rules and regulations. There are numerous rules and regulations in Asian schools that may shock European students. One example is uniforms. Uniforms are essential to every Asian student. Everywhere in Asia, particularly in the East and Southeast Asia, you can see students wearing uniforms – from kindergarten until university.
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A WORLD INTERNAL: VISITING CAMPO DE CRIPTANA BY KIM
When I was learning Spanish in high school, my class spent a semester studying excerpts from Don Quixote. I quickly became enamored of the figure of Don Quixote, a man so convinced that his life could be a grand adventure that— whether through madness or otherwise—he went out and made it happen. And who was I to say he was mad? Maybe, in a world that strives so hard to prescribe your life for you, choosing for yourself what your life will look like is the only sane decision.
Or so thought teenage me. Teenage me found the entire concept incredibly romantic. Since then, through college, a move to the East Coast, and various jobs in various fields, I carried around the quiet hope to one day see Quixote's world for myself. I didn’t know when, and I didn’t know how. But the words "La Mancha" and "molinos'' and "gigantes" echoed in my head all the way until now, until here, when I could finally get on a bus and watch the white structures grow larger through my window. Until I could walk up to them and stand in their shade, add my shadow to theirs on land that I had read about nearly twenty years before.
It was an indescribably fulfilling experience. If you, too, have a world living inside you, from something you’ve read or watched or played— for films and games can tell just as rich of stories as books—then I urge you: seek them out. Follow the trails of these stories to the lands, people, music, and food that influenced them. For whether you intended it or not, these stories have become a part of you. Find them. And add your shadow to theirs.
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RENÉ MAGRITTE BY JULIÁN G. C., 1ESO CF, WITH INTRODUCTION BY KIM
The 1 ESO English and French classes collaborated on a project featuring the works of René Magritte, a Belgian painter perhaps best known for this piece La Trahison des images (Ceci n'est pas une pipe). Students learned about the artist’s work and created their own drawings following his style. One student expanded on the project by visiting an exhibit of Magritte’s paintings and creating a presentation based on the experience. Here, we share a few of his photos and his opinion on the exhibit.
On Sunday, I was able to visit Magritte's temporary exhibition at the Thyssen Museum in Madrid. I really liked getting to know René Magritte's paintings. They are very colorful paintings, but they also have fun techniques for me. The painter plays with the images as if they were magic tricks. In the exhibition I learned that his pictures are in the style of surrealism. I spent a fun morning with my family and learned many things from this artist.
CARNIVAL TIME BY ANA MARÍA LASSO LUIS
Carnival time was a fun opportunity to make 3D masks in Art Classroom, second grade. For that we used firstly, some balloons in order to get the volume. Secondly, we covered them with paper mache, made of paper and glue. Little by little we did it outdoors, trying not to explode the balloons. We needed a sunny day in order to dry them as soon as possible. Finally we painted them with fun and creative faces to participate in a mask competition. The one with the butterfly is the winner
ART BOXES BY ANA MARÍA LASSO LUIS
In Art Classroom, group 2ºA we have made wood boxes this term. It has been a little difficult because we had to cut the wooden slats first with the saws and sand them carefully. Secondly, we had to assemble them with the screws and add some hinges for the covers. Finally, we painted them in many and creative ways .
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CARNIVAL TIME & ART BOXES BY ANA MARÍA LASSO LUIS
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SCHOOL MASCOT ARTS AND ENGLISH COLLABORATION
The English Department suggested to make a school mascot in collaboration with the Arts Department for this magazine. School mascots are very typical in schools in the United States and are printed in sports kits. The students would get some inspiration from our school logo, Las Canteras and the landscape around, full of stones and in special The Council Stone, an archaeological relic of the town.
The students were introduced to the idea of the mascot, its corporate sense, it had to be visually easy to read and adorable in appearance. In class, a review of famous and well-known pets was made among the students and then the activity began. As a preliminary warm-up, the students began by making small sketches to modulate their idea. Once decided, the design was made larger, labeled, and then colored.
Each student started from a different idea, many of them used the logo and others opted for the quarry idea by creating mascots with pickaxes or mine helmets. In general, the ideas were very good, and it was very difficult to choose the winner. There were several students who saw the logo as a hamburger, as kittens or as an ice cream. In the end, a little fox climbing up the institutes logo by Sofia I. 1ESO AE, was chosen, recalling the typical fauna of our mountain range.
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GLOBAL CLASSROOMS BY ASTRID MARTIN
Global Classrooms is an engaging project that introduces 3º ESO students into the world of the United Nations. As delegates of a UN country students must debate in pairs about a specific topic related to one of the seventeen UN sustainable development goals such as poverty, quality education or gender equality.
Students use a practical approach for some weeks, exploring the economy and social systems of diverse countries, collaborating, and mediating with each other, learning the specific language used in this formal debate and of course training for public speaking. All this is carried out in English. The program is sponsored by the Comunidad de Madrid and after a few months working in the classroom, every school organizes a Mock Conference where all students can simulate the real debate.
After this conference, 10 students were asked to participate in a bigger and exciting conference at CRIF Las Acacias together with many other students from other bilingual public schools. The conference has been held online this year due to Covid restrictions. To compensate the digital distance, some schools have organized a meeting at El Retiro in May so that students could meet, greet, and have some fun outdoors. Two of our delegations were awarded this year as Most innovative solutions - Delegation of China and Most likely to form alliances- Delegation of Portugal.
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ENGLISH LITERATURE IN LAS CANTERAS BY ASTRID MARTIN
Reading is a relevant part of the learning process, even in Secondary School, and we urge to emphasize this in class. It is also our aim to make students feel comfortable reading original books from an early stage and helping them to appreciate literature.
In the past few years, we have been looking for engaging and accessible book titles hoping that students would find them exciting enough to read. Our English library was our little dream. In class we read aloud, we analyse the characters, keep track of important vocabulary to understand the story, summarize the chapters, dissect the plot, discuss our favourite parts of the book, learn about the author, connect the story with real life, predict what is going to happen…
Some final projects have been created by students such as letters or postcards to some of the book characters, comics, or book reviews. Here are some pictures that illustrate the activities from the books The Boy in the Dress, Number the Stars or Dear Olly, books that we love!
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SCIENCE FIELD TRIP TO LA HERRERÍA FOREST 3 ESO SCIENCE DEPARTMENT
The 3 ESO classes went to La Herrería Forest to learn about the different plants and animals that form the typical Mediterranean ecosystems of the area with predominant woods of oak (Quercus pyrenaica and Quercus ilex) and ash trees (Fraxinus excelsior). The students were given different paths with a disposable camera and their challenge was to spot the species and take pictures of themselves in front of the assigned list of species.
One of their favorite things was spending time with their friends while learning about the different species and looking at the photos they had taken after they were developed. The checklist included 20 different items including plants and granite structures. This was a fun and interactive way not only to teach the students about the different plants but also have them interact with their surroundings by taking pictures in front of them.
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SCIENCE VISIT TO GREFA ANIMAL SANTUARY 1 ESO SCIENCE DEPARTMENT
On June 2nd, 3rd and 4th, the 1 ESO students went on an excursion to GREFA, a rehabilitation center for native fauna, located in Majadahonda. There they are rehabilitated and even raised in captivity.
They also have some specimens of reptiles, such as the Greek tortoise (Testudo graeca), mammals such as hedgehogs and amphibians such as frogs. We had so much fun!! The animals are typical of the Iberian Peninsula, such as imperial eagles, black and griffon vultures, kestrels, black storks and other species of birds.
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US POLITICAL SYSTEM ABRIL G. AND MANUEL F. 1º ESO DI
Almost everyone has heard at one time or another about the USA presidential elections. Do you know how politics work there though? The last three Wednesdays Kim talked about the US Political System. It has three branches like in Spain: Executive, Legislative and Judicial. The US has a Constitution. The Constitution is the supreme law, and no law can disobey it. It was approved in 1788. The Executive Power in which the laws are proved, and a budget is given to them, as well as the heads of the federal agencies are chosen. The president is chosen directly, which is called presidential elections; this is different than in Spain. The conditions for being a president is being more than 35 years old, have lived in the USA for 14 years, and being born in the USA. This power is formed by the president and the cabinet. Nowadays, Biden is the president and Kamala Harris is the vice president. The Legislative power is the power that makes the laws, declares war, and regulates economy. It is made by the Congress, whose buildings are The House of Representatives and the Senate. The House of Representatives is formed by 435 elected members, divided among the 50 in proportion to their total population. The presiding officer is the Speaker of the House, elected by the rest of the chamber. To become a member, you have to be 25 years old or more, be a citizen for at least seven years, and a resident of the state they represent. They are elected every two years. The Senate is composed of 100 Senators, having each state two of them.
The judicial power is the power that punishes the ones that don´t obey the law. The members of the judicial branch are chosen by the President and approved by the Senate. The most important judicial court in the United States is the Supreme Court and now there are nine Supreme Court Justices, including one Chief Justice and eight Associate Justice. The US has presidential elections, which means you vote the president, not like in Spain, here you vote for the members of the congress that choose the president. Today, every citizen who is older than 18 can vote. There are two main political parties: Democratic Party and Republic Party. Democratic Party policies are more liberal and the Republican Party more conservative. That means that they are more leftists than the other side. They both are capitalist, though Republicans are more capitalist than Democrats. There are also more parties called “third parties” and they are not as important as the two others. For instance, the Green Party, the Liberation Party, and the Constitution Party are the most voted ones. At the end of the class, we made an activity which consisted in making our own political party in groups. Ours was called IOP (Improving Our Present) and the slogan was “IOP, improving our present to be happy in the future”. Our policies are improve the economy, help people who are in need and help people create their own business, even if they are not rich. We want to get the money from rich people, to carry out our party. People should vote for party because we try to focus more in the future so that we can improve the present.
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INTERVIEW WITH MICHAL BY VICTORIA C., ESTER B., EVA M. AND MARTIN G. 1º ESO D
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INTERVIEW WITH KIM BY VICTORIA L., CLAUDIA D., LUCAS F, MIGUEL H. 1ESO D/I
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INTERVIEW WITH JUSTIN BY SAAD B., BORJA V., JAVIER V. AND IGNACIO I.
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INTERVIEW WITH NICK BY ELENA D., ERIK F., LUCÍA C. AND MANUEL F.
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