LS CHOP SCH

OUR CHALLENGE

PROBLEM

Signposting the entrance of the school spaces and putting up orientation signs in transit places, both made of vinyl, in English, Braille and the students' mother tongues, incorporating pictograms as visual support.

The spaces of the school are not contextualized taking into account the linguistic and cultural reality of the families.

DEVELOPMENT OF TRANSVERSAL COMPETENCIES

SPECIFIC COMPETENCIES

5Th GRADE2023-24

Foreign language: 1, 5 and 8

AREAS

Art education: 4

Digital: Search and select information. Translate and check grammar and ortographic correction.Design, search and convert images to vectors and use them to create vinyl signs or details to attach. Entrepreneurial: Solve problems in teams with different roles, considering the students' capacities and interests. Personal, social and learning to learn: teamwork activities to collaborate with others in a constructive way. Starting point awareness and self-regulation learning tools such as classroom diary, KPSI...

Education in civic and ethical values: 4

FOREIGN LANGUAGEARTISTIC EDUCATION EDUCATION IN CIVIC AND ETHICAL VALUES

KEY VOCABULARY AND STRUCTURES

SCHOOL CONTEXT

School areas vocabularyImperative and informative structures with the purpose of giving indications

Sant Andreu. Barcelona40% of foreign population A lot of newly arrived students English as support language or LF

SIX VECTORS

EDUCATIONAL COMMITMENT

Competency-based learning Gender perspective

Democratic citizenship and global awareness Emotional well-being

Universality of the curriculum Quality of language education

Maker educationSteam education Vinyl cutter + 3D printer

Pages 13 and 14

LEARNING SITUATION DEVELOPMENT

Application activities

LEARNING OBJECTIVES

8 sessions

Analyse one's own text using self-assessment strategies to make signs without mistakes.

We group in cooperative teams with specialized members with roles:Spokesperson, supplier, coordinator, time manager, translators and designers. Different areas and indications will be assigned to each team. We start the signs production. Review results and drafts with checklist and minutes of teamwork. In small groups, students will convert the images into vectors and cut out the designs with the vinyl cutter. 3D printer can be used to print some pictograms or details. All parts are assembled and the different posters are formed. We put them in place.

Initial activities

4 sessions

PWP

Analyse similarities and differences in the construction of informative and imperative texts in different languages.

1. Reflecting on the problem. Imagining different situations.2. Who are the addressees of the signals? Word cloud 3. What do we know about signs? Sharing and creating the evaluation criteria and an orientation basis. Starting a VCD. 4. What do we need to learn and which is our starting point? KPSI

Recognise linguistic diversity in the classroom and show an attitude of active respect towards other cultures, valuing the plurilingual reality.

Development activities

10 sessions

Devise multidisciplinary artistic projects and productions through teamwork.

1&2. Creation of sign making guidelines.3&4. Virtual Escape Room. Activity grids, translate and draw 5. Guidebook: Incorporation of an orientation basis for the use of the bilingual dictionary and translator. Sheet of activities. 6, 7 & 8. Drawing up a map summarizing all the necessary indications and choosing the best phrases and pictograms for each one. Filling a coevaluation grid of the sheet of activities of the lesson 5. Comparing indications in English and L1: Hypotheses extraction of similarities and differences between languages when translating. 9. Guidebook: Incorporation of an orientation basis into for the use of the bilingual dictionary and translator in the L1, when necessary. 10. What is the job of a signwriter? Meet Alina Kiliwa.

EVALUATION CRITERIA& BASIC KNOWLEDGE

They are in concordance with decree 175/2022 and the learning objectives. (Pages 5 to 7)

MEASURES AND SUPPORTS

GROUPING AND EVALUATION

Personalisation of learning:Gamification, UDL, technological supports...

Students will work alone, in pairs or in cooperative and heterogeneous teams, with a specific role taking into account their interests and motivations.

Flexible organisation of the centre and resources.

Processes of tutorial action, guidance and reception.

Structuring activities

4 sessions

Regulatory assessment through different evaluation tools. Students will make decisions, be aware of the evaluation criteria, and the process of knowledge-building.

1. Create a visual outline with the main rules of the texts we learned.2. Design a checklist to review and guide the signs elaboration. 3&4. Plickers self-assessment. KPSI. Make a social network message.

Concrete measures for SEN students.

Self and co-assessment.

Pages 15 to 17