Curricular integration

 CURRICULAR INTEGRATION

SPAIN - CEIP BILINGÜE CIUDAD DE MÉRIDA

The project is integrated into the curriculum, the syllabus of the 5th and 6th grade of Primary Education, the school's Educational Project and is complemented and fed by the programme Digital Natives Forum of the Regional Ministry of Education of the Regional Government of Extremadura. This programme has three actions aimed at 5th and 6th grade pupils during tutoring hours, cybermentor pupils and families.

Regarding the curriculum, it contributes to a better achievement of learning standards in the areas of Spanish language and literature, English, social sciences, values and Art. In the case of Extremadura, the general and specific objectives of the project have been specified in accordance with the Primary Education Curriculum (Decree 103/2014 of 10 June).

Although the specific activities are aimed at pupils from 5th grade onwards, the project encourages the participation of the whole school, and the specific activities can even be adapted to pupils at lower levels. In the 19/20 school year, we worked with the Infant Education pupils on a story on the subject of hoaxes. At that time the pupils were very frightened by the viral hoax of "Momo challengue". In the 20/21 academic year, Infant and Primary pupils carried out the good practice on "The Club of the Braves" for the prevention of risks such as cyberbullying.

All the pupils of the school participate in cultural activities aimed at getting to know the countries that are part of our project. Some examples are: general and lifestyle questionnaires; cultural Romania activities (November 2019) or cultural Poland activities (January 2020). They also take part in educational celebrations such as the European Day of Languages, Erasmus Days, Christmas, Peace and Non-Violence Day, Safer Internet Day and European School Day.

With the development of the activities we contribute to all the competences: Linguistic communication competence; mathematical competence and basic competences in science and technology; digital competence; social and civic competences; sense of initiative and entrepreneurship competence; cultural awareness and expression competences. In fortnightly sessions, students and teachers carry out the local activities and good practices of the project.

The tasks and activities allow our students to develop the following skills: teamwork; respect for peers and teachers; communication in their own language and in a foreign language, English being our vehicle language; knowledge of and respect for other cultures; knowledge of school rules; participation in the community based on their rights and obligations.

The activities promoted the use of active methodologies such as project-based learning, Flipped Classroom and collaborative learning. They were defined based on the interests and motivations of our students, in order to guarantee their involvement. Cybermentor students have become researchers in a learning journey shared with the teachers and in which they had to find information, filter it, process it and finally find an answer, usually creative, to face the challenges. Students became creators to generate some kind of final product that served both to respond to the challenges and to be disseminated as results of the project. The students took the role of protagonists from the beginning of the project.

Most of the work has been done during school hours except for those carried out from mid-March 2020 onwards, when, for reasons justified by COVID-19, both teachers and students had to work from home, a situation which has not prevented the project from being carried out.