Curriculum proposal

1
CURRICULUM PROPOSAL
FOR INTERCULTURAL EDUCATION
an output of the ERASMUS+ project
I CHANGE – INTERCULTURAL COMPETENCES:
HORISONS APPLIED TO NEW GENERATION’S EDUCATION.

2
TABLE OF CONTENTS
Introduction………………………………………………………………………………………………………………………………………….…………….4
Teaching approaches in a multicultural classroom- by the project partners………………………………………………………………………………..............5
Innovative methods,techiniques and tools in teaching………………………………………………………………………...……………………………..........19
1.Classroom theatre………………………………………………………………………………………………...…………………………………………20
2.Cartoons and comic strips………………………………………………………………………………………………...…………….……………….….24
3.Debate………………………………………………………………………………………………………………………………………………...…….29
4.Teaching with songs………………………………………………………………………………………………………………...……………………...32
5.Film as an innovative and active method of teaching……………………………………………………………………………...………………………34
6.A classroom skit – a short rehearsed drama……………………………………………………………………………..……………….………………...38
7.Presentation – a tool of communicative approach…………………………………………………………………………..…………….…………….….41
8.Escape room - popular puzzle-based attractions………………………………………………………………………………...…………………………43
9.New Technology in the Classroom…………………………………………………………………………………….…………………..………………44
PRACTICAL PART- Lesson plans………………………………………………………………………………………….………………..…………………..47
1.Theme: Analyzing The Angry Eye by Jane Elliott…………………………………………………………….…….……………………………….………….48
2.Theme: Serial (Bad) Weddings…………………………………………………………………………………………………….…………………………...54
3.Theme: Atypical topics : a short play about the most famous spanish stereotypes……………………………………………………………….……..…...…57
4.Theme: Learning Spanish as a foreign language……………………………………………………………………………………………………………......59
5.Theme: Prejudices, racism, xenophobia and tolerance………………………………………………………………………………………………...……….64
6.Theme: Phobias and extremes: staging a short play about political extremism…………………………………………………………………………………68
7.Theme: Immigration stories…………………………………………………………………………………………………………………………...…….….72
8.Theme: Multicultural society (''then and now'' and ''black to yellow'')…………………………………………………………………………………………76
9.Theme: Immigration myths……………………………………………………………………………………………………………………………………..80

3
10.Theme: Time to flee………………………………………………………………………………………………………………………………..………......83
11.Theme: Multiculturalism, languages and nationalities……………………………………………………………………………………..…………….…..86
12.Theme: A multicultural society – immigration and ethnicity……………………………………………….…………………………..……………………90
13.Theme: Migrations – Let’s talk about refugees……………………………………………………………………………………………...………………96
14.Theme: One extreme to the other………………………………………………………………………………………………………...……………..……102
15.Theme: Human beings / human rights………………………………………………………………………………………………….…………………….117
16.Theme: Different does not mean the same – Albatros Island……………………………………………………………………………...…………………136
17.Theme: European me vs the Colonised Stranger. ……………………………………………………………………………………………………...…….140
18.Theme: Ali's story………………………………………………………………………………………………………………………………………….…149
19.Theme: Refugee crisis in Europe…………………………………………………………………………………………………………...………………...152
20.Theme: What does it mean to be a refugee ?..............................................................................................................................................................................170
21.Theme: Refugee journeys…………………………………………………………………………………………………………………………………....178
Reference list

4
INTRODUCTION
These days an increasing number of people of different origins and culture is settling down on the old continent. Apart from many advantages of
such growing cultural diversity in Europe, this phenomenon brings a negative consequence, which is intolerance. We are in danger of forgetting the
lessons of the 20th century when so many were persecuted because of national, ethnic or other divisions. As European society grows more
multicultural, our classrooms are naturally becoming more diverse. Therefore, it is vital to teach students as well as teachers, the importance of
tolerance. Every nation has its own identity, culture and heritage and we must respect them so that we can become tolerant and open towards one
another.
Today’s schools lack teaching resources needed to equip students with knowledge of cultural differences and to build up proper attitude
towards various cultures. Teachers themselves have to reconsider their own views concerning multiculturalism. That is why there is an urgent need for
teachers to exchange good practices so that they could attain necessary knowledge and work out innovative teaching methods. As a result, they will
improve their competences to be a professional teacher in a multicultural classroom.
This Curriculum Proposal which originated as a final output of common work of the four project countries includes lessons plans with
accompanying materials and theoretical background. It is a compendium of knowledge for the teachers of European schools on how to teach tolerance
in a multicultural classroom. The main aim of the lessons is to raise cultural awareness which is of great importance in today’s increasingly
multicultural Europe. The more we know about the others, the greater chances we have to understand and respect the differences between us.
The proposal recommends non-formal education, namely discussions, games, exercises and other activities that will help students recognise,
understand and challenge attitudes and behaviour towards examples of intolerance in everyday life. This analytical study’s idea of intercultural
education is to help students find out how they interact with people that are culturally distinctive.

5
Today’s teachers ought to fight for equality and tolerance as it is one of the founding principles of the European Union. By exchanging
experiences and good practices between teachers in the world we intend to contribute to the creation of a more harmonized approach to the cultural
diversity.

6
TEACHING APPROACHES
IN A MULTICULTURAL CLASSROOM
by the project partners

7
Reception of immigrant students at IES Mercedes Labrador (Fuengirola, Spain)
In such historical moment, we have important migratory phenomena which affect our schools very directly. Every day, the arrival of immigrant
students is more and more frequent, sometimes at the beginning of the normal school year and sometimes when the school year has already started,
even at the end of it. So, we have the neccesity to outline a programme to help us to welcome each one of our new students in the warmest way
possible.
The immigrant students face a lot of difficulties and sometimes they suffer a hard psychological impact when they lose everything loved and
known by them in their country. This difficulties often are:
• They find themselves in an environment which is very different from their own one.
• They do not know the language for their daily life, especially in the school, being it very different from their native language.
• Some of them have very limited economic resources.
• The organisation of their new school may not be similar to their previous school: school timetables, curricular contents, facilities, rules....
• They receive at least two cultural referents, from their school and from their home, which often respond to two different ideas of living and
acting.
• Integration difficulties: their classmates often have prejudices and they sometimes do not have friends or they just interact with mates of their
own nationality.
• A different academic level: some students have a very low curricular development according to their age. We can even have non-educated
students.
In Spain we have general state laws on education which are developed by each autonomous region. Andalusia has a legislative framework
which gives a response to the necessities of immigrant pupils, supports a solidary sense in education and stresses the value of interculturality.
So, by Andalusian law, all schools which have a number of immigrant students must develop a programme to favour their access, continuity

8
and promotion withtin the educational system. This programme must include at least the following aspects:
• Reception of inmigrant pupils, supporting their educational process and their integration in the school.
• Learning of Spanish language.
• Keeping the student's original culture, fostering the knowledge and value of different cultures.
Our school, IES Mercedes Labrador, is located in the Costa del Sol (Coast of the Sun), historically an area of tourism and migratory flow.
Therefore, from the beginning part of our students is foreign or of foreign origin. We have approximately 600 students, of which about 20% are
foreign. Each year, we have about 25-30 different nationalities. There is a number of nationalities whose official language is Spanish (South American
countries such as Colombia, Venezuela, Argentina, Ecuador, etc.), and there is a number of nationalities where Spanish is not spoken or studied
(Morocco, Pakistan, China, Great Britain, Ucrania, Russia...)
A number of inmigrant students in our school come from socio-familiar contexts wich are in disadvantage, and this situation has consequences
on our academic, organizational and social life of our school.
• Great difficulties in learning basic concepts due to not knowing our language.
• Families do not monitor their children learning process.
• Some cases of absenteeism from school.
• Late admission during the school year.
Reception plan for new students
The aims of our plan are the following:
• To create a school environment where the new students and their families feel welcome.
• To make the registration process easier for them.
• To help them to know all the school facilities and spaces.
• To establish a good atmosphere in the classroom and encourage the interrelation between the new student and his/her classmates.
• To foster the feelings of responsibility, empathy and comradeship among the students to support the integration of new classmates.
• To make the inmigrant families feel at ease and perceive the school as a place for integration, where they and their their culture are respected

9
and valued.
• To avoid the tendency to self-isolation of new students when they face a new situation.
• To favour the participation of everybody: students, teachers and families.
• To keep their mother language and culture as much as possible.
The plan process is as follows:
1. First contact of the families with the school will be through the managing team (headmistress and/or head teacher). Communication should be
simple and understandable. Some English or French teacher can help with language issues. The family can be informed about timetables, materials
neccesary for the classes, textbooks, school's address and telephone number, etc. If there are serious communication problems, we can ask for help
from local associations of foreigners. The family will be appointed for a later interview.
2. First formal interview with managing team. The managing team will introduce the family to the tutor and the Spanish teacher (if the student is
non-Spanish-speaker). Then they will inform the family about the school aims, and most important aspects of the educational system. They will answer
the family's doubts about this. They will gather all the possible information about the student situation: origin, mother language, previous education,
legal situation in the country, family members, social situation, etc. They will inform the family about the assigned group of the student, the rules of the
school, extracurricular activities, homework, Spanish lessons, etc.
3. The most important criterium to assign a student to a group is his/her age, beacuse socializing is easier among a group of people who are the
same age or similar. But we also have to take into account their previous education. Anyway, there will not be more than one year of difference
between the student's age and his/her classmates'.
4. All the information taken from the students and their families must be treated carefully and we have to decide which part must be treated as
confidential and which part should be shared with the tutor, teachers, Spanish teacher and Orientation department.
5. IN THE CLASSROOM:
a) The tutor will inform the group of students about the new student's origin, pointing out some aspects such as gastronomy, important cities,

10
music, etc.
b) The tutor will take care of the new student and will encourage him/her to introduce their culture to their classmates.
c) The tutor will ask one or two students to help, guide and accompany their new classmate during the first weeks.
d) The tutor and all the teachers will enocurage the group of students to help their new mate and to try to communicate with him/her.
e) During tutorial lessons we will work on interculturality, by organizing handcrafts exhibitions, debates, games, film viewings, lectures, etc.
These activities are coordinated and provided by the Orientation Department and the ATAL teacher.
f) The tutor will have meetings with the families to monitor the students progress.
g) The teachers can have meetings with the families to treat aspects related to their subjects.
h) The teachers will make curricular adaptations when necessary and possible.
6. THE LINGUISTIC ADAPTATION TEMPORARY CLASSROOM (Aula Temporal de Adaptación Lingüística, A.T.A.L. in Spanish)
This class is specific for teaching Spanish. It is aimed to all the inmigrant students who cannot speak Spanish or need to improve it. All the
students who need to learn Spanish will attend this class during school hours for a maximum of 15 hours a week. So, these students will miss some of
their ordinary lessons to attend ATAL lessons. Their ATAL timetable is flexible. So, if the students have a good progress in their learning, they can be
promoted to other ATAL group or they can reduce their hours of attendace to ATAL classes. The groups will not exceed 12 students. The official period
of permanence in ATAL classes is one school year, but in our school students can attend these classes for more than one year when necessary and if
their teachers and families agree. Coordination with the tutor and families is important. Due to the diversity of the students, methodology must be
individualized.
Intervention protocol for the admission of non-spanish-speakers students.
1. When the student starts the school year at the beginning, the tutor teacher checks that the student does not have a minimun knowledge of
Spanish or has problems with our language. He/she gathers family and student information and reports to the Orientation Department.

11
2. When the student starts attending school during the school year, the headmistress or head teacher will report to the Orientation Department and
ATAL teacher.
3. The Orientation Department requests the ATAL teacher for a language evaluation of the student.
4. The ATAL teacher allocates the student in one of the levels of knowledge of Spanish:
◦ N1, does not speak or write Spanish at all.
◦ N2, speaks and writes Spanish at a low level.
◦ N3, speaks and writes Spanish, but needs to improve.
4. The family, head teacher and tutor are informed about the student's ATAL timetable, group, activities, etc.
5. Each term, the ATAL teacher will give the family and tutor a report about the student's progress.
The a.t.a.l. classroom
The ATAL teacher works on the following items:
• Teaching of Spanish, spoken and written, with a system based on conversation, grammar, vocabulary, reading, etc. and working on the four
linguistic skills (listening, speaking, reading and writing). With students who have a higher level, the teacher will help them with difficult language of
different subjects, spelling, comprehensive reading, etc.
• Spanish culture and civilization: geography, history, istitutions, etc.
• Academic advising, Spanish education system.
• Cooperation with extracurricular classes of Spanish for foreing students (P.A.L.I. classes, which are carried out in the afternoon, after the school
hours, and are provided by the Andalusian government)
• Cooperation with the school in issues related to multicultural coexistence. The ATAL teacher will carry out activities such as decoration of the
school and the classroom, international traditional games, intercultural cinema workshop, celebration of important days such as Peace Day, Day of the
Book, Day of Children Rights, and one of the most important days in our shcool: Intercultural Day.
Intercultural day
In Fuengirola, we have an important fair during the first weekend of May: The International People Fair (FIP, Feria Internacional de los

12
Pueblos in Spanish) Each year thousands of people take part in this celebration of all the cultures of the world which have presence in our province,
Málaga. Here you can taste different gastronomies, watch typical dances, listen to international music, enjoy several street parades with people dressed
in picturesque costumes, etc.
Our school is located really close to the fairground, so we can perceive the energy and spirit of this celebration in a very direct way.
One week later, we have our own little fair: Intercultural Day. It is organised by the Orientation Department with the help of the ATAL teacher.
They plan a number of activities and all the teachers, students and families in the school take part in them.
During this day, immigrant students are the protagonists. They show us their culture, gastronomy, typical costumes, language, music. We have a
parade where all the flags are shown. The families and teachers bring typical food from their countries. We have workshops on handcrafts, dances,
painting, etc. And finally, there are several shows which are carried out by the students themselves, or their families, or local associations.
This Intercultural Day is very important for our inmigrant students and their families, as they can experience how the school values and respects
their culture, and they always cooperate a lot to make it a great day. In fact, it can be considered as the greatest day during the school year for all
members of the school.
Teaching Multicultural classes in Turkey
Our school has adopted a zero tolerance policy to any kind of discriminatory behaviour. Students that offend are often excluded from our school.
There are also counselling sessions to help them and for them to understand that there is no place within our school, like in fact in our society, for any
form of discriminatory behaviour. At the school level, some of the teachers play the role of counselors and students can easily get in touch with them.
We try to make the students understand that everyone is unique as an individual whether it refers to race, ethnicity, gender or religious beliefs. We work
with students to provide strategies that allow them to work through the differences in a constructive way and it's what we also do in our classes. We
give students the possibility to be an active member of the school by rewarding openness to new and creative approaches to problem-solving.
As for our classes there is a motto 'cooperation above competition'. Using group work broadens students' perspectives, it permits to have
different approaches and ideas coming to the surface. Group activities used such as reciprocal teaching permits to make the barriers fall easier. Our job

13
as educators is to provide an education for all of our students ? We should consider other cultures and the cultural background of our students to be an
equitable classroom and so an equitable school. One of the key to group harmony is collaborative work, through that students can learn from one
another but also talk, laugh, and enjoy one another. One last thing in our classes we have created a safe space for students and it combats
marginalization, students know that the teachers supports them. This safe space relies on the zero tolerance policy of our school, it makes the
classroom a positive place .We must be tolerant and appreciate each other, in our school we think that to meet so different pupils from varying
background, each with their own unique experiences, is a real opportunity.
Guided training
Guided teacher trainers are trained in the schools and institutions of the Ministry for the education of teachers with foreign nationality in their class
every year. The training is held in order to increase the pedagogical knowledge and skills related to the education and training services offered by the
Ministry of Education teachers who have foreign nationals in their classes and to facilitate the adaptation of the students to the Turkish education
system. The trainings are carried out the academics from different universities of our country. Within the scope of training; Contextual Instruction
Introduction, Contextual Education Theoretical / Conceptual Framework, Differentiated Instruction for Contextual Education, Creating a Differentiated
Learning Environment, Sample Applications in Container and Differentiated Instruction, Measurement and Evaluation in Differentiated Classes,
Creating a Safe School / Class, Trauma, Bullying, Violence, Abuse such as Adult Education topics, 86 hours of education through drama, sample
applications and activities are performed.
Handbook to teachers
The Ministry of National Education publishes a handbook for teachers with foreign students in the classroom through its official website. In an
announcement released by the Ministry of Education, taking place in the world to do emphasis on refugee and asylum issues in our country have drawn
attention to the steps which he has taken in this regard, and social developments that have shown in the economic field where in Turkey in recent years,
reminded the migration of this situation and would lead to a further increase in the number of refugees was expressed.

14
Special studies are being conducted for foreign students
The Ministry of Education also released the announcement, the ongoing war in Syria, and there's many people are starting to live in Turkey
emphasized that led to the creation of new needs. A future planning in order to meet a large number of refugee children living in Turkey qualified for
special education for studies carried out in a press release stated that the educational needs of foreign students was transferred done.
Joint project with UNICEF
In response to these situations, teachers were also notified of the "Training of Teachers of the Ministry of National Education in the Classroom" under
the heading "Quality Container Education", which was co-organized with UNICEF, expressing the plans for the development of knowledge and skills
about the "Container Education" system including multicultural education principles .
Within the scope of this project, it has been reported that the teachers who have foreign students in the class have developed the pedagogical
knowledge and skills related to the education and training services offered to the foreign students and tried to facilitate the adaptation of the foreign
students to the Turkish Education System.
Teaching Multicultural classes in France
French system of education in relation to foreigners
A principle of inclusion
"School is the decisive place to develop inclusive educational practices with a view to the social, cultural and professional integration of allophone
children and adolescents, through socialization and the learning of French as a second language. Mastery must be acquired as quickly as possible, by
taking into account by the school the skills acquired in other areas of education in the French school system or that of other countries, in French or in

15
other languages. .. "
Depending on his level, the student is led by the academic services: towards an educational unit for allophone incoming pupils having been educated in
their country of origin, or to a pedagogical unit for non-native speakers who have not previously attended school.
Student already in school
The pupil, already educated in his country of origin, is enrolled in an ordinary class corresponding to his school level, without exceeding an age
difference of more than 2 years with the reference age of the class.
The pupil benefits from a large part of the teaching offered in regular classes and an individual schedule. His school schedule must be identical to other
students enrolled in the same level.
In schools where the dispersal of students does not allow their grouping into a teaching unit, specific French lessons are organised.
Student not or little educated
The pupil, with little or no schooling in his country of origin and of school age, is welcomed full-time in an educational unit for allophone incoming
pupils to learn French. He must acquire the basic knowledge of the cycle of deepening of the elementary school. However, he can take ordinary classes
where the command of written French is not essential (music, sports, plastic arts ...).
These are the measures set up by the laws but next to them some schools have added their own specific measures favoring the success of allophone
students.
Some schools offer other fields of action to help foreign students:
• NDS (Need Deepening Support, a la carte courses offered every 15 days to students) language support or in subjects throughout the year;
• personalized follow-up (a teacher follows 10 to 15 students for 1h30 per week) and the development of a personal project of success with the
educational team;
• the preparation and passage of the DELF (Diploma of French Studies) in schools from level A1 to level B2;
• CTA (Complementary Training Activities, inter-level projects conducted every 15 days by groups of 10 to 15 students at a rate of 4 hours per
session) allowing the student to integrate into a group, carry out a project that is important to him while developing language skills,

16
• IDP(Inter-Disciplinary Projects conducted in Year 11 at a rate of 2 hours per week) allowing the student to work on topics that are dear to him
and develop skills in the context of a group work,
• the interdisciplinary work, very frequent in these schools, which allows the student to progress both in French but also in his mastery of
disciplinary content,
• the numerical work space (ENT) that allows each user (student, teacher) to work outside the school in optimal conditions and to use resources
made available by the teacher,
• the specific work of the oral at the high school radio studio,
• the numerous projects and school and extra-curricular activities offered to the student to enhance the student's culture of origin (for example:
the Chinese New Year ) or to develop his knowledge of French culture (theater outings , concerts, writers' meetings, festivals, etc.) as part of the
cultural policy of the school.
The proposed measures are regularly evaluated and refined to best meet the needs of foreign students hosted.
Our school is non-selective and the pupils come from a wide range of ethnic backgrounds,religions and cultures. The different faiths and religions
within the school and more particularly in ''Religion'' classes allow for some great topics and discussions based on tolerance and respect. It is really
nice to have such a diverse range of nationalities and cultures as students bring their different backgrounds and experiences to the classroom. They
bring their own knowlegde and practices and customs, and since it's their daily routine, their way to celebrate some religious feasts it 's more vivid and
of course more attractive for the other pupils. It's always an opportunity to have conversations and show understanding which really helps build
relationships in the classroom. It allows to broaden the pupils' horizons, even if on the spot they don't necessarily become more tolerant for sure it
opens doors to open-mindedness, the pupils are always curious to know the others. That's for pupils with another faith, religion but we also have pupils
from a diffferent country and sometimes a different language. We then give the students another similar (age/nationality/gender and so on) student to
shadow for a few days so they feel more secure and at ease in the school but the newcomers are always immersed in the language; however, we are
aware of possible issues so we are attentive and sometimes those pupils are given ''special'' classes , for instance we have some English speaking
pupils , in their case English classes are replaced by French ones so they become more familiar with our language. Usually a teacher is in charge of one

17
specific pupil (when we can) or his/her head teacher is playing that role of paying attention and being the referent that pupil can always rely on. An
essential step in teaching children to be comfortable with their cultural background and so themselves is to encourage and value their input in a small
group of other students, this has to do with the organization of the classroom so when grouping the students, we put the pupils from differing
backgrounds together. The multi-cultural classroom provides an opportunity for the pupils from different cultures to bring their experiences,
knowledge, perspectives and insights to the learning as often as we can by for instance making them present their country, their culture any time we
can. Another specific event which takes place every year at school is at the canteen - meals , food are also part of one's culture – the cook decided a few
years ago to organise a ''mutlicultural cooking'' , it lasts a week during which we are proposed meals from different countries , it's also a way to open
the door of our school to other cultures.
Teaching Multicultural classes in Poland
Poland is considered a nationally and religiously homogenous state. 97% of the present population declare to be of Polish nationality. Thus Poland is
put on one of the first places not only in Europe (for example, in Greece, the ratio stands at 98%, and in Bulgaria – 84%), but also in the world.
Additionally in contrast to many European countries, Poland is also characterised by dominant position of one denomination – Roman Catholicism,
followed in 2011 by more than 85% of the population.
In Poland, national and ethnic minorities are protected and granted many rights related mainly to their language, education and culture. The
Constitution of the Republic of Poland of 1997 provides basic guarantees for Polish citizens who are members of national and ethnic minorities.
Another important Act which in greater detail regulates their rights is the Act of 6 January 2005 on National and Ethnic Minorities and Regional
Language.
Poland is also a signatory of international agreements of which the Framework Convention for the Protection of National Minorities which is a treaty
of the Council of Europe, and the European Charter for Regional or Minority Languages are especially important. In addition, national minorities are
protected under clauses in bilateral agreements which Poland concluded with all neighbouring countries and many other states.
The Act defines national and ethnic minority as a group that is: ‘identifying itself with a nation organized in its own state’ as the basic and the only

18
element distinguishing national and ethnic minorities and ‘its ancestors have been living on the present territory of the Republic of Poland for at least
100 years’. According to these criteria, the act recognizes 9 national minorities – Byelorussian, Czech, Lithuanian, German, Ormian, Russian,
Slovakian, Ukrainian, Jewish and four ethnic minorities Karaim, Lemko, Romani and Tatar and recognizes Kashubian as the only regional
language in Poland.
The Act offers the national and ethnic minorities opportunities to maintain their own cultural and linguistic identity, bans discrimination and
assimilation. For some of the minorities the right to spell their names and surnames in accordance with the spelling rules of the minority language
also in official documents. Furthermore, the Act assures the possibility to use the minority languages in municipal office.
Public schools enable students to maintain their national, ethnic, language and religious identities, in particular, through the study of language and their
own history and culture. Students belonging to national and ethnic minorities receive essentially the same education as other children. However, in
accordance with applicable law, they may obtain education in their native language or additionally study the minority language, history, geography and
culture. The school headmaster is obligated to organise it when minority of parents or students declare interest. The Polish law provides the following
possibilities for such situations: schools and preschools with the native language as the language of instruction, bilingual schools and preschools,
schools with supplementary education of the native language for members of the minority, interscholastic sections with supplementary education of the
native language for members of the minority.
The most popular form of organised minority education is schools with supplementary study of the native language. Education of national and ethnic
minorities is financed through the state budget. The main problems encountered in the organisation of minority education are funding shortages
(especially for small schools) and an insufficient number of curricula, school textbooks and teaching staff. Moreover, every minority deals with its own
particular problems, arising from demographic, geographic, political and historical reasons. Minority organisations are involved in the process of
organising minority education. They take active part in writing textbooks and curricula, organising additional activities as well as lobbying to improve
the education situation.
The Roma minority is a specific case. There are no schools with the Roma language as the language of instruction and there are no educational
facilities with supplementary instruction of that language. Roma education levels are generally very low (some Roma children do not attend school at
all and the majority end their education at the elementary level or drop out after completing only a few grades). Constantly, the state has been

19
undertaking activities to improve Roma education such as: training and employing Roma assistants and assistant teachers, organisation of remedial
classes, equipping schools with teaching aids, paying for children’s meals at schools, covering the costs of
transportation and insurance, purchasing textbooks and school supplies, organizing interest circles, school celebrations and trips with the participation
of Roma children, organising camps and day camps, paying for preschool costs and financing kindergartens.
Polish law also provides some regulations for foreign students who are not members of mentioned above national or ethnic minorities but live in
Poland.
Every child that is not a Polish citizen is entitled to additional free classes of instruction in the Polish language held in the school he attends for the first
12 months, not less than 2 lessons per week (in Poland a lesson hour is 45 minutes). The weekly schedule and number of hours is set by the school
headmaster in consultation with the entity organising the classes. These classes may take the form of individual or group lessons, depending on the
situation in the school. The total amount of additional free lessons in Polish and remedial courses in other subjects can not be greater than five hours
per week per student.
In Poland, religious education can be conducted in school, but it is organized by a church or a religious community of a given faith, not by public
education authorities. Participation in religious instruction is not mandatory. However, if child participates in these lessons, the grade for the class is
listed on the school certificate.
In practice, in all Polish schools lessons in the Catholic religion are available, as it is the most common religion in Poland. Children participate in these
classes with parental consent. For children who do not participate in religion classes, the school is obliged to organize another pastime- in practice this
is often time spent in the school club-room.
Representatives of other religions may also conduct lessons for pupils who follow them. This happens in areas where it is justified by the number of
children of a given faith attending the school. Most often, however, churches other than the Catholic church organize instruction in their faith outside
the school, in order to gather all the children of a given faith in one class despite their attending different schools in the area. Information about religion
lessons organized outside the school should be available from the school headmaster, if a given religious community has provided this information to
local education authorities with a request for its distribution in schools.

20
INNOVATIVE METHODS,
TECHINIQUES AND TOOLS
IN TEACHING

21
The teachers from the four project schools have been discussing the use of some innovative methods of teaching that could be used both in
multicultural classes and for intercultural education. Such creative methods are useful and efficient both for students and for teachers. Active and
collaborative methods ignite a passion for learning and provide students with the tools they need to succeed in the current world. Let's look at some of
the ways where innovation can improve education. The following methods have been used in project activities during short students exchanges and in
each of the partner schools as well. These methods are recommended to be used in multicultural classes as useful tools for effective intercultural
education.
1.Classroom theatre
CLASSROOM THEATRE is a pedagogical, playful, motivating, transversal and multidisciplinary strategy, which starts from the immersion of
a complete group of students in a dramatic project. It aims not only to enhance specific traditional qualities, such as body expression, memory, spatial
sense or artistic sensibility, but also to bring the group of students together around a company that belongs to each and every one. In the Classroom
Theatre all the participants have to be protagonists and authors because it is flexible and elastic and all opinions are valued.
This Classroom Theatre is not programmed so much to realize a spectacular theatrical premiere, as to be lived and assimilated during the preparation
process. The goal is the way to go. It is not a scenic representation -which may not even arrive- but the process that has generated it.
The Classroom Theatre is not a goal, but a means.
Aims of Classroom Theatre
1. General aims:
• To raise self-esteem and self-confidence in students.
• Create a framework of pleasant coexistence between classmates and between them and the teacher.
• To encourage behavior habits that enhance socialization, tolerance and cooperation between colleagues.
• To make students feel the need to submit to a necessary discipline.
• Spread intellectual concerns so that students enjoy studying and researching.
• Make families aware about the educational process of their children.

22
2. Specific aims:
Get the student to learn to:
• Know their own voice and use words as the noblest means of expression.
• Find in their body (hands, voice, gesture, look, movements) communicative resources.
• Promote reading and correct diction imperfections.
• Accept the problems of other people by assuming those of their characters, as well as their way of speaking and feeling according to their time
and condition.
• To be transported, with imagination, to other historical moments.
• Analyze the characters and situations represented.
• To have a critical view of the dramatized facts.
• Know how to collaborate in the preparation of costumes, sets, equipment manipulation, etc.
• To behave properly in a show.
• To know the resources of video recording as a summary of an ephemeral artistic work.
Deliberately none of these objectives is related to the perfection of a theatrical premiere, which may not even arrive, even if it is what students
expect. It may be their goal, but not our goal. They are not actors or actresses and, possibly, they will never be. If we struggle to achieve a correct
vocalization or the assumption of their character, it is because we consider that oral expression or empathy is the objective of the course to understand
another. Thanks to the Classroom Theatre they will get it.
Classroom theatre in our project activities.
During our project, we have used this pedagogical method in two activities:
• Phobias and Extremes, a short play about political extremism which was performed during the first short-term students' exchange in Fuengirola
(Spain)
• Atypical Topics, a short pantomime about Spanish stereotypes which was performed in the final event of the fourth short-term students'

23
exchange in Tuchów (Poland)
The aims which we achieved with these activities were:
Phobias and Extremes Atypical Topics
-Students understood some reasons behind
current political extremism.
-By playing the role of symbolic characters or as
theatrical audience, students reflected on the
following terms: political extremism, tolerance,
global market or global net.
-Students became aware of the dangerous
consequences of overusing mobile phones in
human communication.
-Students got more sense of social solidarity
towards unfair situations such as poverty,
hunger, unemployment, war, etc.
-Students thought over some old or current
stereotypes about Spain which are known by
more and more people around the world.
-By playing the role of typical characters or as
theatrical audience, students understood the
difference between, on the one hand, customs
and traditions and, on the other hand,
stereotypes.
-Students became aware of the negative
consequences of using cliches, instead of being
seriously concerned about knowing a culture
and accepting it.
-Through humour and comic/funny situations
students deconstructed stereotypes about
Spanish customs, traditions, habits, etc.
Although before it has been said that the main objective of the theatre is not a premiere, our two activities had the performance of the plays in
front of an audience as a culmination. This was the climax for our students' work. This happened because our work had to be shown to our partners in

24
the project. For the students, having a performance as a goal made them realize that they had to be disciplined and hard-working. We had a short time
to prepare both performances, but if we had had longer time, we would have achieved more aims in a more complete way. Having a fixed date for a
premiere made the work not be so relaxed and easy-going as it would have been ideal. Nevertheless, we think that this method was very worthy to
teach general matters of theatre and specific questions treated in our project.
Steps to be followed in this method.
• The teacher has to decide the idea to be performed. Will it be an original text written especially for the occasion? Will it be a text chosen from a
resource bank which is already published?
• The teacher presents the whole idea to the students and there is a debate about the topic of the play. Students reflect on it and see the importance
of the topic.
• There is a general reading of the script, so that the students know it and know the characters involved.
• There is a selection of actors and actresses and the teacher gives them their roles. There can be a casting for this purpose, or there can just be an
agreement according to the kind of role and length of the script.
• There is another script reading, but now each student reads their part.
• Students must solve their doubts about pronunciation, word meaning, or anything involved with their part in the play.
• Student who do not have a part or who have a short one will help to prepare music, scenography and costumes.
• There is a series of rehearsals in which students will improve their work and will also contribute with their own ideas to create and build their
characters. This step will be carried out many times and will make the play be a living work, changing and evolving constantly.
• There can be a premiere, or not. As we have said before, it is not the main goal for us, but it may be for the students. So, the teacher and the
students decide about it. If there is one, students can see a result, and this can be very helpful for them to get more confidence and be proud of their
own and their classmates' work.
5. Why is classroom theatre a valuable method for teaching? What advantages does it provide?
Both the application of theatre to other subjects and the subject of Theatre itself, offer a large number of advantages to students who make us consider
the importance of these practices. Among them, the following stand out:

25
• It strengthens personal relationships among peers and with adults, favouring the integral formation of the student as a social being.
• It allows to develop different forms of expression, from language to body movement or music. In addition, pleasure is stimulated by reading
and oral expression, perfecting their communicative ability.
• By losing the fear of speaking in public, theatre fosters self-confidence and provides greater personal autonomy, helping the more timid to
overcome their fears. In addition, by adopting different roles and characters, theatre is the best tool for the students to show their feelings and ideas,
and make public especially what it is difficult to verbalize.
• It develops empathy, as it teaches students to put themselves in the place of other people different from them. By putting themselves in the
shoes of different characters, students can experience what they feel in situations they might not have experienced otherwise.
Our mission as teachers is to spread concerns that others -the students themselves, society- will pick up later. With the Classroom Theatre,
regardless of long-term results, other immediate results are achieved. Thanks to it, we will see our students evolve spectacularly, we will hear them
asking about subjects that did not interest them before, we will observe antagonistic people sitting at the same desk, in the middle of a relaxed
atmosphere... and we will feel the pleasure of monitoring worthy works of students on whom, before starting the experience, nobody bet.
2.Cartoons and comic strips
Cartoons and comic strips can be used from beginner level to advanced level for a variety of language and discussion activities.
Comic strips and cartoons are two effective instructional tools to use in class with students from different grades. They are effective because they
engage students in meaningful learning experiences where they get to practice key skills such as writing, reading, speaking and communicating.
Why use comic strips in your teaching:
Here are some of the reasons why you might want to include comic strips in your classroom instruction (see the list of sources at the bottom of this
post to learn more)
• Comics are fun, interesting and motivating.
• Comics promote a wide variety of skills: cognitive, intellectual, social, and cultural.
• Can be used with students in different school grades.

26
• Can be used to teach different school subjects.
• Can help students develop higher-order thinking skills (sequencing, predicting, inferring, synthesizing, analyzing, evaluating...etc).
• Enhance students engagement with multimodal texts.
• Make students aware of the multimodal means through which meanings are constructed and communicated.
• Ideal teaching tools for teaching a target language.
• Visually illustrated content is much easier to process, understand and remember.
• Can be used to teach reading, writing, listening, and speaking skills.
Uses of comic strips in class
There are different ways you can integrate comic strips in your classroom. Here is an abbreviated list of ideas we put together based on various sources
(see list at the bottom of this post).
• Digital storytelling: students (in small groups or individually) create a narrative storyline and illustrate it with relevant graphics.
• Students use comic strips to visually retell a story they have read.
• You can use comic strips to introduce a topic and have students brainstorm ideas
• Provide students with pre-designed comic strip with missing panels and ask them to fill in the blanks to complete the story. (writing activity)
• Provide students with blanked out comic strip and ask them to write a story based on the illustrated characters. (writing activity, promote
predicting skills)
• Use comic strips to raise students awareness to topics such as racism, bullying, digital citizenship…etc.
• Use comic strips in language learning to teach vocabulary, grammar, communication (use of language in contextual situations), writing, and
reading.
• Use comics to improve students speaking skills by asking them to act out comics they created. Alternatively you can engage students in oral
discussions about the content of the comics.
Cartoons are powerful teaching tools and can:
• Tell a complex story in a few images

27
• Provide comment and provoke thought on events and issues in the news
• Give an example of vocabulary related to current trends and fads
• Provide easily identifiable characters to form the basis for sketches
• Show culture in action with the ways that men or women are behaving and are expected to behave
• Comment on and illustrate a whole range of issues like racism, teenage relationships, sexism, ageism, family relationships.
Word of warning: The language used can sometimes be too colloquial and referential for lower levels to cope with. Choose your cartoons and comic
strips with care.
Suggestions for activities:
1. Activities for exploiting cartoons
Exploring the theme of humour: take one cartoon which depicts absurd situations. This can be a Gary Larsen cartoon or one of those greeting cards
using a black and white photo and a funny sentence which gives a strange twist.
Ask students to work in groups and get students to discuss:
• What does the cartoon mean?
• Why is it funny?
• What techniques are used to make it funny?
Their own sense of humour and national tastes in humour
Use a cartoon to introduce the idea of humour and culture. Take a selection of cartoons and ask groups to decide what each one means and if they think
they are funny. Vote on the funniest cartoon. Ask the students to discuss:
• What types of method are used to make us laugh?
• Do people laugh at ordinary situations in their country?
• Are political figures made fun of?
• Do they use satire or slap stick humour?
• What are the most popular types of humour on TV?

28
This can be developed in to a lesson on jokes and the types of joke that they find funny.
Dealing with issues
• Take one or more cartoons which comment on an issue in the news. A national newspaper or 'The Private Eye' are good sources. Use a cartoon
like this to introduce the topic and brainstorm vocabulary
• Use a selection of cartoons to discuss the different parts of the issue. Take an issue like disciplining children or dealing with teenagers. Ask if
they agree with the cartoonists’ opinion.
• Use a cartoon like this to end a lesson or series of lessons on a social or political issue. Ask students to write a caption for the cartoon. You can
prepare them for this by a match the caption to the cartoon exercise.
2. Activities for using comic strips
• Tell the story
• Cut up the pictures and get students to re order the story. Make this more difficult and challenging linguistically by giving separate frames to
each student in a group and ask them to not show the pictures until they have arrived at an order through describing the pictures.
• Remove the last picture of a cartoon and ask students to think of an ending. Artistic students may like to draw the last frame. Vote for the best
ending.
• Remove the sentences under each frame and either ask lower levels to match them to each frame or ask them to write the sentences that tell the
story. Lower levels might need vocabulary prompts on the board.
Make the comic strip
• Give students a comic strip with a short paragraph for each frame. Ask students to reduce each paragraph to one sentence for each frame.
Compare their efforts to the original. With higher levels you can discuss techniques of summarising your message.
• Give students a story. Groups confer to guess what might be missing. Give them the comic strip version. They must fill in the blanks in their
written story by using the comic strip pictures. Then ask them to think of speech bubbles for the comic strip. This might also include thought
bubbles for characters.
• Remove speech bubbles from a comic strip. Cut them up and give out. Ask them to order them and to imagine what the story or situation is.

29
Groups can act out their version for the class. Then give them the comic strip and ask them to see if their speech bubbles fit the story there.
• When you use a short story with younger learners ask them to make the story into a series of 4 pictures. This can be a group effort or a whole
class task with each group drawing one part. If you use a black and white comic strip allow time for younger learners to colour their versions.
• Make an information gap using a photocopied comic strip. Blank out details or change what characters are saying. Make sets which are
coloured differently. Set up spot the difference activities using the comic strip and then lead in to story telling and acting out the comic strip.
3. Exploit characters
Make a comic strip character
• Look at different comic strip heroes. Get suggestions from the class of names: Superman, Bart Simpson, Asterix, Tin Tin or others. Describe
popular characters for their age range in the UK today. Encourage the students to tell you about local comic book characters. Ask them to
describe one character in pairs.
• What makes this character special?
• What can they do? Have they got special powers?
• What are their weaknesses?
• What do they look like?
• What are their special interests or ambitions?
• Then ask each group or pair to choose a favourite character and make a simple situational dialogue which is typical for them.
• Ask students to work in pairs or groups to invent their own character. If appropriate students can draw the character. Give the character special
powers, a name and a special mission.
• The final stage is to tell an everyday story involving the character.
Discuss comic strip characters - higher levels
• Many popular comic strips in the national press are used to challenge stereotypes and criticise discrimination. You can exploit these aspects of
the stories to introduce lessons on these issues in a less formal way.
• Many comic strip characters are seen in situations based on misunderstandings. Exploit these features of communication break down to discuss

30
how characters speak to each other and what they might say. Devise role plays based on these comic strips to challenge more advanced learners.
Get them to act out the next sequence in the story.
Exploit short sequences for sketches and improvisations.
• Choose a key situation which would involve language students might need to practice, such as agreeing with opinions, asking permission or
saying you are sorry.
• Use a sequence from a cartoon with the sound off so students describe what is happening, imagine what is being said and can then use the
sequence to improvise a sketch. Listen to the real sketch at the end.
3.Debate
Decades of academic research have proven that the benefits that accrue as a result of engaging in debate are numerous. Debate provides experiences
that are conducive to life-changing, cognitive, and presentational skills. In addition, through debate debaters acquire unique educational benefits as
they learn and polish skills far beyond what can be learnt in any other setting.
At the very least, debate helps learners to see the power of deploying rational, reasoned arguments and compelling evidence in action. It enables them
to elucidate their standpoint through utilizing rhetorical eloquence. It instills in debaters a great sense of poise and confidence. It teaches them the skills
of researching, organizing, and presenting information in a compelling fashion.
Aims of classroom debate:
• Improve speaking skills
• Enhance cooperation
• Develop one's critical thinking skills
• Develop one's personality
• Develop one's effective way of communication and interaction.
Advantages of classroom debate:
• Gaining broad, multi-faceted knowledge cutting across several disciplines outside the learner's normal academic subjects.

31
• Increasing learners’ confidence, poise, and self-esteem.
• Providing an engaging, active, learner-centered activity.
• Improving rigorous higher order and critical thinking skills.
• Enhancing the ability to structure and organize thoughts.
• Enhancing learners’ analytical, research and note-taking kills
• Improving learners’ ability to form balanced, informed arguments and to use reasoning and evidence.
• Developing effective speech composition and delivery.
• Encouraging teamwork.
A classroom debate step by step
The goal of the lesson is to teach students how to listen, value, and address an opposing viewpoint. A secondary goal of the lesson is to teach students
how to find common ground and reach consensus on difficult, divisive issues.
Step 1:
The teacher should choose a topic for the class debate.
Warm Up
As students enter the classroom, the question “What is your opinion on [the topic chosen by the teacher]?” should be written on the board. The teacher
should afford students a few minutes to think of and write down their pros or cons about the topic.
Step 2:
On the board the teacher has created three columns one for the pro side, one for the con side, and one for any students who don’t want to engage in the
debate. This becomes the panelist to whom the sides will argue and keeps the instructor neutral and free to facilitate the debate.
Step 3:
Ask students to come up to the board and write their name in column of the side they wish to join and debate (Yes, friends will stick together, but that
is okay).
Step 4:

32
Divide the pros on one side of the classroom, the cons on the other, and the panelist across the top of the classroom, with an empty space in the middle
(desks and chairs around are moved to make room).
Step 5:
Explain the rules of the debate to the students.
a.Listen to the other side with an aim at understanding their point of view.
b.Take good notes. Use credible sources for evidence.
c.No shouting, no degrading remarks, no insults.
Step 6:
Give students 10-15 minutes to choose the top three reasons they believe what they believe about the topic selected. Ask them to use their phones or
computers to find and provide evidence to support their claims.
Step 7:
Each side shares their top three reasons. Each side takes notes as they listen. Panelist and/or opponents may ask questions for clarification or about
evidence that is provided.
Step 8:
Each side researches the evidence provided and attempts to rebut it with counter evidence.
Step 9:
Each side is allowed time to advance their rebuttal and try to convince the opposing side to
change sides, or for the panelists to join their side.
Step 10:
After both sides have rebutted the opposing argument, ask the panelists and group members if they wish to change sides.Allow students to comment
about why or why not they wish to do this.
Step 11:
Ask both sides if during the course of the debate there was any area of common groundthat seem to emerge.

33
Step 12:
Explore and encourage class to find the areas of common ground and see if they can develop an alternative argument in which they can all agree.
4.Teaching with songs
Over years, songs have been reflecting the political, cultural and social background of societies as well as the evolution of language. This is one of the
many reasons why they are as valuable as many other authentic documents which can be brought in a class. Thanks to songs a teacher can manage to
conciliate his educational objectives - linguistic, cultural or both - with his students' musical tastes. What makes music such a great teaching tool is its
universal appeal, connecting all cultures and languages. This makes it one of the best and most motivating resources in the classroom, regardless of the
age or background of the learner. Song lyrics can be used in relating to situations of the world around us, songs have always been used as vehicles of an
untold number of causes. They’ve expounded on pollution, crime, war and almost every social theme or cause.
Aims of classroom songs:
• Improve listening comprehension and speaking skills
• Create a safe and accepting learning environment for students
• Encourage critical thinking
• Strengthen intercultural awareness
Advantages:
• Students gain understanding of and insight into a wide range of cultures by singing their songs and listening to their music.
• Improvement of understanding, oral comprehension skills since a variety of new vocabulary can be introduced to students through songs. Songs
are almost always directed to the native-speaking population so they usually contain contemporary vocabulary, idioms and expressions.
• Improvement of communication skills since students must talk to one another and discuss their ideas. Such open communication builds trust
and security because students must feel safe so as to express ideas and opinions.
• Development of social skills (students are required to work together, which means that they must communicate with one another and spend time

34
together).
• Songs strongly activate the repetition mechanism of the language acquisition device.
A classroom ‘’song’’ step by step
• Before starting the teacher must carefully examine what he wants his class to learn in the lesson.
• Then he has to think about the language level of his class. The language level of the class will determine not only which songs can used, but
also what other activities – such as games or written exercises –can be used to develop the lesson. Lower levels will become extremely
frustrated with fast-delivered lyrics, for instance, while simple repetitive lyrics might not be interesting for more advanced-level learners.
At last, the teacher:
• Decides on the topic or theme of the song, for example, tolerance.
• Divides the class into small groups accordingly (or allow the students to choose their own group members).
• Has the students work on the song together.
Some sample instructions to follow for making a song the focus of your class
1.Listen to the song or as an alternative, the teacher can show a video clip if he has one. The teacher asks his students if they’ve heard it before, and
don’t overload them with tasks at this point; simply let them enjoy the music.
2. Ask some questions about the title.
Such questions tend to work really well as conversation starters, so group three or four learners together and then get feedback from each group on
their thoughts. If the teacher thinks it would help, he can make this the first step, i.e., before the initial listening. Alternatively, prior to having listened
to the song the teacher can teach a couple of words and give a simple task for the first listening.
3.Get students work in pairs to predict words before playing the song. The teacher can also insert extra words which students then cross out as they
listen.
4.Listen to the song again, this time with lyrics.
This time, the teacher should give students the chance to read the lyrics of the song. At this point the teacher can make a lyric worksheet as a gap fill;
students fill in the gaps as they listen.

35
5.Listen to the song again and while they listen, the students can possibly highlight unknown words for later discussion.
6.Focus on vocabulary, idioms and expressions.
Go through the meanings, illustrating with other examples if necessary. Songs often serve as really good contexts for phrases and idioms, but it’s good
to make sure that the meaning is clear. As with grammar, years of misunderstanding can come to light in this way.
7.Round things off with some creativity.
Creativity is an important part of maintaining motivation but it shouldn’t be limited to the teaching approach. Depending on the factors highlighted in
the first part of this post (age, language level, cultural specifics, etc.), the teacher might want to try finishing things off with an activity that stimulates
creative thought. Here are a few examples of things a teacher can do to get the creative juices flowing:- Write another verse of lyrics, maintaining the
same mood and style as the original. This can be done individually or in groups. These new lyrics can be presented to the rest of the class. Perhaps
several groups can work on this to come up with a completely new set of lyrics for the whole song.
• A song tends to give the perspective of the singer. Write a response (this can be a paragraph, i.e., not necessarily in lyric form) from the point of
view of the person the song is being sung about, or any other protagonist.
• Have the learners plan a music video for the song. In groups they decide the location, the characters, and what happens. Then each group
explains their idea to the rest of the class and the learners vote on the best one. The results can be surprising, as they frequently come up with an
interpretation that hadn’t even occurred to you.
• Write a diary entry for a character in the song. Get learners to examine the thoughts and feelings that inspired the story being played out in the
lyrics.
5.Film as an innovative and active method of teaching
General aims:
• Developing skills to acquire knowledge of film/cinema perceived as a cultural text, coexisting with other cultural texts.
• Developing skills allowing for conscious, critical, targeted, and competent reception of a film text.
• Developing the ability to create original movie texts.

36
• Recognition of educational potential in the film text, creating opportunities for correlation with other cultural texts, building contexts and
cultural topoi.
• Recognizing the educational potential in the movie text, allowing for the critical implementation of a wide variety of educational problems.
• Shaping attitudes of conscious and competent participation in cultural life through the acquisition of cultural competences.
• Shaping the skills of cooperation in a group through the implementation of projects.
• Developing skills to assess and self-evaluate your own knowledge and skills.
• Creating opportunities for self-fulfilment - adjusting requirements and degree of the tasks difficulty both for the gifted and the weak.
• Developing and implementing responsibility for decisions taken and tasks entrusted and performed.
• Developing the right attitudes and interpersonal relations through the ability to work in a team.
• Shaping attitudes of tolerance and acceptance for the Other and Others and for different attitudes, actions, views and opinions.
Specific aims:
• Developing skills to use modern technology tools for educational purposes.
• Stimulating students' interest in film / cinema.
• Percepting a film as a text of culture and a work of art.
• Acquiring, shaping and developing the perception skills of film text.
• Percepting a film as a technical and technological invention, a subject of evolution in time.
• Acquiring the skills of targeted analysis and interpretation of the film as an autonomous text of culture, which is in correlation with other texts
and works of art.
• Getting to know film genres and genres.
• Developing the ability to edit shorter and longer forms of speech related directly or indirectly to the film (report, review, note, characteristics,
article, column, essay, essay, invitation, announcement, description, story, blog, voice in the discussion, diary, summary, diary, event plan).
• Improving the ability to collect, select and use information.

37
• Acquiring basic information in the field of media and interpersonal communication.
• Shaping responsibility for spoken and written words and awakening respect for its recipient.
• Educating the skills of group work, assigning roles and fulfilling assigned duties.
• Understanding the techniques of self-presentation and presentation.
• Publishing students’ texts on educational film portals and websites of public institutions.
• Participating in meetings with filmmakers and actors.
• Developing the ability to use ICT skills for educational purposes.
• Getting acquainted with rhetoric and techniques of public speaking.
Expected achievements:
• Acquisition of film competencies regarding perception and creation of a film.
• Knowledge and understanding of film terminology and its practical use in the process of perception of film art and in the space of its creation.
• Conscious and active participation in cultural life.
• The ability to consciously choose valuable cinema.
• Forming taste of film.
• The ability to write oral and written forms of expression.
• The ability to work in a team and for the team.
• Observing the rules of appropriate interpersonal relationships.
• Knowledge of legal principles regulating the use of products of other creators.
Methods of working with a film:
It seems necessary to use the methods of “giving”, thanks to which the student "gets equipped" with film knowledge necessary to understand the
specificity of the film message; the form of communication of this content must be attractive to the student and therefore using the tools of modern
technology seems obvious.

38
Examples of “giving” methods: lecture, mini lecture, teaching conversation, talk, lecture, description, anecdote, reading, explanation, targeted work
with the text of culture, screening of the film combined with the experience.
In order to implement this pedagogical innovation, it is necessary to use active methods that will make the student not only a passive participant in the
educational process, but also, and perhaps above all, an active creator.
Thanks to the methods that activate the student's work, the process of acquiring knowledge and skills in the field of film education will be effective in
the content of the message and effective in the form of a message.
Active/activating methods: Oxford debate, point discussion, panel discussion,
memory map, method of the main text , "pieces of cake", poster, decision tree, fish skeleton, mental map, association map, conceptual map, pyramid of
priorities, metaplan, "snowball" technique, brainstorming, observation, case study.
Among many active methods used in a classroom environment we can use the method of a school project, including a film project.
Project method: educational film project.
Film in the core curriculum of general education is defined as one of the texts of culture, equivalent to other cultural texts, such as literature, music, art,
painting. Therefore, there is a need for teachers to use film text for teaching purposes, as well as for educational purposes included in the school's
educational program.
Analysing the core curriculum of general education, it is noted that program content relating directly or indirectly to the film occurs at every stage of
education, from primary school through middle school to upper secondary school.
Two perspectives for working with a film at school.
-Perspective 1 - A student as a recipient of film text ("in front of the screen").
-Perspective 2 - Student as the creator of the film ("behind the camera”)
A methodical algorithm of film work at school, which includes four film reception activities
1. A conscious reception of the film.
2. Critical reception of the film.
3.Targeted film reception.

39
4. Competent reception of the film.
The level of film reception in which you can indicate:
• Level 1. The level of emotions.
• Level 2. The level of intellect.
• Level 3. The level of axiology.
• Level 4. The level of reflection.
6. A classroom skit – a short rehearsed drama
A skit can present or interpret a situation for a group to discuss and is a good way to make students teach one another. Students can role-play different
situations, other classmates watching can comment afterward and further discussion is encouraged. It differs from a role-play though because it usually
involves a fully developed situation. Skits can be addressed to current social issues like: lack of tolerance, racism, xenophobia, stereotypes.
Aims of classroom skits:
• Improve speaking, writing and acting skills
• Enhance cooperation
• Create a safe and accepting learning environment for the students
• Encourage critical thinking
• Strengthen intercultural awareness
Advantages of classroom skits:
• Development of individual responsibility (students are each responsible for a particular part of the skit production as well as a contribution to
the other parts. If they do not perform their individual job, or contribute to the remaining tasks, then the skit will not be successful as a whole).

40
• Development of positive interdependence (students work together and rely on the other members to produce a skit. Each student may have a
specific job, but the students must communicate with one another, and eventually the students must cooperate, e.g. to read the play, practice
parts, set up the props, and put on the production. A single student is not responsible for the whole production).
• Development of social skills (students are required to work together, which means that they must communicate with one another and spend
time together).
• Development of face-to-face interaction (students need to work as a group to develop a skit. They need to talk in order to develop all of the
separate parts. They are also required to practise their individual parts in front of each other).
• Improvement of communication skills (students must talk to one another and discuss their ideas for the skit, problems they may be having, and
how the progress is going on each of their individual parts. Such open communication builds trust and security because students must trust
their group members and feel safe so as to express ideas and opinions).
• Sharing aims (students work together on one project. Although each member has their own part, each job is a small part of the larger project.
The students as a group have the same aim of performing a given skit).
A classroom skit step by step
• Before assigning the skits, the teacher is advised to create a hand-out featuring suggestions on what the students should consider when they are
developing their skits and what they might watch for while viewing the skits.
Then, the teacher:
• Decides on the topic or theme of the skits, for example, “A typical day of an immigrant in a foreign country.”
• Decides how many skits he/she wishes to have, and divides the class into small groups accordingly (or allow the students to choose their own
group members).
• Has the students work on the skits together, including every member of their groups in the process (either as actors, directors, or writers)

41
• Explains to the students the responsibility of each role. Students can have more than one role. All group members will most probably
contribute to the writing of the skit, with one person taking notes. A formal “director” may or may not be needed for short skits; group should
agree on the action and timing of the skit.
• Decides on a day and time for presenting the skits. Often the planning and the acting out can take place on the same day or in the same class
period. If more elaborate or more complex skits are wanted, a few minutes for practice for two or three days should be provided before the
planned day of presentation. Students should be provided with an area to perform the skits at that time.
Some sample instructions to follow:
• Put a sheet of paper with a topic of discussion on the board (e.g. “A typical day of an immigrant in a foreign country”).
• Choose a volunteer to read this topic out loud.
• Make students act out different living situations in a foreign country (encourage students saying: “We are going to act out skits that
demonstrate how our life might look like in a foreign country”, “After each skit we will decide what we learned from each example acted out in
the skit”, “We’ll need a volunteer to write down our comments on the sheet of paper”).
• Choose a volunteer to write down the students’ comments.
• Hand out a printed sheet with the directions for each skit.
• Choose groups to act out each skit.
• Dismiss the students and tell them to develop and practise their skits.
• When enough time has passed, gather the students back in the large group and say e.g. “I will choose one group at a time to act out its skit.
When the group has finished, we will discuss what was demonstrated”
• Invite other students to comment on the concepts they observed.
Once some documents about one topic have been studied the teacher tells the pupils they are going to work in groups (depending on the topic it can be
groups of 2 or 4) and imagine and play a skit related to the topic. They have to reuse the voc. They have learnt as well as the grammar 'item' if some

42
have been done. For example if a lesson about ''encounters'' is done in which different forms of meetings have been seen, such as friends - lovers – an
unknown ,etc... The pupils have to create a situation in which they act a kind of meetings.
7.Presentation – a tool of communicative approach
The ability to successfully present oneself can be one of the most important tools a person should have these days. In the project-based learning,
students make presentations all the time for various purposes. Presentations usually occur at the end of lessons and focus on a particular language or
skill area. They are a kind of freer practice since students should feel relatively confident about what they are going to say in order to make a
presentation in front of their classmates. That is way, before the actual presentation is made, students should be given a lot of controlled or semi-
controlled practice activities, such as; gap filling, drills, information swaps.
Characteristics of a good presentation
• Clear structure
• Easy to follow
• Presenter is enthusiastic
• Presenter is not monotonous
• Presenter makes eye contact
• Presenter uses appropriate body language
Advantages of the ability of making presentations
• Students practise the language areas (vocabulary, grammar, pronunciation, discourse) as well as language skills (speaking, reading, listening,
writing).
• By focusing on a particular language point or skill, the presentation is a very practical way to revise and extend a given topic in a pair or group
work.
• Students build confidence, they can express and communicate their ideas clearly, which is one of the most crucial skills in the world of work.

43
• Students have an opportunity to challenge and expand their understanding of the topic by having others ask questions.
• Having completed the project, a presentation is a channel for students to share with others what they have learned.
Planning a presentation step by step
• Revise a key language area/vocabulary.
• Provide an exemplary presentation (e.g. by a teacher).
• Provide students with a transcript or an outline of a proper presentation (greeting, introduction, maim points, conclusion).
• Focus on linking words/body language.
• Put students into groups and make them write down the aims.
• Make students decide who is going to say what and how.
• Make students prepare visuals.
• Make students practise at their tables.
• Make students deliver their presentations in front of their classmates.
• Take notes for the later feedback ( teacher’s assessment – as a teacher you need to take notes for feedback). You can film the presentation and
then discuss the video individually or with the whole group. You can also discuss the presentation generally with the whole class pointing to
the best parts of it, analyse the worse points and suggesting the ways to improve it).
Notes to consider preparing students for making a presentation:
It is important students:
• Plan and deliver the presentation in groups first so as to increase their self-confidence (students may need support from each other before,
during and after the presentation).
• Know the aims of the presentation (e.g. to inform or raise awareness of an important matter, to persuade people to do something or to
demonstrate public speaking skills in a first or second language).

44
• Answer the following questions: Why are you making the presentation? What do you want people to learn? How are you going to make it
interesting?
• Stand close to people who are chatting and try to talk “through” the chatter (by means of demonstration) and stop talking if chatter continues.
• Ask for the audience attention (“Can I have your attention, please?”).
• Set the audience an observation task (assessed before by the teacher).
• Limit the amount of time spent on preparing visuals.
• Give feedback to each other (peer assessment – the other students who are listening should also actively take part in the presentation. They
should think of questions and comments for the speaker. The teacher can give them a task to do while listening, e.g. they can write down one
thing they like about the presentation and one thing they consider the speaker has to work on).
• Assess themselves (self-assessment).
8. Escape room - popular puzzle-based attractions
• Smart and engaging fun while learning English grammar and vocabulary
There’s something thrilling about being transported into a new setting and being forced to find your way out. The students get a number of language
puzzles to solve within a time limit. These puzzles allow them to revise or learn new vocabulary or grammar structures in a very engaging way. They
learn English, acquire entrepreneurial skills and have fun at the same time.
• Developing problem- solving skills
Students are locked in a room and have got a series of puzzles to solve so that they could win the game and get out of the room. Students have to think
fast using logic and context clues in order to progress.
• Getting the skill of working in a team
The way escape rooms are formulated requires either a large team or two smaller, separate teams to work together to solve the puzzle.
Escape rooms promote teamwork by offering multiple puzzles. Without working together, they’ll be impossible to solve.
• Learning creativity

45
Escape rooms let students focus on their creativity to get through the different puzzles.
Some of the puzzles may not look like puzzles, even after the students inspect them
This requires the students to use their creativity to discover how the puzzle’s meant to be solved.
• Learning how to focus
Students can improve their focus, mainly because of the time limits imposed on teams in the rooms. They only have a certain amount of time in which
to solve the puzzle.
• Goal- minded activity
Escape rooms help you foster proper goals by setting smaller ones throughout the challenge. When they reach the final stage, it’s highly rewarding.
This is a great tactic to instill in students. If you set goals and work toward them, you’ll be rewarded.
Escape rooms can foster good goals and team-building, along with promoting focus and creativity. They’re a fantastic educational supplement not only
in learning a language but for every single school subject.
9. New Technology in the Classroom
There's quite a bit of evidence that technology, when used in the right way, helps students learn. Technology, such as tablets, isn't only useful for
absorbing knowledge; it helps with communication as well. Teachers and administrators use such devices to send materials and information to students
and parents. Students hand in homework and term papers online and can access educational applications and programs to further assist with learning.
Here are some of the clear benefits of using technology in the classroom:
• It makes learning interesting and engaging, especially for younger generations raised on the latest technology.
• It allows for faster and more efficient delivery of lessons, both in the classroom and at home.
• It reduces the need for textbooks and other printed material, lowering long-term costs incurred by schools and students.
• It makes collaboration easier. Students, teachers, and parents can communicate and collaborate more effectively.
• It helps to build technology-based skills, allowing students to learn, early on, to embrace and take advantage of the tools technology offers.

46
Finding Innovative Applications of Technology
While technology, in and of itself, does not always spur innovation in the classroom, there are countless innovative ways to use technology to better
teach and engage students. Here are some examples:
• Mobile Technology – Smartphones and other mobile devices are increasingly used in education. Mobile apps let teachers conduct digital polls,
enhance verbal and presentation skills, and incorporate technological skills with core competency lessons.
• Assisting Special Needs Students –is especially useful for students with learning disabilities. For example, phonetic spelling software helps
dyslexic students and others with reading problems to convert words to the correct spelling. Some students are visual learners, while others are
verbal or auditory learners. Technology allows teachers to individualize lesson plans to different students and their unique styles of learning.
Selected websites and applications:
Quizlet, Kahoot, Quizzizz
These are free websites providing learning tools for students, including flashcards, study and game modes. A teacher can use on every single stage of a
lesson, i.e. introducing new vocabulary or grammar structures, practising them in an active and collaborative way and also for a revision and testing.
Ideas for usage:
• Using games and quizzes during the lesson
• Creating your own sets of vocabulary, mems, tests
• Adding images- record sounds for pronunciation practice
• Assigning online homework for students

47
Other free websites for organizing teacher’s work: the following websites offer a wide range of tools for enriching the teacher’s workshop and
making lessons more engaging for students.
• Plickers- a tool for creating interactive quizzes without using mobile devices
• learningapps.org-a tool for creating applications to be used at home or in the classroom on interactive boards/ebeam
• classtools.net- a tool for creating applications and other useful gadgets such as: audience soundboard, timers, connect 4, QR Hunt Generator,
Random name Picker or Dustbin Game
• vocaroo.com- a tool for recording and sending sound files which is very useful idea for pronunciation practice and online homework for
students.. The ideas for assigned homework are: recording a story told by a student, describing a picture, answering given questions, recording
an interview made by students.
• fotobabble.com- a tool for recording and sending video files, which can be used similarly as vocaroo.com
• padlet- a tool for creating Internet files like a class account, links, images and some educational materials collected by the teacher
• film-english.com- ready made educational materials based on videos, ready- made lesson plans, hand-outs, ideas for discussion etc.
• lyricstraining.com- a collection of tracks together with lyrics with gaps, that serves as a task for a student to be done at home for vocabulary and
listening practice or as a challenging contest idea in the classroom

48
PRACTICAL PART
Lesson plans

49
1.Theme: ANALYZING THE ANGRY EYE BY JANE ELLIOTT
Aims:
By viewing and discussing the documentary, students will understand the following terms: discrimination, prejudices,
stigmatization, persecution, sterotype.
Students will understand the reasons behind discrimination and the mechanism of discrimination.
Students will reject stereotypes in relations with other people.
Students will be tolerant towards other people’s distinctiveness.
STAGE AND AIMS TIME PROCEDURE SKILLS
PATTERNS OF
INTERACTION
MATERIALS
WELCOME
- to start the workshop
2 min Teacher welcomes students, asks how they are
speaking Teacher-students
Students-teacher
---
Stage 1
WARMER
- to introduce vocabulary
related to the topic
8 min
Teacher writes terms connected with the film subject
and asks Ss about them.
• What is discrimination?
• What is stigmatisation?
• What are stereotypes caused by?
• What are the causes of persecution?
speaking
Teacher-students
students-teacher whiteboard

50
PATTERNS OF
INTERACTION
MATERIALS
Stage 2
INTRODUCTION TO
THE FILM
-to provide background
about Jane Elliott´s
experiment
-to get ready to watch the
film
10 min
Teacher gives out worksheet about the film.
T asks Ss about Jane Elliott:
Do you know who Jane Elliott is?
Why is she well-known?
Can anyone tell us about her experiment?
The teacher introduces the subject of the film by
explaining the idea of Jane Eliott’s experiment.Before
watching the film, the teacher asks the students to pay
attention to the mechanism of how discrimination is
created. The students are asked to pay attention to the
behaviour and feelings of the people who take part in
Jane Elliott’s experiment of being stigmatised because
of the eye colour.
Speaking
reading
Teacher-students
students-teacher
teacher-students
Worksheet
Stage 3
VIEWING THE FILM
-to watch the film and
comment on some aspects
of it
40 min
28 min
(film)
12 min
(discussi
on)
Teacher plays The Angry Eye film and pauses it
following the guide provided in the worksheet.
There are six points to discuss.
Students are encouraged to answer the questions in the
worksheet and teacher elicits debate about the ideas
presented in the film.
Listening
speaking Teacher-students
student-student
Interactive
whiteboard
film
worksheet

51
PATTERNS OF
INTERACTION
MATERIALS
Stage 4
AFTER FILM DEBATE
- to reflect on the film
5 min
Teacher elicits discussion after the film, based on the
following questions:
• How did you feel while watching the film, describe
your emotions
• What is the film about?
• What does the film show (situations, problems,
phenomena etc.)?
• How did the discriminated people feel, what emotions
did you observe?
Speaking
Teacher-Students
---

52
PATTERNS OF
INTERACTION
MATERIALS
Stage 5
SMALL GROUPS
DISCUSSION
- to work out the
“diagnosis” of school
discrimination
20 min
Students are divided into small international groups (4-
5 Ss) and they look for answers to
the questions listed below (teacher writes them on the
board). They compare their school experiences,
observations and reflections from their own countries
and confront them with what
they have seen and experienced while watching the
film.
• Who ( what group/s of people) is the subject to
persecution?
• Why are some people persecuted?
• In what way are they persecuted?
• How do the persecuted feel?
• How can we prevent such persecution?
The groups present the result of their work to others.
They exchange ideas between
groups, choose common ideas, draw conclusions and in
this way they create „The
diagnosis of discrimination in a school”.
The conclusions are written on the board.
Speaking
Writing
Student-student Worksheet
Whiteboard
Stage 6
CONCLUSIONS
-to reach some basic
conclusions about racism
and discrimination
5 min
Teacher asks these questions to students to draw
conclusions from this workshop:
• What have you found out?
• What have you experienced and understood?
• What am I going to do with this experience?
speaking teacher-students
---

53
WORKSHOP ABOUT RACISM AND DISCRIMINATION
JANE ELLIOTT: THE ANGRY EYE
The Angry Eye is a short film which features Jane Elliott conducting her Blue Eyed/Brown Eyed exercise with college students.
Jane Elliott was a third grade teacher in Riceville, Iowa when she developed the Blue Eyed/Brown Eyed exercise to teach the effects of racism.
She began this work in response to the assassination of Dr. Martin Luther King, Jr.
Featured in television documentaries and training videos, Ms. Elliott has since repeated the exercise with dramatic results in many different
settings.
This exercise demonstrates that racism is a learned response and that education and awareness are the solutions to discrimination.
We are going to watch the video and you should focus on the following so that you can contribute to the discussion afterwards:
•The behavior and reflections of the students in the blue-eyed group who are discriminated against
•The behavior and reflections of the students in the brown eyed ‘superior’group
•Jane Elliott’s role throughout the exercise
GUIDE FOR DEBATE ON THE ANGRY EYE
• JANE ELLIOTT
•Jane Elliott establishes a microcosm of a racist society. She gives the blue-eyed students the opportunity to experience the kind of the treatment
regularly given to people of color and others who are considered ‘different’. Who/what sets the rules for us in society?
•LEAH (white female student who had left her pencil and paper in her bag)
•'Perception is everything' says Jane. Why?
•What is Leah learning through this exercise?
•What is the effect of being a target for prejudice? What does Leah say about this?
•BEN (Jane refers to one blue-eyed male student as 'darling')
•Do you think he likes to be called 'darling'?

54
•Why do you think he doesn't say anything about that?
•STEPHANIE (white female student with glasses and a headscarf)
•Does Stephanie choose to leave or is she forced out?
•Have you ever felt uncomfortable in a group? What did you do?
•Have you ever made somebody uncomfortable in a group?
•KERI and RASUL (blue-eyed female student and tall man of color)
•How would you describe each of them?
•What do you see as the differences between them?
•What are the similarities?
•THE BROWN-EYED GROUP
•Even when their blue-eyed colleagues were being treated harshly none of the students in the “superior” group challenged Jane or asked her to stop.
Why do you think they don't do anything?
CONCLUSIONS: After viewing the film and discussing about it, we can reach some conclusions. Now, let's write them. Here the teacher asks the
students to write their own conclusions from the lesson.

55
2.Theme: SERIAL (BAD) WEDDINGS
Aims:
to let students know about cultural and religious stereotypes
to realize the multicultural reality of our society
to increase written comprehension of English
to reflect on respect and tolerance
to transmit historical knowledge about French colonization in Africa
to learn to debate and draw your own conclusion
Time: 158 minutes
Materials: the movie in V.O with subtitles in English, the poster of the film, sheets, pens, computers with internet access
STAGE AND AIMS TIME PROCEDURE SKILLS PATTERNS OF
INTERACTION
MATERIALS
WELCOME
-to start the
workshop
2 min. T welcomes Ss, asks how they are. Speaking
T-Ss
Ss-T
Stage 1 WARMER
-to introduce the
workshop’s major
aims
-to encourage Ss to
freely express
themselves
- to awaken curiosity,
motivate and work
imagination and
creativity
4 min.
T asks Ss if they know the movie.
T proposes to Ss that they try to imagine what the
movie is about
T asks two Ss to relate their assumptions
Speaking T-Ss
Ss-T
T-Ss
Stage 2 15 min. Speaking/writing T-Ss Posters of the

56
INTRODUCTION
-to introduce the
topic of stereotypes
T projects on the digital screen posters of the film
and asks to work in groups the students must
write what they think the movie is about now and
brainstorm some ideas on the different symbols
that appear on the poster.
T asks to put in common the different ideas
Ss-T movie
- to improve English
written
comprehension
97 min. Projection of the movie Listening Movie in V.O.
with subtitles in
english
Stage 3
ENGAGEMENT
-to work in a group
- to realize the
existence of very
marked stereotypes
-to debate
-to express opinion
20 min. T asks Ss to write everything they remember
seeing in the movie about Chinese culture,
Jewish culture, Islamic culture and African
culture.
Ss the students compare collectively and make a
recapitulative list to define the stereotypes
transmitted in this film.
T asks Ss who think about these stereotypes and
Ss debate on this topic
Writing/
Speaking
T-Ss
Ss –T
Ss-Ss
Papers and pens
Stage 4
-to learn a bit of
history
20 min. T asks Ss if they have understood the part in
which the two parents are talking about
communism, Charles de Gaulles and the French
colonization in Africa. Ss answer
Writing/
speaking
T-Ss
Ss – Ss
Computers,
papers and pens

Curriculum proposal

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Curriculum proposal

Similar to Curriculum proposal (20)

More from iesMercedesLabrador

More from iesMercedesLabrador (20)

Recently uploaded

Recently uploaded (20)

Curriculum proposal