This document discusses a project called GEP that teaches certain subjects like Computing Science and Music in a foreign language like English or French at a school. The project started in 2015 with non-compulsory subjects for the first year of secondary school. It aims to teach content through a foreign language that students may already know to some degree. Currently mini-projects are used that focus on the content while being enjoyable, and specific vocabulary activities are followed by reinforcement activities. There is a goal to expand this to teaching full subjects in a foreign language for an entire grade, requiring qualified and motivated teachers.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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2. During this activity...
Feel free to interrupt if there's something you
don't understand.
Don't be afraid about the mistakes you can do,
this is not an English class!
3. Main objective
Teach content using a foreign language (English,
French, etc)
The language may be already known by students
The teacher may have an acceptable english /
french level (B2 or higher)
4. How is it currently
implemented?
In our school this project started on September
2015
As the human resources are quite limited, two
non-compulsory subjects are implemented in
1st level of ESO:
● Computing Science
● Let's speak music
5. What kind of activities do
we do?
A sample of the activities about the project is on the website that's been
created to collect evidences of the work we are doing.
We try to work with mini-projects. The activities are enjoyable but the
designer has to focus on the content. There might not be a content
reduction.
There is always a previous specific vocabulary activity and it's strongly
recommended to design a reinforcement / enrichment activity
thoughout the mini-project.
6. Future implementation
Apply the same idea to a whole subject in a
whole level.
Example: PE in English in 1st of ESO
Teachers must be qualified / prepared
Teachers willing to do their best
7. Future implementation
Apply the same idea to a whole subject in a
whole level.
Example: PE in English in 1st of ESO
Teachers must be qualified / prepared
Teachers willing to do their best
