Working with talented students at school. How do we work

2. Which students?
• Some of them had been diagnosed as talented
at their former primary school.
• They can join the program later, after the
school Counselor assesment
• The school usually includes them in groups
within the bilingual program

3. How do we work?
• Each department proposes a range of
activities to enhance these talents and
collect the activities within the
department program
• The coordinator proposes cross-
curricular projects to the different
levels. This year, those project have
beeen offered to the bilingual groups of
1st, 2nd, 3rd and 4th of E.S.O

4. All together
• The planned main objectives are
–These students do not feel they are
different
–Activities should motivate and
raise the profile of the whole
group.

5. Work plan
 Before the beginning of the school year :
The coordinator and the Counselor decide what cross-curricular
projects will be carried on
 As the school year starts:
The coordinator and the Counselor meet the teachers of those
groups to let them know the projects and encourage them to
participate .
 Along the school year:
During the school year, the coordinator keeps in touch with
those teachers, getting informed about the work progress. The
communication is essentially through the CCP, that joins the
Heads of the different departments. The had of the
departments pass the information to the teachers engaged on
the project

8. Main Objective:
Easing these students
integration at their new school

9. Spanish language

10. Searching places, signs, rooms…beginning by
every character

11. A play whose
different acts have
been represented
all in diverse
places within the
school along the
whole year

12. Geography and
History

13. Locating the school
in Town, Region,
and Country

14. English and Science

15. Inventory and description of all teh plants in the school

16. 2nd ESO
HORROR, FANTASY AND
ADVENTURE

17. Main objective:
Promoting research and
creative skills

18. Physical
education

19. Michael Jackson “Thriller”
performance

20. Citizenship education

21. Disasters of War

22. French
language
A comic on a Jules Verne novel

24. Février 1865,
aux États-Unis
Nous allons
échapper
dans un
ballon

25. Il est vivant!
De l’eau, vite!
Oui,
vite
guau

28. Spanish language
Students read a book (chosen among a
range of classical literature works) and
then they presented it in clase, trying
to motivate their mates to read it too

30. Geography and
History
Working on historical pesonages related to Horror or Mystery

32. Maths
Scary or adventurous biographies and
novels based on maths

34. Science

36. Can crystals be produced in laboratory?
Lets produce some ADP
( NH4H2PO4 ) crystals

37. 48 hours
later…

38. The three cultures in Murcia
3rdESO
Eva Mª Barranquero Tomás

39. The main ol Objective has been to
discover how our society has become
culturally become richer because of the
coexistence of these three cultures
(Muslim, Jewish and Christian) all across
our country. Appraise the goodness of
the cultural mixture and launch
students to some simple research
projects.

40. A Jewish synagogue into the
Muslim castle in Lorca
• Most of the Spanish surnames have
Jewish background, so as García,
Gallego, Pérez, Hernández or Vidal,
so common in Lorca.
• Most of the inhabitants of Lorca have
actually sephardies and Jewish
ancestors.
• The courtry was occuped by very
diverse people since the Prehistorical
people, iberians, romans, bizntines,
Muslims and Christian. During the
XIV-XV centuries, under the Christian
Kingdom, the Jewry into the walls of
the castle of Lorca was settled.

41. Christian Architecture. The Romanesque
Collegiate Church in San
Martín de Elines, Cantabria
(España).
The Belfry of the
Cathedral of Vic.
Osona (España)

42. J EWIS H THE MUSLIM
WED D IN GS MARRIAGE
Alejandra Martínez Alpiste

43. Prominent scientists
• Albert Einstein was a
Jewish German
phisicien. He has been
considered a the most
important scientist on
the XX Century.
• One of his most famed
invents was the atomic
bomb. 1939-1945

44. Gastronomy
Muslim
Christian
Jew

45. La Alhambra de Granada

49. French

51. English

53. 4th ESO
LOVETristes guerras
AND WAR
si no es amor la Empresa.
Tristes, tristes.
Sad wars
Miguel Hernández
As love is not the matter
Sad, sad…
Miguel Hernández

54. The main objective is to motivate
students working on research projects
and help them to meditate about these
two so different feelings, so much
creative/destructive like those leading
to love or war

55. Physical
Education

57. French

58. Portrait de Guillaume Apollinaire peint par
le peintre fauviste français Maurice de
Vlaminck.

59. Paul Éluard

60. Spanish

61. CAN WE FIND THESE LOVE AND
WAR TOPICS IN ZORRILLA?

62. MIGUEL HERNÁNDEZ.

63. Ethics

64. SOME ONES ARE NOT ALLOWED TO WATCH
BECAUSE SOME OTHERS DOES NOT WANT TO SEE

65. THE CONSEQUENCES OF
WAR

66. Famine

67. Another world is possible through
Interculturality

68. Love and War with
GeoGebra

72. Other activities

73. Science
Producing models of cells

75. MUSIC
performaces

76. Concerts

78. SPANISH
LANGUAGE AND
LITERATURE

79. 1º ESO. Don Juan Tenorio

80. The superbook
Renewable, to exhibit all
the students works in
the librery.

83. Origami
Make your own origami-hero to
create a myth or a legend

87. PI- Day
The students wrote a mystery tale whose main
character is named Three Fourteen

89. (The cover for this year booklet has not been
chosen yet)

90. Participating in different contests
• Physics, mathematics and Biology Olympiads
• Composition (Sponsored by Coca-cola)
• Photography and drawing …
• Sports competitions. Camps, marathon,..
• Music festivals and contests
• Drama and carols in English
• And so on…