hand in handThe bilingual project • El proyecto bilingüe

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This edition of Hand in Hand has been edited by Margaret Locke and Rosa

González, teachers and teacher trainers in the project.

María Triviño, British Council, edited the Spanish version.

Project Managers British Council: Teresa Reilly

(teresa.reilly@britishcouncil.es), Montse Watkin,

(montse.watkin@britishcouncil.es).

Project Managers Spanish Ministry of Education:

Pilar Medrano, (pilar.medrano@mec.es),

Mercedes Bravo (mercedes.bravo@mec.es)

Translators: Xohana Bastida (xohanabastida@hotmail.com),

Terry Berne: (tberne @orange.es)

Magna Media S.L. Design, Layout and Production.

Tel. +34 91 563 4471 email info@magna-media.com

Front cover: Monica, from Infants 5, José Bergamín Primary School, Boadilla del Monte, Madrid.

SUMARIO

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CONTENTS

BIENVENID@S

NOTICIAS Y EVENTOS

CREAR CONTEXTOS

CREAR UNA IMAGEN

JOLLY PHONICS

EL GRUFFALO

UNA VISITA DE TONY ROSS

MATEMÁTICAS Y CUENTOS

UN VIAJE A ESCOCIA

LINKS

PASOS INTERMEDIOS

FORTALECER LOS PUENTES

CONTRASTES CULTURALES

ESTIMULAMOS LA CURIOSIDAD

PASADO Y FUTURO

ENERGÍA Y CONTAMINACIÓN

LA PRÓXIMA EDICIÓN

COLEGIOS DEL PROYECTO

WELCOME

NEWS AND EVENTS

CREATING CONTEXTS

CREATING AN IMAGE

JOLLY PHONICS

THE GRUFFALO

A VISIT FROM TONY ROSS

BRING OUT THE MATHS

DISPLAY WINNERS

A TRIP TO SCOTLAND

LINKS

STEPPING STONES

BUILDING BRIDGES

CULTURAL CONTRASTS

AWAKENING CURIOSITY

LOOKING BACK, LOOKING FORWARD

ENERGY AND POLLUTION

LAST BUT NOT LEAST

THE NEXT ISSUE

PARTICIPATING SCHOOLS

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U n año más me complace dar la bienvenida a los lectores de Hand in Hand a una nueva

edición de la revista. Revista que crece, como el proyecto, en cada nuevo número.

En esta ocasión, es muy gratificante ver el excelente resultado de los hermanamientos entre

centros españoles y británicos, que el programa ha potenciado como parte de sus objetivos, y

el gran número de actividades y proyectos curriculares conjuntos que se están llevando a cabo.

Todos sabemos que no es fácil mantener este tipo de contactos, que exigen no sólo esfuerzo,

sino también un tiempo extra del que no siempre es fácil disponer. Pero la dedicación del

profesorado es, nuevamente, un motivo de satisfacción para todos los implicados,

especialmente para las administraciones y los padres, que vemos, a una cierta distancia, el

progreso de todos los alumnos y alumnas.

Entre estos proyectos queremos destacar, por su dimensión y por los temas tratados, el

proyecto de poesía Give Us Back Our Planet, que se ha materializado en un magnífico libro,

presentado por la Ministra de Educación y Ciencia, Dª Mercedes Cabrera Calvo-Sotelo, en el C.P.

Gregorio Marañón de Toledo el día 31 de enero. En este libro se recogen las ilustraciones y los

poemas realizados por alumnos y alumnas de 6º curso de

ocho colegios españoles y otros tantos colegios británicos en

los que expresan su preocupación por el cambio climático y

sus efectos.

La Ley Orgánica de Educación, en los Reales Decretos,

recientemente publicados, que establecen las enseñanzas

mínimas correspondientes a las diferentes etapas educativas,

hace hincapié en la importancia del aprendizaje de otras

lenguas como parte del desarrollo de las competencias

básicas del currículo. El programa de currículo integrado

hispano-británico es un claro ejemplo de la contribución del

aprendizaje en una segunda lengua al éxito educativo de

todos nuestros alumnos y alumnas.

Antonio Moreno GonzálezDirector del Instituto Superior de Formación del Profesorado,

Ministerio de Educación y Ciencia

I t is my pleasure to welcome you to this year's edition

of Hand in Hand magazine.

The magazine is a celebration of the work that goes

into the Bilingual Project that the British Council

manages with the Spanish Ministry of Education. The

magazine reflects the richness of a bilingual education

for our primary and secondary pupils and the hard work

that goes on daily in and out of the classroom so that

children learn another language and broaden their view

of the world from other perspectives.

This edition lays special emphasis on collaborative

work, not only between departments but between

primary schools and their secondary counterparts.

Children who started in the programme eleven years ago

are now in their third year of secondary education and

the magazine reflects this with an increased number of

contributions from our secondary students.

Emphasis too is given to the increasing collaboration between the schools in Spain and their

partner schools in the UK. This academic year a further 25 primary and secondary schools have

formed new partnerships. Every year existing links grow stronger and relationships between the

schools deepen as they work together on more ambitious cross-curricular themes. One example

of this is the publication and launch in both Spain and the UK of a jointly written book of poetry,

Give Us Back Our Planet. The book demonstrates how working across borders and curriculum

provides an experience which is enriching, creating positive attitudes to both learning and

understanding different cultures. Projects such as this also fit in with the concerns of young people

about the world they live in, and show that although they come from different places they share

common concerns about the future.

Working together, hand in hand, we are helping to build the ideals of tolerance and

understanding so essential to the development of next generation Europe. In this edition, I feel that

our commitment to this vision shines through. I would therefore like to take this opportunity to

congratulate all those involved in making it a reality.

Chris HickeyDirector, British Council, Spain BIENVENID@S

WELCOME

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T hese were the last lines of a series

of Haiku that were read out by

four British and four Spanish pupils at

the primary school of Gregorio

Marañón in Toledo, during the launch

of Give Us Back Our Planet poetry

book on 31st January.

The launch was a high profile event

attended by the Minister of Education,

Mercedes Cabrera, and the Minister of

Education for the region of Castilla La

Mancha, José Valverde. Also attending

was the Director of the British Council,

Chris Hickey, and the Headmaster of St George's Primary, Worcester, Steve Mills. St

George's is Gregorio Marañón's partner school in the UK and children from both schools

were involved, along with 14 other schools in both countries, in the writing and illustrating

of the poems.

The school was inundated with journalists and TV crews as the four visiting children

joined their Spanish counterparts in the reading and presentation of the poetry book. The

beautifully written and illustrated book is so much more than a book of poetry. Behind the

poems and illustrations is the combined effort of children from two different countries

working together, sharing ideas, striving to communicate and express those ideas in

English and Spanish.

In the words of the Minister of Education: "This book is a fine example of the cultural

enrichment that can result from educational co-operation between the two countries."

Significant, too, are the concerns that are freely expressed about the planet that young

people are inheriting. The British Council is globally committed to helping raise

awareness about climate change and would like to take this opportunity to congratulate

all the schools, teachers and students involved in producing the first book of it's kind,

which serves as a great inspiration to what can be acheived when people collaborate.

NEWS AND EVENTS“Do something right now,

we know that we can all

help make a difference”

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The philosophy and innovative approach of teaching through an integrated curriculum in

the Bilingual Project has attracted attention both at national and international levels. The

Ministry of Education, the British Council and the Regional Governments, as stakeholders

in the Bilingual Project, have embarked on a major evaluation of the primary school

stage focussing principally on achievements in English, science and geography. The

evaluation study will also be looking at the added value for young people of becoming

bilingual in areas which are more difficult to measure such as motivation, autonomy and

self-esteem. The evaluation project is directed by Professor Richard Johnstone,

University of Stirling, under the auspices of the prestigious UK organisation CILT ( Centre

of Investigation for Language Teaching). Interim results of the three year longitudinal

study are expected in early 2008 with the final results due in 2009.

SEPTEMBER 2006- 60 primary schools - 42 secondary schools -220 special Project teachers- 900 Spanish teachers - 23,000 children in 10 CCAAs and Ceuta and Melilla

COURSES AND SEMINARS MARCH 2006 TO MARCH 2007- April 2006 - 3º ESO curriculum development starts- May 2006 - Secondary Encounters, Peñaranda - May 2006 - Bilingual Saturday- July 2006 - Language and Development Course for primary and secondary teacherswith John Clegg (CALP)

- September 2006 - Induction course for new teachers- October 2006 - Contact seminar for UK and Spanish secondary schools- October 2006 - Evaluation Studies, on-going- November 2006 - English for Teachers- November 2006 - 6th study visit to Liverpool for Primary andSecondary teachers- November 2006 - History course for Secondary teachers- January 2007 - Primary Encounters for 120 teachers- January 2007 - Launch of poetry book, Give Us Back Our Planet- February 2007 - Contact seminar for UK and Spanish primary schools- February 2007 - Primary Assessment course- March 2007 - Early Years Literacy course- March 2007 - 4º ESO curriculum development starts- March 2007 - Link school visits by Primary and Secondarypupils and teachers- March 2007 - TESOL Conference “ Content and LanguageTeaching” with participating project trainers

…after the success of Bilingual Saturday 2 last May, which saw over 160

teachers from Comunidad de Madrid bilingual schools attend workshops

given by teachers from the British Council School and from the MEC/British

Council Bilingual Project schools.

The event was held in El Quijote school, in Villa de Vallecas, whose welcoming

staff contributed to the smooth running of the day. The workshops focused on

the teaching of Literacy through Science, Art, Drama and Music in Early Years

and Primary. Teachers commented on how much they enjoyed the workshops

and the usefulness of ideas on methodology and exploiting resources.

This year a bigger 2-day event is planned for the 18th and 19th of May with an

expected 400 teachers from all over Spain. For more information about the

conference see the British Council web-site (www.britishcouncil.org/es/spain.htm)

EVALUATING THE PROJECT

PROJECT UPDATE

BILINGUAL SATURDAY GOES NATIONAL…

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Éstas fueron las últimas líneas de una serie de Haikus que leyeron 4 chavales británicos y 4 españoles en la ceremonia

de lanzamiento del libro de poesía "Give Us Back Our Planet", celebrado en el colegio Gregorio Marañón de Toledo el

pasado 31 de enero.

A esta importante ceremonia asistieron la ministra de educación, Mercedes Cabrera, el ministro de educación de

Castilla-La Mancha, José Valverde, así como el director del British Council, Chris Hickey y el director del Colegio St.

George's en Worcester, Steve Mills. Dicho colegio británico está hermanado con el Gregorio Marañón, y los alumnos de

ambos centros, junto con otros 14 colegios de ambos países participaron en la creación e ilustración de las poesías.

El Gregorio Marañón estaba abarrotado de periodistas y cadenas de televisión que se presentaron allí para cubrir la

noticia. Pudieron filmar cómo chicos británicos y españoles se turnaban para leer algunas de las poesías. Este libro, al que

más de cien niños han dado vida mediante la composición de bellos poemas e ilustraciones, es mucho más que un simple

libro de poesía. Tras esos poemas e ilustraciones se esconde un esfuerzo compartido entre alumnos españoles y sus

hermanos británicos. Estos chavales se han esforzado por comunicarse entre

ellos, han intercambiado ideas y preocupaciones sobre el cambio climático, y a

través de este libro han conseguido comunicarlas a un público más amplio,

tanto en español como en inglés. En palabras de la ministra de educación:

"Este libro es un buen ejemplo del enriquecimiento cultural que puede surgir a

partir de la cooperación educativa entre nuestros dos países".

De gran importancia también es el hecho de que estos jóvenes han podido

así expresar libremente sus preocupaciones sobre el planeta que van a

heredar. Un compromiso que el British Council tiene a nivel mundial es

precisamente hacer que cada vez haya más gente consciente de la

importancia del cambio climático, y es por ello que nos gustaría aprovechar

esta oportunidad para felicitar a todos los centros, a los profesores y alumnos

que han participado en la elaboración del primer libro destinado a este

objetivo, el cual servirá de gran inspiración para que nos demos cuenta de lo

que se puede conseguir cuando la gente colabora y aúna sus esfuerzos.

“Hagamos algo ahora, entre todos

podemos ayudar a cambiar las cosas”

NOTICIAS Y EVENTOS

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L a filosofía del Proyecto Bilingüe y el enfoque

innovador que supone el uso de un currículo

integrado han atraído la atención de muchos

estudiosos nacionales e internacionales. Ahora, el

Ministerio de Educación, el British Council y los

gobiernos de las Comunidades Autónomas, como

partes implicadas en el proyecto Bilingüe, han

decidido llevar a cabo una evaluación general del

proyecto en Primaria, que se centrará

especialmente en las áreas de Inglés, Ciencias y

Geografía. Este estudio también evaluará otros

temas tales como el valor añadido que tiene para

los niños el hecho de ser bilingües, examinando

áreas tan difíciles de medir como la motivación, la

autonomía y la autoestima. El proyecto de

evaluación será coordinado por el profesor

Richard Johnstone, de la Universidad de Stirling, y

estará avalado por el CILT (Centre of Investigation

for Language Teaching), una prestigiosa entidad

británica. El proyecto se desarrollará a lo largo de

tres años, y presentará un primer informe

intermedio en 2008 y un informe final en los

últimos meses de 2009.

… tras el éxito del segundo Sábado Bilingüe celebrado el pasado mes de mayo, en el que

ciento sesenta profesores de centros bilingües de la Comunidad de Madrid asistieron a

talleres impartidos por personal del British Council School y de los centros participantes en

el Proyecto Bilingüe.

Esta actividad se realizó en el CEIP El Quijote de Villa de Vallecas, y su éxito se debió en

gran parte a la gran acogida que nos dispensó el personal del centro. En cuanto a los

talleres celebrados, se centraron en la enseñanza de la

lectoescritura a través de las ciencias, las artes, el teatro y la

música en Educación Infantil y los cursos iniciales de Primaria.

Al acabar, los profesores participantes comentaron que habían

disfrutado mucho de los talleres, y que les habían

proporcionado muchas ideas útiles sobre nuevas metodologías

y recursos.

Para este año está previsto celebrar unas jornadas de más

alcance durante los días 18 y 19 de mayo, a las que acudirán

cuatrocientos profesores de toda España. En la página web del

British Council se irá ofreciendo información más detallada

sobre esta actividad. (www.britishcouncil.org/es/spain.htm)

LOS SÁBADOS BILINGÜES SE VUELVEN NACIONALES…

LA EVALUACIÓN DEL PROYECTO

SEPTIEMBRE 2006- 60 colegios de Primaria - 42 colegios de Secundaria - 220 profesores especialistas del proyecto- 900 profesores españoles- 23,000 alumnos entre los 3 y los 14 años en 10comunidades autónomas, Ceuta y Melilla

CURSOS Y SEMINARIOS - MARZO 2006 A MARZO 2007 - Abril 2006 -Comienzo del desarrollo del currículo 3º ESO - Mayo 2006 - Encuentro para profesores de Secundaria,Peñaranda- Mayo 2006 - Sábado Bilingüe- Julio 2006 - Curso de lengua y metodología paraprofesores de Primaria y Secundaria con John Clegg(CALP), Alcalá- Septiembre 2006 - Curso de introducción paraprofesores nuevos- Octubre 2006 - Seminario de Contacto para colegios deSecundaria españoles y británicos- Octubre 2006 - Estudio de Evaluación, en curso- Noviembre 2006 - Inglés para profesores- Noviembre 2006 - Sexta visita de estudio a colegios deLiverpool para profesores de Primaria y Secundaria - Noviembre 2006 - Curso de Historia para profesores de Secundaria- Enero 2007 - Encuentro para 120 profesores de Primaria - Enero 2007 - Lanzamiento del libro de poesía:Devuélvenos Nuestro Planeta- Febrero 2007 - Seminario de Contacto para colegios de Primaria españoles y británicos- Febrero 2007 - Curso de evaluación para profesores de Primaria- Marzo 2007 - Curso de lecto-escritura para profesoresde Infantil- Marzo 2007 - Comienzo del desarrollo del currículo 4º ESO - Marzo 2007 - Visita de profesores y alumnos de Primaria y Secundaria a sus colegios hermanados en el Reino Unido- Marzo 2007 - Participación en la conferencia TESOL, San Sebastián, enfocado en la enseñanza de Lengua y Contenido

ACERCA DEL PROYECTO

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O ne of the most obvious changes we are trying to

make is to utilise all areas of the school to their

utmost and to foment a policy of child-instigated English

usage. One way we have gone about this has been to paint

games on the pavement in the playground. We use these

as part of a regular programmed movement activity

during class time and the children can, and do, use them

independently during break.

Outdoor games and activitiesFor one of the games we have painted each of 7 steps a

different colour and then orally assigned each step a day

of the week, the objective being to help the younger

children to assimilate the chronology of the weekdays.

Children move up or down the steps, that is, forward or back, to the day shouted out by the teacher, who of

course targets the sequencing of the days.

The second game we have put into practice is similar in format, but its objective is to reinforce colour

recognition. There are 12 series of coloured boxes painted on the playground floor. Each series has the same

colours as the others, though the order of the colours varies. Pairs of children are assigned a series of

colours and understand that they have to find the colours shouted out by the teacher within their series

alone. This avoids haphazard running and risks, as well as any competitiveness.

Using the playground to teach “Mother can I?” in small groups is another context within which children can

then independently proceed to use English as a play vehicle. One child is the Mother/Father and stands at

the far end of the playing area. The other 3 pupils in that player’s group stand at the opposite end and ask

permission to approach her/him by saying “Mother/Father, can I walk/run/jump/hop?” and the number of

steps they hope to take. The parent responds by giving or denying permission-at first with a simple yes/no

and later with “Yes, you can” or “No, you can’t.” Another freestanding game is “I spy” using colours.

We hope to continue adding games to help learn the names of the months of the year, the alphabet, and

other areas as the playground project has been a big success. The downside is that we'll have to keep

repainting the playground as the games are in such constant use! The language assimilated in playing these

games has already begun to appear “spontaneously” in the traditional language environment of the

Joyce Rowan from JoséBergamín Primary

School, Madrid, reportson how her school

makes the most of itsspaces and resources

to create a wholeschool feel aboutlearning English

CREATING CONTEXTS FOR ENGLISH

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classroom where children ask for permission

to go to the toilet, to use articles, and point

out objects with much greater confidence

and without obviously searching for the

“correct” terminology.

Indoor games and activitiesLanguage-motivating activities in classroom

practice is another means of broadening the

contexts for using English. The greater the

child’s involvement in everyday activities the

more authentic the use of English will be.

l One good way to make maths in English part

of the Infants' daily routine is to let one student

be the leader each day and allow her/him the

privilege of directing one of the warm-up

activities. For example, when we roll our

shoulders at the end of the days of the week

song, s/he decides how many times we are

going to roll our shoulders, whether we are

going to roll both shoulders or only one, the

right or the left shoulder, whether the roll is

going to be in big or small circles and whether

we are going to roll them towards the front or

towards the back.

l Individual whiteboards are useful for

drawing dictations which are focused on

developing familiarity with shapes, quantities,

size and spatial concepts.

l We practise categorizing by putting magnetic figures of shapes, animals or letters in order

according to size or colours and we do series work in the same way.

l We are planning to serve drinks of water, asking before we pour “How much water do you

want?”, eliciting the reply “A little/a lot” as a counterpoint to the “How many? ” in the outdoor

games.

l To develop literacy skills we use those same magnetic figures to notice word length and

number of letters. We work at recognizing words within a context by using the initial sound to sort

animal names/figures, to find the tag for the day of the week and the weather, and to find the

colour to use for a drawing.

l We carry out a class routine in which the leader of the day records the day of the

week , the weather, the number of students present, and any class news.

l We regularly do drama activities using puppets, fingers as puppets and magnet figures. We

then perform for our own class or for others. Last year, the 5-year-olds also participated in the

local town hall show.

l Infants participate in our whole school reading activity. The Year 4 children read to the 5-year-

olds periodically and as follow up, each 5-year-old writes a thank you card in reply, with a drawing

related to the story they have been read.

l We have developed classroom libraries in the Infants' classroom so that children can borrow

the books to take home.

l We also use the Internet resources regularly and watch snippets of video or DVD. This adds

authentic listening practice and enriches our language learning context. During our last viewing

of a section of a Maisy video we stopped to listen to each other’s hearts, to predict outcome, to

imitate the protagonists by marching around the classroom. The video thus became a context for

our class activities, and not an objective in itself.

l Finally, we enjoy cooking activities as a means of broadening our language spectrum too. We

made lemonade a couple weeks ago as part of our exploration of the body and senses, and for

Halloween we made autumn fruit cat faces!

So….are you making the most of your spaces and resources to maximise language use?

“The more different thetypes of activities we carryout, the broader thespectrum of languageinvolved. Children needroutines and repetition, butvarying the context of theroutine and repetitionmakes communicationwithin their limitedlanguage skills not onlypossible, but also muchmore meaningful andinfinitely more motivating.”

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