Responsible person of the activity: Olga Coello,teacher of coexistence of the school, staff of school.
We did this activity during the third trimester breaks.
The aim of this activity is to promote the use of board game based learning methods in children’s lives.
To work and explore the application of educational board games through the training of students.
Adapting learning based on play
and develop board games in correspondence with them.
This task helped us to know the trends of youth in the participating countries and to extract the current learning.
of the children’s playful experience.
Introducing play-based learning is a core activity of our Erasmus project.
To know and explore board games and their possible adaptation as educational tools;
Introduce board games as a tool for active participation.
Explore successful examples of the use of board games in educational work.
Provide participants with methods for the development of ideas and the design of learning.
Seek a positive transfer in social cooperation and integration.
Number of participants: 32 students different ages.
Responsible person of the activity: Olga Coello Vazquez. Coordinator of activity.
At the beginning of the year the ROAD TO INCLUSION group, dedicated to promoting inclusion activities among students including the use of the English language, as our school is bilingual, met to shape our project, but it is not until November that we began to inform all students and their families of the new project called CASTRA PATROLS.
We used informative posters like the one below and sent a letter to all the families.
We understood that the format on “Help between equals. Accompanying pupils” carried out in Secondary schools, since until now there was no experience in Primary, it was not possible to apply it in our school in the same way and therefore we needed another format more appropriate to the characteristics of a Primary school and more specifically to our school. This is how the CASTRA PATROLS or PATRULLAS DEL CASTRA came about, where in addition to having students who were mediators of conflicts or companions, we were going to form patrols of storytellers, news, games, etc. We did not know the welcome we were going to have among the students, so, in the beginning we gave the option to all the students between 3º and 6º of Primary Education to participate in the patrols, in one or in several. Except for the Problem Solving patrol in charge of mediating conflicts and accompanying students, who could only be 5th and 6th grade students, as established in Instruction 7/2017, of the General Secretariat of Education. We found more than 200 students (35 of them for student mediators and / or companions) interested in participating in the patrols, so we had to establish different shifts. With regard to the student mediators, from the second trimester onwards all the students enrolled in the different playgrounds began to patrol in groups of 3 or 4 on Tuesdays and Thursdays (in two groups); but it is not until the third trimester that we began to use accompanying students for students with relationship difficulties or other difficulties. We thought that before this date the students were not yet prepared, but after a few months of intervention in recreation, meetings, advice, etc., it was the appropriate time for them to voluntarily perform this function. We received 4 requests from tutors and assigned 4 accompanying students, who visit their companions every day during the recess. we sincerely believe that the project is achieving good results and we have numerous ideas that we will put into practice the next course. To end the project we organized a week of activities with the collaboration of families belonging to our educational community, so for 4 days, parents or other relatives have organized, along with our patrols various recreational activities during the time of recreation can enjoy together a great coexistence.
Objectives of the programme:
On this occasion, new students have been accompanied by their own classmates, so although this option has been offered to tutors, in all cases they have decided to work from the tutorial action with positive results.
To favour the integration of students who are alone or little accepted in their group, exercising a work of accompaniment and welcome that avoids isolation and helplessness. One of the main slogans of the recreation patrols, whether they were telling stories, organizing games or mediating conflicts, was to approach those students who found themselves alone and propose them to play or help them relate to the rest of their classmates. It is important to point out that some of the student volunteers participating in the patrols were students with little acceptance in the group, with which they have been reinforced, gaining self-esteem and appreciation by the group.
Favouring the integration of foreign students who have difficulties with the language, students with learning problems and students with disabilities, creating support groups for academic tasks. In this course we have not looked for the development of this objective in relation to support for academic tasks. The integration of students with a disability has been sought, but to the same extent as with the rest.
To promote collaboration, knowledge and the search for solutions to interpersonal problems in the school environment.
Responsible person of the activity: Roberto Martin – coordinator of the project, staff of Castra Caecilia School.
In this activity we set as objectives:
a) To promote the role of education in healthy habits as an integral part of the integral education, designing, to such effects,
b) Promote healthy lifestyles and habits, based on the specific needs of the school’s students.
c) Strengthen and improve the healthy behaviour of students, with special emphasis on hygiene and prevention.
d) Strengthen the habits of body care and health and incorporate physical education and the practice of sport to promote the personal and social development of students.
e) To encourage students to acquire skills and competencies that will enable them to take care of their bodies, both physically and mentally,
f) Knowing and detecting situations of risk to health,
g) To promote understanding and appreciation of the importance of preserving the environment due to the repercussions it has on people’s health.
h) To promote the responsibility of the students in their daily decisions, and the knowledge of the consequences they have in their health and in the environment that surrounds them.
In this activity of the centre, a healthy cooking workshop has been given by these colleagues to teach the students the benefits of Mediterranean cuisine.
Recreational time is an ideal time and place to work with students in managing their free time and physical activities. We created a recreation project aimed at students to take advantage of recreation time in the healthiest possible way, using it as a disconnection from school work, but also as a time of social relations through games and the use of spaces and materials. We seek the best use of it working with students rules of use for greater comfort of all.
We elaborate mural classes with rules and advice for a healthy life.
Number of participants: 150. Pupil of 3th-4th grade.
Responsible person of the activity: Roberto Martin, coordinator of project-
Objective of the activity: – Pupils to acquire initial skills in design thinking, which develops the 7 key skills in children – creativity, problem solving, patience and concentration, empathy, teamwork skills, self-confidence and presentation skills. – To allow the participants to take on new challenges, to work together in a team, to seek solutions to problems in a new way, to turn their ideas into something real and to present them clearly.
Materials used: paper, cardboards, watercolour and acrylic paints, brushes, palette, pencils, erasers, sharpeners, etc.
This work in particular promotes equality in an environment of cultural diversity and in this case painting the school wall has served to concentrate the interests and energies of the members of the school community in the search for a better coexistence in an environment of multiculturalism. The plastic result is highly attractive.
We created a mural in the first and second grade playground. Each group draw a tree, each child a branch of the tree with the palms of their hands. It symbolizes the union of the group.
Number of participants: 450 students from 1st to 6th grade
Responsible person of the activity: Olga Coello Vázquez
ROAD TO INCLUSION group, dedicated to promoting inclusion activities among students including the use of the English language, since our centre is bilingual, we met to give shape to our project, but it is not until November that we began to inform all students and their families of the new project called CASTRA PATROLS.
We understand to contribute to the improvement of education in social habits throughout the school:
To promote collaboration, knowledge and the search for solutions to interpersonal problems in the school environment.
Promote the culture of peace in schools.
To promote the role of education in healthy habits as an integral part of integral education,
Promote healthy lifestyles and habits, based on the specific needs of the school’s students.
Strengthen and improve student behaviors.
Encourage students to acquire the skills and competences that will enable them to cultivate social relations.
Knowing and detecting risk situations from the point of view of social integration.
We organized games of cooperation in the recreations of that week.
The promotion of sporting activity as a cause that generates habits that favour social reinsertion and the promotion of solidarity.
The practice of sport as a fundamental element of the educational, health and quality of life system.
The participation and total integration of our students in physical and sensory functional diversity.
We add to its foundational aims everything related to the value of the principles of education and freedom.
Date of the activity: 15-IV-2018
Number of participants: 68 students from 5th
Responsible person of the activity: Roberto Martin – PE teacher, Patricia Chivo- English teacher, Sara Martinez English teacher, Belén Moreno, English teacher.
We organized a visit to the Center of sports technology “The Olimpic Ring”in Zarza de Granadilla (Caceres).
Living with peers in different environments than usual.
To carry out physical activities in nature.
To value the natural environment as a means of recreation and a resource to carry out
Know your possibilities and limitations increasing self-esteem.
Develop personal autonomy
WEDNESDAY 15 MAY 2018
9:00h: Departure from the school.
10:30h: Arrival and installation.
11:00h: Snack and groups.
11:30h: Canoeing, Climbing or Mountain Biking.
15:00h: Lunch and rest.
16:30h: Canoeing, Climbing or Mountain Biking.
WEDNESDAY 15 MAY 2018 9:00h: Departure from the school. 10:30h: Arrival and installation. 11:00h: Snack and groups. 11:30h: Canoeing, Climbing or Mountain Biking. 14:30h: Transition. 15:00h: Lunch and rest. 16:30h: Canoeing, Climbing or Mountain Biking. 18:30h: Snack 19:00h: Return-
Responsible person of the activity: Estrella Moreno.
Objectives of the activity:
Developing students’ creativity, imagination, observability and concentration. By depicting their favorite book characters, the participants in the activity express their own vision of text and art, enhance their emotional intelligence, build new aesthetic criteria.
Games with book characters.
With photos of different characters we ask questions to know in which book they appear.
We do dramatizations of small story theatres.
We play through mime, without using words to guess selected characters.
-We guess characters: Students are divided into groups, one selects a card with a famous character from a story. You must describe without naming the book that appears.
-We try to improve the students’ knowledge of the different characters in the books.
We work to develop the linguistic competence of the English language through games, theatres and mime.
We try to improve disintegration, social relations and group interaction. We change roles in games.