Do you want to know more about Emily? Click kere and you will be redirected to a short presentation she prepared for the pupils

On April, 22nd, I joined the Economics and History professors for a school excursion to go and see Almeria.  During this fieldtrip we visited the Museum of Contemporary Art, the Cable Inglés or English Pier, a historical mining railway pier and many other interesting places, including "Álvarez de Sotomayor" army headquarters in Viator. This place was really interesting for 4ESO students.

During the Erasmus+ international exchange held in October, Emily took part in some of the activities. She supported the teachers and helped them to run the Cultural Foodprints Games.

Do you want to know more about Stephanie? Click kere and you will be redirected to a short presentation she prepared for the pupils

On October 4th, I joined the biology and history professors for a school excursion to go see the fossils in La Rodea Baza 1. There we met the paleontologist Mr. Bienvenido. He explained how the remains and fossils of the animals that they found crossed over from Africa to Europe. He then explained that the animals crossed over before the Mediterranean Sea formed to what it is today. When all of the continents were connected, that land was called Pangea. Bienvenido briefly went into the biological aspect of these animals and explained how these animals had evolved in order to survive in the new land. 

On the way back, I got to converse more with the students and I must note that they were putting the English that they know into good use. They practiced by asking questions and making sure that they were pronouncing words correctly. I was also asking them questions about the excursion and what they thought were the most interesting things that they learned. Most of them replied: learning how to differentiate between fossils and rocks. When licked, if it sticks to the tongue, it’s indeed a fossil. If it does not stick, it is a rock. 

From there we went to the Museo Arqueológico de Baza. There we learned and saw ancient currency, jewelry such as earrings, necklaces and bracelets, little cups, pans and weapons. We also saw the replica of “La Dama de Baza” and the head of a statue of a “Greco Romano”. The students were also practicing their English by translating and explaining the phrases and descriptions of the items and artifacts in the museum from Spanish to English. 

On Wednesday 14th December, 2ESO went on a guided tour to the Enrique Enriquez Palace . In total, there were about 55 students, 4 teachers and me. Around 10:30am we walked  to the location. 

Moving to Spain has always been a dream of mine, especially after studying Spanish at university. My experiences in Baza have been nothing short of enlightening and exciting. Having spent my first year as an auxiliar in Huelva, I was excited to explore another city, so close to Granada! At first, I was apprehensive of what living in a smaller city would be like. However, what people don’t tell you is that living in a city the size of Baza brings you an experience incomparable to the larger cities. 

Firstly, the sense of community is much bigger. I’ve enjoyed learning about the various festivals or “puentes” as they are called here; for example, Baza ¿qué? and visiting the surrounding towns like Guadix. Being from London, the culture is much more individualistic in comparison to the familial values prevalent in smaller societies. 

Many students have asked me: “Do you have bilingual classes in England with Spanish?” This question made me realise the importance of integrating languages. We live in an English-dominated world where Spanish students must learn to communicate in English if they wish to travel and work internationally. However, this is not expected of students in the UK (despite an immense Spanish-speaking population worldwide) where language-learning is decreasing at a rapid pace. As I will go on to pursue a Master’s in Education, these experiences and lessons learned in Baza will prove invaluable.

There are many differences between the English and Spanish school systems. Firstly, something I have noticed in my Physics/Chemistry classes are how many of the topics overlap but increase in difficulty each year. This way, the students build on the previous year’s knowledge and the content remains fresh. Moreover, unlike in the UK where Physics and Chemistry are taught separately, the subjects are linked here. Similarly, Geography and History are taught simultaneously unlike my experiences in the UK. Secondly, the school day is ends earlier at 14:15, accounting for the ‘siesta’, whereas in London we tend to go to school until 16:00. In addition, vocational classes are never offered in school. If you wish to study vocational subjects, you have to go to college (school starting at the age of 16 and before or in place of university). 

What I love most about teaching at Pedro Jiménez Montoya, is the fact that every day brings something new. The differences between all the ESO classes, and the vocational ones are stark, and I enjoy seeing the patterns between the subjects and language levels. Furthermore, the added difficulties of communicating through masks was something I had not anticipated beforehand. 

Nevertheless, though the levels of English may vary, through using hand gestures, repetition, and the odd translation, the students’ and I have learned to communicate. Through a mutual learning of their cultures and my own, I feel as though both the students and I have benefited from even just 3 months together. Not only can I see improvements in their English, but also in their confidence. I look forward to what comes in the New Year!

On Wednesday 12th January, 1ESO went on a school trip to an archaeological museum called Yacimientos Paleontológicos (Paleontological Sites). In total, there were 53 students and only 3 teachers, 4 including myself. Around 10:30am we took the bus and drove about ten minutes to the location. Due to the current rise in COVID cases we had to make sure that all the pupils were wearing their mask properly and taking the right precautions. Nevertheless, we didn’t let this stop us from enjoying the trip!

Once we arrived, we watched an introductory video about the history of Baza and went into the museum. Inside, the pupils learnt about the history of the city “Basti”, the various tombs, and the history of the Dama de Baza (celebrating 50 years). Whilst the students were listening to a talk, music suddenlybegan, and a woman dressed from head to toe in traditional clothing walked through the museum and presented herself as the Dama de Baza (the Lady of Baza). This was not the only occurrence of theatrics! Shortly after, music began again and “el guerrero de Baza” (the soldier of Baza) put on a performance as well. It was both entertaining and educational.

After a brief break, the students were sorted into groups to commence a new activity. Tables were set up, and each student (and even the teachers) had the opportunity to create clay sculptures. There was a wide variety of designs, from bowls and cups to animals and even food.At 13:00 we took the bus back.

Overall, the archaeological museum was interactive, exciting, and a valuable experience. This type of interactive learning encourages the pupils to appreciate the diversity of their town whose history is so rich and a true look into the past. Baza may be small, however, as a non-native, I continue to be illuminated by many new things about the city.

During the present school year, Yash has taken part in the revision and translation of several documents, presentations and animations. She has also participated actively in the subtitling of the film "La Mula" (2013).

For more information about the real stories translated or supervised by Yash, visit the project's site (click here)