VIDEO GAMES CODING

As part of this integrated unit, 3rd ESO students worked on a cross-curricular project linking Technology, Maths and Art through the motivating theme of videogame creation with Scratch. The unit allowed students to combine digital skills, mathematical reasoning and visual creativity while using English in a practical and meaningful way. Through the different subjects involved, students gradually built the knowledge needed to create their own final project and to understand how different areas of learning can come together in one shared task.

Technology

In Technology, students were introduced to Scratch as a visual programming language used to create interactive stories, animations and games. They learned how the platform works, how to create a project and how to use its main elements, such as sprites, backdrops and the different categories of blocks. They also explored the function of motion, looks, sound, events, control, sensing, operators and variables, gaining a solid foundation in basic coding concepts.

This part of the unit helped students understand how a simple digital game is built step by step. By working with Scratch, they developed logical thinking, sequencing skills and problem-solving abilities, while also becoming more confident in using digital tools creatively.

Maths

In Maths, students worked on equations, focusing on both linear equations and quadratic equations. They learned how to solve them through guided explanations, comprehension activities and practical exercises connected to everyday situations. This part of the unit helped them strengthen their mathematical reasoning and understand how equations can be applied in different contexts.

The work carried out in Maths was directly linked to the final project, since students later had to create a game in which players had to choose the correct answer to an equation. In this way, mathematical content was not only studied in theory, but also transformed into part of an interactive and engaging learning product.

Art

In Art, students explored colour theory, learning about primary, secondary and tertiary colours, the colour wheel, complementary and analogous colours, as well as the difference between warm and cool colours. They also worked on concepts such as tints, shades and tones, and reflected on the importance of colour in visual communication and artistic expression.

This artistic component gave students the opportunity to think carefully about the visual design of their videogames and presentations. It helped them understand how colour can influence the look and feel of a project, making their final creations more attractive, organised and expressive.

Final Product

As a final product, students created a question-and-answer videogame with Scratch in which players had to choose the correct option to solve an equation. This task brought together the three areas involved in the unit: coding from Technology, mathematical content from Maths and visual design from Art. In addition, students used the colour wheel to create warm or cool presentations, giving their projects a more intentional and creative visual identity.

Once finished, students were able to play the games created by their classmates, turning the final stage of the project into a shared learning experience. Overall, this integrated unit was a very positive example of how digital competence, mathematical thinking and artistic creativity can work together in a motivating bilingual context.

3D PRINTING: keyring

As part of this second integrated unit in 3rd ESO, students worked on a cross-curricular project linking Technology, Maths and Art through the world of 3D printing. The unit was designed to help students understand how a 3D printing process works from different perspectives, combining technical knowledge, mathematical accuracy and visual representation. Through this project, students were able to apply what they learned in each subject to the design of a real object, turning the classroom experience into a practical and motivating challenge.

Technology

In Technology, students learned about the 3D printing process and the different stages involved in designing and producing an object. They explored how a 3D printer works, how digital designs are prepared and how a model can be transformed into a printable piece. This part of the unit helped students become familiar with digital design tools and with the logic behind the manufacturing process, developing their understanding of how technology can be used to create real products.

They also worked with a specific design program to recreate all the necessary elements for printing their own object, which allowed them to improve their digital competence, precision and problem-solving skills.

Maths

In Maths, students worked on scales, a key concept for ensuring that their final designs met the correct proportions and measurements. This mathematical component was essential in helping them understand how a digital model must be adjusted to fit specific dimensions before being printed.

By applying scale accurately, students were able to connect mathematical knowledge to a real design task, understanding that precision is a fundamental part of any technological project. In this way, Maths became a practical tool that supported the creation of the final product.

Art

In Art, students focused on views, learning how objects can be represented from different perspectives in order to understand their structure more clearly. This work helped them visualise the form of the object before creating it digitally and encouraged them to think carefully about shape, proportion and design.

This artistic approach was especially useful in supporting the technological part of the unit, as it trained students to interpret and represent objects in a more technical and organised way, while also giving them room for creativity in the design process.

Final Product

As a final product, students designed a 3D-printable keyring based on a LEGO piece, following the dimensions given by the teacher. This task brought together all the knowledge developed throughout the unit: the 3D design and printing process from Technology, the use of scales from Maths and the work on views from Art.

Although all students started from the same basic model, some of them introduced their own creative variations, including personalised details such as their names. This made the final outcome both structured and personal, allowing students to respect technical requirements while also expressing their individuality.

Overall, this integrated unit was a very positive example of how different subjects can come together around one shared project. It enabled students to work in a practical, creative and meaningful way, while developing digital competence, accuracy, design skills and a deeper understanding of how ideas can be transformed into real objects.

cartameños' rights: Then and now

Our first didactic unit of the year was devoted to analysing how rights have evolved over the last 50 years. With this purpose in mind, our students have interviewed their grandparents to discover what they couldn't do then and what they can do now. 

The questions asked dealt with education, gender roles, jobs or free time. After interviewing them, they have analysed the data and have created diagrams to show hoe these rights have changed. They had a lot of fun doing it and were impressed by some details they didn't know about their grandparents' life. 

Math- survey and statistical analysis

students' work

Citizenship- Human rights

geometry is all around

Our second didactic unit deals with geometry. After studying it in Math, we wanted to prove that every single thing that they come across is geometrical. This is why students had to walk around Cártama and capture the geometry of different important places of the village. For their project, they made different presentations in English describing the part of the village they had chosen. Here are some of their projects: 

Together with it, once aware of the geometry all around Cártama, they were also asked to come up with ideas to preserve their own village, its culture, history and beauty. This is why in our citizenship subject they created a decalogue with rules on how to be greener and preserve the place where they live. 

active listening 

Our first didactic unit has dealt with music and its influence on teenagers. . The lyrics of the songs we listen to deal with a wide range of topics, paving the way to new styles that become fashionable among teenagers. However, certain sonsgs can sometimes hide messages we do not analyse thoroughly. 

With our didactic unit we wanted to promote an active listening of those songs (both in English and Spanish) and analyse the possible toxic messages that can be conveyed: violence, respect, drug abuse, etc.. 

Bearing this idea in mind, we carried out a statistical study of the type of music students listen to. After that, students have selected the bits that caught their eye and we have analysed them in class. Finally, students have created some posters showing those statistics and the possible toxic messages they have found.

Here are some examples of those posters: 

HUMAN RIGHTS

Our second didactic unit of the year has dealt with Human Rights. Students have been working in their citizenship classes on the Declaration of Universal Human Rights and how they affect the citizens of our growing globalized civilization. After having some insight into the issue and some debates to discuss the universality of these rights, they have done some research on it.

Article 1

All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood.

Article 2

Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty.

Article 3

Everyone has the right to life, liberty and security of person.

Article 4

No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms.

Article 5

No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Article 6

Everyone has the right to recognition everywhere as a person before the law.

Article 7

All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination.

Article 8

Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law.

Article 9

No one shall be subjected to arbitrary arrest, detention or exile.

Article 10

Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him.

Article 11

1. Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defence.

2. No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed.

Article 12

No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honour and reputation. Everyone has the right to the protection of the law against such interference or attacks.

Article 13

1. Everyone has the right to freedom of movement and residence within the borders of each state.

2. Everyone has the right to leave any country, including his own, and to return to his country.

Article 14

1. Everyone has the right to seek and to enjoy in other countries asylum from persecution.

2. This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations.

Article 15

1. Everyone has the right to a nationality.

2. No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality.

Article 16

1. Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution.

2. Marriage shall be entered into only with the free and full consent of the intending spouses.

3. The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.

Article 17

1. Everyone has the right to own property alone as well as in association with others.

2. No one shall be arbitrarily deprived of his property.

Article 18

Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.

Article 19

Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

Article 20

1. Everyone has the right to freedom of peaceful assembly and association.

2. No one may be compelled to belong to an association.

Article 21

1. Everyone has the right to take part in the government of his country, directly or through freely chosen representatives.

2. Everyone has the right of equal access to public service in his country.

3. The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures.

Article 22

Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality.

Article 23

1. Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment.

2. Everyone, without any discrimination, has the right to equal pay for equal work.

3. Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection.

4. Everyone has the right to form and to join trade unions for the protection of his interests.

Article 24

Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay.

Article 25

1. Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control.

2. Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection.

Article 26

1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.

2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

3. Parents have a prior right to choose the kind of education that shall be given to their children.

Article 27

1. Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits.

2. Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author.

Article 28

Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.

Article 29

1. Everyone has duties to the community in which alone the free and full development of his personality is possible.

2. In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society.

3. These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations.

Article 30

Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein.

Students have prepared their presentations on different countries which allegedly do not comply with the universality of these Human Rights.

Additionally, in their Maths classes they were working on geometry. Apart from analysing the statistics of compliance with Human Rights, they created different posters depicting different Articles by using geometrical features, creating this way visually impressive mosaics to raise awareness and call other students' attention.