Get into Orbit is a collaborative project between the didactics departments and the Guidance department at Colegio Nuestra Señora de las Victorias de Madrid, Spain. 

We have selected Space as our educative theme and, within this context; we have developed different Learning Stories based on the acquisition of the main skills explained in the official curriculum, focusing our efforts and attention on Science, English and ICT. 

Most of the resources used in this project belong to those published by the ESA Education team (Education and Outreach Unit at European Space Agency). 

Our project has been developed using two powerful methodological tools:
CLIL (Content and Language Integrated Learning): This requires that students listen, talk, read and write in English as a second language in their learning process, whilst simultaneously establishing their knowledge in many areas of the curriculum.

Future Classroom Lab, introduced by the biggest Educational network with 31 Educational Ministries. Our students use ICT (Information and Communication Technologies) to build and share knowledge and understanding, talk to each other and help their classmates. The programming tools, design of the activities, and methodology that we use are based on the Open Educational Resources.

Get into Orbit selected as Best Practices by BEDA programme

posted 2 Jul 2017, 23:07 by Gloria Huerta Martín

Student's role

posted 15 Jan 2016, 23:51 by Gloria Huerta Martín   [ updated 15 Jan 2016, 23:52 ]

The most important change that we want to strengthen is the role of the students in the classroom. We believe in significant teaching-learning processes should be profoundly based on the idea that the students need to be an active participant. 

In order to achieve this goal, we design activities that allow the teachers to identify the interests of the students as well as the degree of understanding of the tasks that are proposed to them and, also analyse their level of satisfaction throughout the course. With this information, the performances can be evaluated and appropriate changes can be made. 

The teaching program begins by identifying what “students do”, as one of the first elements of the programming guide refers to student production. The students, therefore, learn by ‘doing’ in an autonomous, practical and experiential way. A series of teaching activities have been gathered from the results of the iTEC project that serves as guide to the teachers that wish to design activities in the classroom taking into account the students actions and behaviour: Dream, Reflect, Explore, Map, Design, Make; Carry, Ask, Display, Navigate, Collaborate, Share, Sequence, Check, Build, Analyse, Labelling, Sort, Present, Develop, Record, Register, Predict, Formulate hypothesis, Defend and Assess.

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