The year that was...
2024-2025 SCHOOL YEAR
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During their first year in the British Council Programme at Francisco Salinas High School, 7th grade students were introduced to an innovative methodology within the Spanish public education system.
Under the auspices of the British Council, students learn English as if it were their first language. The methodology follows the model of first language learning in English speaking countries. All coursework is therefore strongly literacy based.
Students read three books on the Educacyl platform Fiction Express.
In keeping with the philosophy of the British Council Programme, the books were non-adapted, authentic texts. The platform also provided teachers with the possibility of tracking students’ progress through integrated online activities from reading comprehension quizzes to comments about the books.
Students became acquainted with the twisted humour of the beloved English writer, Roald Dahl through his book of fairytale poetry, Revolting Rhymes.
As part of the year-long project for this book, students were required to do a variety of activities. These included: recitation, drama and the development of higher order reading comprehension skills.
In addition to these activities, a selection of books were made available to students to read throughout the school year. Reading logs had to be completed for each book read and then displayed on the classroom wall.
In addition to these activities, a selection of books were made available to students to read throughout the school year. Reading logs had to be completed for each book read and then displayed on the classroom wall.
The textbook utilized focused not only on the acquisition of Higher Order Reading skills through authentic texts and challenging reading comprehension activities but also included a wide range of guided writing activities which aimed at teaching students to develop lexically rich and syntactically varied written texts. Some of the more specific activities included: formulating compound and complex sentences; effective use of punctuation; appropriate register; types of writing (reports, speeches, debates, presentations, reviews and so on); creative writing using figurative language and writing based on research. As part of the research process, students were taught the importance of citing reliable sources and writing a bibliography.
The textbook utilized focused not only on the acquisition of Higher Order Reading skills through authentic texts and challenging reading comprehension activities but also included a wide range of guided writing activities which aimed at teaching students to develop lexically rich and syntactically varied written texts. Some of the more specific activities included: formulating compound and complex sentences; effective use of punctuation; appropriate register; types of writing (reports, speeches, debates, presentations, reviews and so on); creative writing using figurative language and writing based on research. As part of the research process, students were taught the importance of citing reliable sources and writing a bibliography.
All classes were conducted exclusively in English and students were not allowed to use Spanish, even when exchanging information among themselves.
There was a strong focus on public speaking with major projects following strict guidelines in order to comply with accepted conventions. Presentations on characters in the novel, Great Expectations by Charles Dickens were prepared using digital resources like Canva and PowerPoint. When learning about speech delivery, students were taught how to use appropriate register, rhetorical devices and cue cards.
As part of their year-long Roald Dahl project, small groups converted one of the poems into a play which then had to be performed. In addition to practising reading and writing, students also learnt the basics of dramatic art and stage craft.
One of the last speaking projects for the year involved putting into practice the rudimentary elements of a formal debate, a task the students carried out admirably, especially considering it was their first time.
Students learn the rudiments of a formal debate
Before the Easter break, most of the Grade 7 students went on a linguistic immersion camp in Leon where they were expected to communicate in English at all times. They participated in a wide variety of adventure activities and games but their favourite by far was racing each other in go-karts.
As the school year draws to a close and hard work gives way to the satisfying lethargy of summer, students complete one last project, which by popular request, is … more theatre.
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