PROYECT WEEK 2026! Refugees x change

What is AC Refugees x change?

This initiative is important for building new connections and engaging in dialogue with refugees and volunteers from diverse academic backgrounds. It aims to raise awareness about the challenges faced by immigrants and provide them with a space to learn English, as well as offering them a pleasant afternoon. As AC students, it is essential to demonstrate our organizational skills, respect, and appreciation for people of different nationalities and socioeconomic origins, recognizing them as human beings and not just socially stigmatized refugees. This project week is one of the longest in terms of duration, as it has the greatest community impact by interacting almost daily with refugees from war-torn countries or disaster zones who live in the Cardiff area. In addition, we are organizing an event on Sunday for everyone to visit UWC AC, with games, a tour, and food to enjoy together. In total there were 8 students and the person in charge, Professor Nical Alcalde.

Calendar with all activities

Before starting on Monday with all the materials we had prepared, we had two meetings, one on Friday the 20th and the other on Sunday the 22nd. On Friday, we received a short training session about the expectations we had of representing the school and also about what kinds of questions we were allowed to ask. For example, we weren't allowed to ask the refugees how they got there, but we could ask about their hobbies and what they like most about Cardiff. We then discussed not sharing personal information and not taking photos without consent. Finally, we all got together for dinner on Sunday to plan the activities for Monday, print the teaching materials, and decide what kind of games we were going to use, focusing on vocabulary and grammar in English according to each level. This last part was very helpful in understanding the nuances of our words in conversation, analyzing our own body language, and how we should use short, clear, and simple English to speak with the refugees according to their level. It served as a good introduction to what our project week would be like.

DAY 1

During our first 45minute session with an advanced group in Trinity Center, Cardiff a group of 8 learners (and then more) were we aimed to create a dynamic and supportive environment to improve their communication and confidence in English.

We began with simple icebreakers to build trust and help learners feel comfortable speaking. Activities like "Two Truths and one lie" and the "sun shines on..." game not only encouraged participation but also to know better what they like and preferences.

As the session progressed, we introduced more collaborative and creative challenges, like storytelling based on photos, and guessing game using voabulary from paper.

After that we did a role-play where we make them to sit in different context of the daily life such as going to the bank, take a train and go to the healthcare system. For me personally, was very fun, because I could practice a litlle bit of medicine with them asking their symptoms and interacting with Q&A.

Overall, the first day make me understand the importance of structuring activities depedning on the english proficiency from basic to more complex ones. This reflects my development in LO4, as I showed commitmen and perseverance in planning and adapting the session to meet the group´s needs.

DAY 2

During this day, we worked with both advanced and beginner groups, which required us to adapt our communication style and activities to suit different levels in the groups. This fact pushed us to be aware of how we talk and our vocabulary.

On hand with the advanced group, the focus was on the English fluency, encouraging them to think and explain to their own peers the activities as well. I noticed that some participants were more confident after the session on the first day to talk in front of others. On the other hand, beginners group required simpler instructions and assisted guide. Activities like identifying the photo with their real name were making conversations clear, ensuring inclusion.

Overall, this session taugh me the importance of differentiation and clear communication through body and vocal language. This links to LO2, as I demonstrated that challenges, like working with mixed ability levels can be approached through adaptation and effective communication.

During Tuesday, we also had the opportunity to meet Noah Bakour, a filmmaker and visual artist. We showed him the campus and later conducted an interview where we asked questions about his artistic journey, creative process, and the impact of his work. This experience allowed me to better understand how art can be used to explore identity, social issues, and personal expression. We then created a role-play activity where we acted as interviewers and filmed a short video, which made the experience more interactive and engaging. Listening to his reflections on self-doubt and creative challenges helped me realize that uncertainty is a normal part of any creative process. This connects to LO1, as I developed greater awareness of my own strengths and areas for growth through engaging with someone experienced in a creative field.

DAY 3: GLOBAL GARDENS

On Wednesday, we travelled to Cardiff to participate in a service activity at Global Gardens. This is a community garden that aims to bring people together (especially refugees and asylum seekers) through organic gardening, sustainable practices and experiences, which means that it is not only a place to grow food but also to share connections across cultures, reducing stress and social isolation. During our time there, we worked maintaining and removing overgrown plants and planting seeds. This made me reflect on the physical and mental effort required during this service which can help you to forget other problems.

What impacted me the most was understand that this garden represents more than just agriculture but also a space of belonging and healing. Contributing to environmental and social change.

Overall, this experience deepned on my understanding of service in any aspect and context, that goes for a long-term impact in the community and resilience. This activity conencts with LO6, as we engaged with an issue of global significance, climate action and social itnegration, through hands on work.

Link of their website:

https://www.globalgardensproject.co.uk/

DAY4: TRINITY CENTRE

During Thursday, we traveled again to Trinity Centre in Cardiff having prepare activities for beginners and advanced learners. We delivered two 40 minutes sessions in separate rooms, adjusting our language and empathy level to support each group with different ages.

After the lessons we share a little break of 30 minutes sharing coffee, tea and having lunch with them, creating a relaxed environment (I even play Ping Pong) that encouraged genuine conversation and connection This make me realize that building trust and belonging is just as important as teaching content.

In conclusion, this day help me to adapt me to different social environment while fostering meaningul relationships. This demosntrates LO3, as I showed initiative and careful planing in preparing and delivering differentiated activities (as is shown in the photos attached).

DAY 5

On Friday, we began the day with a more relaxed and collaborative activity, deciding to make pancakes together. Afterwards, in the Languages department, we watched Io Capitano and engaged in a guided discussion based on questions about migration, identity and the idea of the "European Dream". The entire conversation leads us to do a constant reflection about the challenges that the people we meet during the week could face during their migration journey. What stood out to me was how the film humanized the experience of migration, making it more personal and complex than the narratives we often hear. Helping me to develop even more empathy and a deeper understanding of global issues.

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