El agua en Madrid como estoy ausente murmuráis de mi. Cuando tuve plata un sol parecí; cuando tengo cobre parezco un candil. Cantasteis corriendo a su retintín; como estoy sin blanca murmuráis de mi. Juan de Dios y Antón Martín Álamos del prado, fuentes de Madrid, como estoy sin blanca murmuráis de mi. Álamos cubiertos de hojas por abril, como yo desnudos de maravedís; fuentes que regáis tanto perejil,
Designed by Ventura Rodríguez in 1802. Paseo del Prado
Fountain of the Artichoke: Retiro Park Designed by Ventura Rodriguez in 1776
Fountain of Cibeles Designed by Ventura Rodriguez between 1777 -1782 Ordered by Carlos III as well as the fountains of Apollo and Neptune. They were dedicated to the gods of the air, waters and earth.
Fountain of Neptune (Poseidon): Paseo del Prado
Fountain of Neptune (Poseidon): Paseo del Prado
The Fallen Angel Fountain: Retiro park Built in 1874, it is the only sculpture in the world dedicated to the devil. A work of Ricardo Bellver.
Las Burgas: Orense The town of Orense, of remote origin, developed around the Fountain of the Burgas. Thermal waters spring, in its surroundings, Roman remains have been found, among them the nymphs altar of As Burga Today it is located at the Archaeological Museum of the town, but a copy can be seen by the fountains. It has three open air thermal fountains, with an average temperature between 64º and 68º: Burga de Arriba, the oldest, from the XVII c.; Burga do Medio, attached to the wall and in the modern style; and Burga de Abaixo, of neoclassic style projected by the architect Trillo in the second half of the XIX c. There are several legends that try to explain the origin of the thermal waters; a volcano under the near Montealegre Mountain; or that it comes from the feet of the Santo Cristo.
PROJECT OF ENRICHMENT AND CURRICULAR EXTENSION Term 2004-2005 C.P. VICÁLVARO
PROJECT FOR HIGH ABILITIES (3er CYCLE) GENERAL TARGET: Carry out strategies directed to give an adequate educational response to high ability students needs. Create a motivating and stimulating methodology for all the students. SPECIFIC TARGETS: Develop investigation strategies. Promote the ability of relating different areas of knowledge Boost: Creativity Individual work (organization, planning …) Respect other points of view, opinions. Encourage interpersonal relations, cooperation and team work.
WHAT’S A FOUNTAIN TELLING US? Find out: Its history: When and where was it born? Who made it? Who was governing at the time? (Kings, presidents…) What does it represent? What important events took place at that time? What transformations and changes has underwent along its history? Its surroundings: What important buildings are” its neighbours”? Find out their history and any curious tale about these buildings. Would you be able to locate in a map this fountain, and also the nearer main important buildings? Mark in the map the way to get to that fountain and to the rest of the buildings that you have located from your school, your home or any other place of your choice. Imagine, create, invent: Imagine that you are part of that fountain, write what you see during a whole day. Write a poem or a tale about the fountain. Invent a system to make a fountain work (project) Write a dialogue. The fountain talks to: buildings, pedestrians, cars, trees…
Artistic expression: Light and sound. Make a tape recording of the different sounds produced by water. Make musical instruments using water The Rainbow: its colours and why we see them. PROCESS AND EVALUATION: 1º. - The student will solve his/her investigation working individually, using the resources provided by his/her teacher (internet, encyclopaedias, specialist books, note cards, brochures …) 2º. - Team work: pooling all individual findings. Making a mural board, brochure or any other information medium. 3º. - Presentation to the class group of their proceeds.
METHODOLOGICAL FOCUSING The methodology implemented for working with our students is based in a constructive focusing, that advocates learning by means of building their knowledge day by day, as a result of the student’s interaction with his/her ambiance and surroundings. Therefore, it is our aim that the student builds his/her own outlook of reality. The final educational goal is to contribute to the students whole development, thus we should promote the development of the individual’s diverse abilities in all fields, not only in the cognitive field, but also in the linguistic, social, affective and emotional. In our educational centre, we find students from a very diverse background, to which is difficult to reach using traditional methodology. Thus, we base our educational performance towards cooperative working that enables us the development of our students in accordance to their abilities and possibilities. Thus the students with high abilities will be the ones that will specially benefit by this way of learning. This methodology carries a precise distribution in small groups of 6-7 students. They themselves, make clear guidelines for their own group, requiring all the members assent, its breach means withdrawing the privilege of belonging to a team. This distribution favours the creation of flexible groups; for big, small groups and individual work.
Starting from the use of reflective and interdisciplinary learning, above all in the last cycles; meaning: to encourage the student reflection before given a hasty answer and where all the areas are inter related, as in real life each item of knowledge is used in relation with all we know. Therefore, our educational role is mainly based in presenting a problem situation to the students providing some guidelines (text support, teacher’s explanations, search possibilities…) that they should solve or at least trying to make their own hypothesis. For this purpose they have at their disposal bibliography in the classroom (we have got a library in the classroom) and material provided by the teacher that enables solutions. In this way, they start by comparing their finds and opinions to uphold their position as a team. Afterwards, the teacher helps them to shape their ideas and offers them guidelines to arrive to a right solution. Their finds must finally be presented to their classmates by an oral presentation and a paper written individually, so, each student will be able to make its own auto evaluation. This individual work is important because increases their self esteem and the confirmation of their individual knowledge. Most of the written work is exhibited in an area for this purpose in the classroom so the value of their effort is in full view.
VICALVARO STATE SCHOOL My school is in Vicalvaro, located South East of Madrid Vicálvaro State School 15 Forges Street, 28032 Madrid, Spain. Tel: 0034-917769938 Fax: 0034-3718488. e-mail: mailto:email@example.com The School The school is located in the Vicálvaro area, in East Madrid. It is in an important and developing urban environment, with good train, tube and bus connections to the City centre. The school enrolls 443 students from over eight different countries, of which 56 follow the bilingual programme. There are 33 teachers. In the main computer room there are 26 computers with 2 printers and a range of appropriate software. Each classroom has its own library, and the main library is open outside school hours: Monday to Friday, from 4 pm until 7 pm. The large canteen offers not only lunch but also breakfast and opens at 7.30 am.
We have chosen to teach Science in English. However, we offer an English I.T. workshop fortnightly and some of the dancing lessons are also taught in English. All the signs in the school are in English and Spanish. The relationship between the teachers is very good, as is that amongst the Students Educational project of the school Aims Our aim in the bilingual school is to educate the children in such a way that they grow up with the ability to think for themselves, understand the concepts of equality and justice and play a full and responsible part in a changing and multicultural society. Objectives We put emphasis on the individual development of the students, giving them the ability to face the future. The pupils are taught to respect difference. To make up for, wherever possible, the lack of resources surrounding us. Assessment procedures Once a term. The flexible and dynamic process will be continuous throughout the school year.
Didactic experiences of interest • The newspaper: We publish two papers a year. As it is the school´s 25th anniversary this year, we are releasing a special edition. • MetLinkInternational: The aim of MetLinkInternational is that participants: i) use the Internet to enhance weather studies. ii) relate clouds and weather to current synoptic situations and to satellite images. iii) observe and record weather systematically. • The school orchard: using the different seasons as a starting point, students carry out work on the orchard. They learn about planting, growing and caring for fruits and plants. We then prepare recipes with these products. • Socrates project: We have developed an extra-curricular programme to enrich and enhance activities for gifted pupils. Some European countries are also involved, e.g. Hungary, Romania and Germany. Relationships with parents: The school has close links with the parents. We welcome them into our school to share in their child´s education in as many ways as possible. Working together, we believe we can make a difference.
Subjects and Values taught across the curriculum: All of the children learn about the following topics: health, tolerance, respect, co-operation and emotional understanding. This is reflected through all we do in school. The computers are used in many areas of the curriculum, especially in Maths, Spanish, Science and English. Cultural activities: • International relations. Twinned schools and other exchanges: We mantain good relations with our twinned school in Halifax, sending them e-mails, postcards, Spanish books... • Theatre group: Our school takes advantage of lesson time to take part in the Muse project. Qualified actresses and dancers teach the children to mime and dance. The aims are that the children actively participate in the performances and make the most of their creativity as well as being able to express emotions and show compasion towards the other children´s feelings. • Other activities: When afternoon lessons are over, the school offers various activities from which the children can choose: .
i) reading enhancement ii) chess iii) basketball and football iv) music v) psychomotive lessons (for the younger children) Festivities We celebrate the most well-known festivals in English and Spanish. E.g. Halloween, Christmas, Easter, and also “Peace Day” and “Book Day”. At the end of the year we put on a special performance to which parents are invited
Football Pitch Information: Mariete’s foot: 26 cm. Jesus foot: 25.5 cm Average length of half pitch in steps, from Jesus: 68.5 steps Average length of half pitch in steps, from Mariete: 67 steps Width of the pitch in steps, from Jesus: 64 steps aprox. Width of the pitch in steps, from Mario: 63 steps Conclusion: The football pitch measures 570 m2 Vegetable Garden Vegetable Garden 1 length: 120 m2 5976 m2 Vegetable garden 2, width: 49, 8 m Vegetable garden 2, length 49, 8 m 812,736 m2 Vegetable garden 2, width 16,320 m
KITCHEN WORKSHOP With the products from the kitchen garden we will cook the meals in the workshop. After growing several products, the students will make some kitchen recipes, practicing some of them. It is important to value in these projects the collaboration, responsibility and participation of all the students. GROWING THE VEGETABLE GARDEN The growing of the vegetable garden is a project that let us see the changing of seasons in the plants. The vegetable garden is distributed by allotments that correspond to the different scholar and course stages, where diverse types of vegetables are sown. The vegetable garden is an exceptional place where the students can check and experiment the changes of the environment and the richness provided by cultivated agricultural products. HIGHWAY CODE INSTRUCTION The Highway Code instruction project is taking place for students of 1º, 3º and 5º of Primary Education. With this programme we aim that the students have a good knowledge of the traffic code for pedestrian, begin to know the most common traffic signals and encourage respect for basic traffic norms.
Project Mus-e The Mus - e project is a school activity that takes place during lecture hours. It aims the development of the Arts, specially music, singing, drama, dance and plastic arts within the school environment as a tool to develop creativity and imagination as educational basic, at the same time pretends to integrate boys and girls socially, educationally and culturally. All this encouraging coexistence, sharing and the meeting of people from different cultures, respecting diversity and remarking the importance of dialogue. Socrates Project The Socrates project is the answer that offers a curricular enrichment to the students of high abilities and allows them to optimize their possibilities and their integral balance. A proposal for small projects to stimulate their imagination, creativity, critical conscience and connexion with reality, amplification in depth of contents and relation with other areas; individually and in group.
Meteorology Project The Meteorology Project developed in the centre is called “Proyecto Metlink Internacional”. In this project the students read the measurements of humidity, pressure, temperature conditions… with the appropriate units, which enable to detect every day climate and to compare it with previous data: The information collected is sent in English via internet first thing in the morning. Plan to promote reading Finally we emphasize the Plan to Promote Reading. This is a programme initiated by the tutors of each class so that the students acquire good reading habits and a good level of comprehension starting in Nursery School. Out of School Activities In our school there are also out of school activities outside lectures timetable such as breakfast at first school hour , dinner in the dining room, the Antennae Project for the development of social abilities, reinforcing and support learning activities from 16.00 to 19.00, music, dance activities, reading workshop, basketball, psycho motive, chess … and many more.
Who are we? Jesus from 5ºB and Mario from 5ºA
THE SPANISH EDUCATIONAL SYSTEM 1) GENERAL OVERVIEW . The 1990 Organic Act on the General Organization of the Educational System (LOGSE) regulates and governs Special Education within the General Educational Plan , incorporates it into the mainstream system and introduces the concept of Special Educational Needs. . This term covers either the most common, temporary and momentary needs to those of a more permanent nature. . AII needs are supposed to be attended within the framework: of an education that is comprehensive and open to diversitv. . The concept Special Education must be understood as the whole set of material and personal resources that are made available to the educational system in order to suitably respond to the temporary or permanent needs that some pupils might have. . The Law also distinguishes between pupils with special educational needs due to socially or culturally unfavorable situations (see Compensatory. Education) and those who need special attention due other reasons (either those with physical, physhic or sensory disabilities, or gifted and talented students). . Under the legal framework established by the Organic Law, each Autonomous Community is elaborating its own action model in the field of Special Education.
II) THE LOGSE. LEVELS AND AGE GROUPS. The schooling time for an average Spanish child can be divided into various stages: . NON-COMPULSORY EDUCATION 1. Pre-primary Education. It is a non-compulsory level, although the Madrid Autonomous Community has understood the importance of financing this first level of education. The teacherlstudents ratio is 25. There are two different levels: a) From O to 3 years: It is usually taught at Infant Schools. b) From 3 to 6 years: More and more frequently, this level is taught at Primary schools. . COMPULSORY EDUCATION. The period of cost-free and compulsory schooling set down by the LOGSE covers ten years, from 6 to 16 years of age, and is broken into two education stages: 1. Primary Education (6 to 12 years). 2. Secondary Education (12 to 16 years) Compulsorv Education is conceived of as a Dublic service and therefore is run bv the State. After this schooling process, the student obtains a Certificate on Secondary Education ..
NON-COMPULSORY UPPER SECONDARY EDUCATION AND UNIVERSITY. • Baccalaureate • 2. Professional Training Programmes • 3. Social Guarantee Programmes • Both numbers two and three are oriented to a faster transition to adult life • and the professional world.
JUSTIFICATION We have been celebrating “Cultural Week” for many years now with enthusiasm and voluntarily, throughout the years we have dealt with many different themes; whether it be spring, freetime, leasure and so on, and this year MADRID, and within Madrid it´s fountains. It wasn´t difficult to come to a decision although the first steps were taken in meetings with the teachers involved in the project. Due to the geographical situation of the school we imagined our pupils were only familiar with the inmediate surroundings, very few were familiar with the city centre...so all hands on the job, something different , something diverse.. MADRID´S FOUNTAINS.
AIMS To recognise Madrid´s fountains. Locate them. Observe and analyse photographs of fountains. Value and respect cultural artistic heritage. Enumerate jobs related to the fountains. CONTENTS The city of Madrid:plans and maps. Work related to the construction and maintenance of the fountains. The artistic heritage of the Comunidad de Madrid. Mythology and history of the fountains. Respect for cultural spaces.
ASSESMENT Are they capable of? Recognise and locate Madrid´s fountains. Observe and analyse photos of Madrid´s fountains. Respect cultural and artistic heritage. Numerate jobs related to the fountains. VALUATION OF THE EXPERIENCE We are very satisfied with this experience. It has been a very attractive change in our daily routines. Starting in a experience like this which we get involved in making our own materials is in itself satisfactory. We are aware that everything that is done with illusion obtain the best results, all those experiences have won no only due its scientific character but the enthusiasm that the pupils have dealt in it.