1 00:00:00,690 --> 00:00:08,689 visiting the classrooms and the space of the library. They had a wonderful library there. 2 00:00:08,689 --> 00:00:17,260 And classroom instruction was the aim of our second mobility in both countries. 3 00:00:17,260 --> 00:00:27,260 On their second visit to Tres Candos, Ms. Owen and Ms. Pretty delivered three lessons in years one, two, and four. 4 00:00:27,260 --> 00:00:44,549 About schools in Scotland, here they are with the Year 1 students. This is what they did, the final project, which was the Leave the Flats School. 5 00:00:44,549 --> 00:00:52,549 Behind those windows you can see classrooms, libraries, dining rooms, many places. 6 00:00:52,549 --> 00:01:04,530 And then here we have Bethan working with year two students. 7 00:01:04,530 --> 00:01:16,530 This is the poster they made and shows the Edinburgh Royal Mile and all the places there. 8 00:01:16,530 --> 00:01:22,530 And she was doing some activities with the students. 9 00:01:22,530 --> 00:01:33,159 These posters were designed and elaborated by teachers and students at both schools in Edmonton. 10 00:01:33,159 --> 00:01:44,379 And then in our second year, this is what they did in year four. 11 00:01:44,379 --> 00:01:53,379 First they had an arts and crafts activity where the students were doing some kind of 12 00:01:53,379 --> 00:01:58,379 kind of bracelets, and butchers, and then they had a cake. 13 00:02:02,719 --> 00:02:08,099 So here we have the students doing the dancing. 14 00:02:08,099 --> 00:02:11,240 And then this is our second visit to Edinburgh. 15 00:02:13,800 --> 00:02:16,800 In this second visit, we taught two mini-lessons 16 00:02:16,800 --> 00:02:18,800 in Spanish in B1 and B6. 17 00:02:21,240 --> 00:02:23,900 And then we had the chance to teach several lessons 18 00:02:23,900 --> 00:02:27,460 about rainforests, the topic that Ms. Owen was covering 19 00:02:27,460 --> 00:02:29,960 right then. 20 00:02:29,960 --> 00:02:32,759 And we planned an art unit about ourselves, 21 00:02:32,759 --> 00:02:35,919 jungle paintings, the different team, two lessons. 22 00:02:35,919 --> 00:02:40,919 The students had a chance to learn some interesting facts 23 00:02:41,280 --> 00:02:44,060 about the artist's life and work, 24 00:02:44,060 --> 00:02:46,000 and describe some of these paintings, 25 00:02:46,000 --> 00:02:49,099 and then they created their own jungle paintings 26 00:02:49,099 --> 00:02:51,180 inspired by themselves. 27 00:02:51,180 --> 00:02:59,180 This interactive event has already been used at IES Manuel de Challa, here in Madrid, for arts events, 28 00:02:59,180 --> 00:03:09,180 have used Rousseau's paintings to write descriptions of a work of art, and it will be soon put into practice in our school. 29 00:03:09,180 --> 00:03:26,840 So these are the students working on their pictures, and these are some of the final pictures. 30 00:03:26,840 --> 00:03:39,840 The warm response from both people and teachers in Editha and the whole process in the making of the unit have been challenging and rewarding and also facilitated the future of our own teaching practice. 31 00:03:41,840 --> 00:03:48,840 Here we are, with the little ones, with a Spanish-speaking lesson, and we're singing a song. 32 00:03:48,840 --> 00:03:55,840 And this is one of the activities we had a chance to do at the CAC when we weren't students. 33 00:03:55,840 --> 00:03:57,840 We weren't very stressed with it. 34 00:03:57,840 --> 00:04:02,840 But it was a wonderful activity to put into practice here, too. 35 00:04:02,840 --> 00:04:06,840 Well, as you can see, it's a crime scene. 36 00:04:11,840 --> 00:04:16,839 Also, this new year, there has been a Scottish Corner at our school. 37 00:04:16,839 --> 00:04:25,839 Set out in our school school where the students show their work they have produced on the history and culture of Scotland. 38 00:04:25,839 --> 00:04:30,839 These activities were designed by the English teachers in English, Social Science and Art. 39 00:04:30,839 --> 00:04:40,839 And we intend to keep this activity going from transforming it into an interactive space where people show their work together with a set of resources such as 40 00:04:40,839 --> 00:04:47,839 or quizzes, or any lectures adapted for different levels at school. 41 00:04:47,839 --> 00:04:55,839 And then, along these years, we have attended a number of social and cultural activities. 42 00:04:55,839 --> 00:05:02,839 Acadic is a wonderful school, but I cannot pronounce that thing, so don't ask me. 43 00:05:02,839 --> 00:05:08,839 So we had a wonderful show there, we had dinner, then we had Acadic, 44 00:05:08,839 --> 00:05:12,839 We were dancing, as you can see in here, we had great fun. 45 00:05:12,839 --> 00:05:16,839 This is the school too, 46 00:05:16,839 --> 00:05:20,839 which we had paid for the Gazette in 47 00:05:20,839 --> 00:05:24,839 where these kind of second graders were talking 48 00:05:24,839 --> 00:05:30,160 to us about their school. 49 00:05:30,160 --> 00:05:34,160 Then we had a Spanish show at our school here 50 00:05:34,160 --> 00:05:47,120 that I like this and there were some students from our school playing the recorder, then there was a 51 00:05:47,120 --> 00:05:56,319 foreign student singing, some people from Torrejón played Joaquín Llume who helped us with everything 52 00:05:56,319 --> 00:06:09,319 performing Pato de Lucia. So it was very good. And then we had scenes that was like, here is 53 00:06:09,319 --> 00:06:20,319 Betta making noise. And here are some of the students that were performing for us there. 54 00:06:20,319 --> 00:06:29,319 I mean, whose wall was all around? We cannot see, but there was an incredible amount of people in there. 55 00:06:29,319 --> 00:06:41,319 So, we not only enjoyed ourselves, but we made it with our old school communities, bringing into life the amount of our project, 56 00:06:41,319 --> 00:06:55,319 and we have shared different teaching approaches, classroom management tips, resources and materials, activities, and both curriculum guidelines. 57 00:06:55,319 --> 00:07:03,319 Personal and professional enrichment gives us the possibility to continue our cooperation with our partners. 58 00:07:03,319 --> 00:07:28,990 Thank you so much, Elena. You can see how much we suffered in those counter activities. 59 00:07:28,990 --> 00:07:35,990 There is photographic evidence of that. So last but not least, I would like to present 60 00:07:35,990 --> 00:07:58,310 Joaquin Blume and our representative from Top Cross Primary. So they had, last week they brought a group of students to Edinburgh. So we had a student exchange. So let me welcome Miriam and Lynn to the presentation. 61 00:08:38,049 --> 00:08:57,049 I'm going to just speak to you a little bit about a project that Miriam and I have been working to do here at Old Cross and Wacky and Bruny. 62 00:08:57,049 --> 00:09:07,049 We had a very successful visit last week. We had students that came from Miriam's school to be with us for a whole week in Edinburgh and that was a wonderful learning experience. 63 00:09:07,049 --> 00:09:12,049 So I'm only just going to talk about the impact on Toll Cross and about the partnership with 64 00:09:12,049 --> 00:09:17,049 Miriam. Miriam is going to talk a little bit more about planning for a visit and things 65 00:09:17,049 --> 00:09:23,049 that had to be taken into consideration when you bring 24 students and 5 teachers to Edinburgh 66 00:09:23,049 --> 00:09:53,409 from Madrid. This is also looking at 2 plus primary school and clinical backing unit. 67 00:09:53,409 --> 00:09:59,409 This is a very special photograph for me because it was the first time that I met Miriam and Alberto. 68 00:09:59,409 --> 00:10:06,409 And in the initial visit we identified some areas that we would like to work on, the two schools we would like to work on. 69 00:10:06,409 --> 00:10:14,409 Miriam was very interested in developing cognitive language, cognitive learning strategies in her school with her teacher. 70 00:10:14,409 --> 00:10:22,409 And I was quite interested in finding out a little bit more about teaching languages, how target language was delivered in Madrid. 71 00:10:22,409 --> 00:10:27,409 and to look at how that would impact on language teaching within a middle school setting. 72 00:10:27,409 --> 00:10:31,409 At this point we actually talked about the visit to Edinburgh. 73 00:10:31,409 --> 00:10:33,409 So this is where it all started, the planning for it. 74 00:10:33,409 --> 00:10:38,409 So it was really two years in the process from the initial idea, 75 00:10:38,409 --> 00:10:42,409 which is Miriam bringing a group of students to Edinburgh to talk cross. 76 00:10:45,409 --> 00:10:49,409 Once Miriam and I, once we had had our initial meeting, 77 00:10:49,409 --> 00:10:57,409 We began to look at ways in which we could develop great relationships with our children, with our schools and with each other. 78 00:10:57,409 --> 00:11:03,409 We started to write letters to each other, we had information circles that we passed on, 79 00:11:03,409 --> 00:11:12,409 and Miriam's pupils had made an information video for us in Spanish that supported some of the Spanish learning that we were doing at Tollcross and that was great for us. 80 00:11:12,409 --> 00:11:21,409 Miriam asked what kind of things we were learning at Toe Cross in Spanish and her children produced a video that helped support them in the Spanish language learning in our school. 81 00:11:23,409 --> 00:11:31,409 Then we had a visit from Pablo and Alberto and Lilia who came to Toe Cross. It was lovely to have them. 82 00:11:31,409 --> 00:11:39,409 We had the opportunity to go into classes and observe teaching. We also had the opportunity to have a very nice lunch. 83 00:11:39,409 --> 00:11:46,409 And just an opportunity to talk more about the project and how you would build the relationship 84 00:11:46,409 --> 00:11:55,720 and move forward together. This is an image of my students watching a video that many 85 00:11:55,720 --> 00:12:01,720 of the students had produced for them in Spanish. And I think it was the speed of the Spanish 86 00:12:01,720 --> 00:12:05,720 that they were most taken aback by. Because often when you're learning another language 87 00:12:05,720 --> 00:12:12,799 speak very slowly, and the speed of, we have, we have, we have, oh, oh, that's very, very 88 00:12:12,799 --> 00:12:18,860 fast, which gave them a really good idea of what it was like to listen to a native speaker 89 00:12:18,860 --> 00:12:21,399 of Spanish, so that was really good for us. 90 00:12:25,629 --> 00:12:34,929 This, we then looked at how did we work together in partnership, and I went out to Madrid and 91 00:12:34,929 --> 00:12:38,929 and worked with Miriam on some of the co-opted learning strategies that she was interested in. 92 00:12:38,929 --> 00:12:43,929 And what we did was I really wanted to try and involve the students at Trollcross as much as I possibly could 93 00:12:43,929 --> 00:12:47,929 because I felt that the project wasn't just something that would benefit Miriam and I, 94 00:12:47,929 --> 00:12:52,929 it wasn't just something that would benefit both schools, but it was something that would benefit the students in the school. 95 00:12:52,929 --> 00:12:55,929 And this is just a little video clip of Abby. 96 00:12:55,929 --> 00:12:59,929 We prepared resources to take to Wacky and Groovy, 97 00:12:59,929 --> 00:13:03,929 and that includes an instruction video talking about what the task should be. 98 00:13:03,929 --> 00:13:08,929 We also modelled the learning from the Spanish students as well as we could see what the lesson would look like. 99 00:13:08,929 --> 00:13:11,929 A quarter lesson, what a quarter lesson would look like. 100 00:13:11,929 --> 00:13:13,929 This is just a little video clip of Abby. 101 00:13:15,929 --> 00:13:17,929 Hello from York Cross Primary. 102 00:13:17,929 --> 00:13:23,929 Today our whole class is going to be showing you how to be doing the lessons that you would do if the Spanish comes to visit you. 103 00:13:23,929 --> 00:13:31,929 Today you have three minutes on the timeline to complete the scheme showing you the places to go in Edinburgh by the holiday. 104 00:13:31,929 --> 00:13:39,139 After you've done this and you've built up the whole ground in the tower, you should be able to go to the next section. 105 00:13:40,139 --> 00:13:47,769 That was read so that the children could have this instruction video, so when we went out to work in Wacken Looney, 106 00:13:47,769 --> 00:13:51,769 the instruction video was actually delivered by all the pupils at Tote Cross. 107 00:13:51,769 --> 00:13:57,769 And then we modelled the learning for the students in Wacken Looney. I'll just let you see this quick video clip. 108 00:14:05,769 --> 00:14:24,409 I wanted to just model what a cooperative lesson looked like so that the students could 109 00:14:24,409 --> 00:14:28,690 see it and then you'll see later on that the students at Wacken Bluey then did a similar 110 00:14:28,690 --> 00:14:41,600 lesson in their own school setting. We were looking at co-operative learning strategies which were really what we focused on in our partnership 111 00:14:41,600 --> 00:14:51,600 to across the Wacken Blueway. The co-operative task that we did with the students involved completing tasks as a group, reading back on the lesson, taking notes, presenting 112 00:14:51,600 --> 00:15:00,600 information in different ways and Anne and I were both in Wacken Blueway and we delivered the lesson in completely different ways. It was the same lesson but I did it in a completely different way from how Anne did it. 113 00:15:00,600 --> 00:15:08,600 And that meant that Miriam got the opportunity to observe the same lesson with different strategies being used both times. 114 00:15:08,600 --> 00:15:17,039 Now once the students have produced the poster, I'll just go back a little bit, sorry. 115 00:15:17,039 --> 00:15:23,039 I think it's pinned down, Claire, but anyway, sorry. 116 00:15:23,039 --> 00:15:30,039 These are two students from Wacken, and they were just talking about the learning and presenting their poster to the class. 117 00:15:30,039 --> 00:15:35,039 So again, a really exciting context for using English in a very real way. 118 00:16:20,009 --> 00:16:27,269 So that just shows you a more significant level of language that the pupils at Wacky and Bloomy were using, which was really impressive. 119 00:16:27,830 --> 00:16:35,690 So for those people just to work with Anne and I for two sessions, and then be able to talk about botanic gardens as experts, was really fantastic. 120 00:16:35,690 --> 00:16:41,129 So if you ever want to go to the botanical gardens in Edinburgh, you can watch the video clip and get all the highlights. 121 00:16:42,110 --> 00:16:44,009 That's very well presented. 122 00:16:44,889 --> 00:16:48,110 This was a very exciting part of the project for me. 123 00:16:48,110 --> 00:17:00,110 The next stage of the communities project was when Miriam came to Edinburgh and delivered a cooperative lesson using some of the strategies we'd been working on together, but exclusively in Spanish. 124 00:17:00,110 --> 00:17:04,109 And that was fantastic, and I know the history of the university we're doing as well. 125 00:17:04,109 --> 00:17:09,109 And that was really interesting for me to watch my pupils working with Miriam. 126 00:17:09,109 --> 00:17:16,109 and just seeing just the kind of visual aids that Miriam was using and repeating vocabulary, 127 00:17:16,109 --> 00:17:21,109 all the strategies and techniques she was using so the children could understand the instructions in Spanish 128 00:17:21,109 --> 00:17:24,109 and that was really exciting for me to watch. 129 00:17:26,109 --> 00:17:32,109 And this is just an image of some of the pupils at Toll Cross working on the activity that Miriam had created for them. 130 00:17:32,109 --> 00:17:42,109 Leading up to the visit, we were very excited about the group of Spanish students coming to Toe Cross 131 00:17:42,109 --> 00:17:50,109 and I think we were the first Edinburgh primary school to host a visit of this kind, so it was very exciting for us and I know it was for William as well. 132 00:17:50,109 --> 00:18:00,109 We were very fortunate in that we had a native Spanish speaker with us for a six week placement from one of the universities in Madrid 133 00:18:00,109 --> 00:18:11,109 And basically my children got daily Spanish lessons and to see the improvement in their Spanish it was fantastic because Latifia was able to work with them directly for the six week period. 134 00:18:11,109 --> 00:18:20,109 So we really looked at the purpose to learn in Spanish because we knew that we had this group of students coming two-toed cross and we wanted to be able to talk to them. 135 00:18:20,109 --> 00:18:27,109 Because obviously their English would be so good that we didn't want to just give you an English because that was the worry that that may happen. 136 00:18:27,109 --> 00:18:32,109 We also wanted to look at producing resources in Spanish. 137 00:18:32,109 --> 00:18:37,109 Leticia did some recording of stories for us that we could use as a resource for our school. 138 00:18:37,109 --> 00:18:45,109 We also wanted to look at key phrases in real Spanish when you're talking and having a conversation with someone. 139 00:18:45,109 --> 00:18:50,109 Leticia worked right through the entire school, so kind of raised the profile of Spanish 140 00:18:50,109 --> 00:18:54,109 prior to the children coming from Wacky and Blooming and working with us. 141 00:18:54,109 --> 00:18:59,109 So it means that everybody was excited about the children coming before they even came through the door. 142 00:18:59,109 --> 00:19:01,109 So it was really exciting. 143 00:19:01,109 --> 00:19:09,109 Also we had two students from Edinburgh University that worked with us through a scheme that Anne had in place. 144 00:19:09,109 --> 00:19:15,109 And that was really good as well. We had again two people working with us whose Spanish was really proficient. 145 00:19:15,109 --> 00:19:19,109 And it also just raised the profile of language learning within our school. 146 00:19:19,109 --> 00:19:23,109 And also it looked at raising the profile of Spanish within our school. 147 00:19:23,109 --> 00:19:33,109 We actually had quite a few Spanish children in our school, in Tollcross, as I think there's quite a few Spanish children right across the city, which we had quite a few Spanish families. 148 00:19:33,109 --> 00:19:39,109 And then we had the big event, Wacking Blue, we arrived at Tollcross and it was really exciting. 149 00:19:39,109 --> 00:19:45,109 We had a lot of events and activities planned for the children for the week, Miriam will talk more about that later. 150 00:19:45,109 --> 00:19:52,109 It was an exciting opportunity to use target language, to use Spanish and English in a real context. 151 00:19:52,109 --> 00:19:56,109 They were so keen to speak to each other, but gave a real purpose to what we were doing. 152 00:19:56,109 --> 00:20:03,109 We were able to share learning, make new friends, and use the target language, English and Spanish, in a really meaningful way. 153 00:20:03,109 --> 00:20:09,680 And it really brought the whole project to life. It was really exciting. 154 00:20:09,680 --> 00:20:15,680 This is some of Miriam's children who were with our younger pupils, and we were teaching them a song in Spanish. 155 00:20:15,680 --> 00:20:19,680 And that was really great. And we were all joining in with the actions. It was an action song. 156 00:20:19,680 --> 00:20:26,680 So even if they didn't understand all the Spanish, they still knew some of the words for the body parts. 157 00:20:26,680 --> 00:20:37,680 And this for me is a really exciting photograph because this is some of Miriam's students, just here at the top, actually joining in with the learning at Tollcross. 158 00:20:37,680 --> 00:20:47,680 The students just participated in a lesson alongside the Scottish children. It was a fantastic experience. It was really interesting to see. 159 00:20:47,680 --> 00:21:07,019 This is one of Miriam's students leading the lesson. We had looked at a co-operative lesson together, and Marina got up and spoke to the whole class in English, which is amazing to see that confidence. It was just fantastic. We were really sort of inspired by her. It was great to see. 160 00:21:07,019 --> 00:21:15,019 And so she spoke about, this is an activity, I don't know if some people know it, where you have a cloud and you write five things about yourself, 161 00:21:15,019 --> 00:21:19,019 and then somebody's got to guess by asking questions what it actually is. 162 00:21:19,019 --> 00:21:28,019 How many brothers do you have, if the number two is there, or what is the number of your door in your house. 163 00:21:28,019 --> 00:21:33,019 So there's lots of opportunities for asking questions and getting answers in Spanish and English. 164 00:21:33,019 --> 00:21:42,019 This was great to see how I had the confidence to get up and speak, speak to my class and share what she had proved I had applied. 165 00:21:44,019 --> 00:21:50,019 This was a Keeley. We've got lots of Keeleys this afternoon. This is the one where you get to see the dancing, hopefully. 166 00:21:52,019 --> 00:21:58,019 And this was a party that we had with Spanish students and now students were teaching on the Keeley dance. 167 00:21:59,019 --> 00:22:01,400 It's very short. 168 00:22:01,400 --> 00:22:11,589 very short then is that total physical response so looking really at the 169 00:22:11,589 --> 00:22:16,789 community's project the benefits to my school in my context and it isn't 170 00:22:16,789 --> 00:22:20,690 providing a context for learning Spanish a very real context for learning Spanish 171 00:22:20,690 --> 00:22:26,470 it raised the profile of languages it took across it created approaches we took 172 00:22:26,470 --> 00:22:30,230 creative approaches to teaching Spanish we had to look at the resources that we 173 00:22:30,230 --> 00:22:36,230 available and to try and use them creatively to support our students prior to the visit. 174 00:22:36,230 --> 00:22:41,230 We also had native language speakers at Tollcross, that was great, and we had that leading up 175 00:22:41,230 --> 00:22:45,230 to the visit. I think it increased confidence in language learning because the children 176 00:22:45,230 --> 00:22:51,230 were using it every day. It also pitted in with, as Bethan mentioned earlier, our 1 plus 177 00:22:51,230 --> 00:22:55,230 2 cluster development plan, so it fits in with what we're planning to do with languages 178 00:22:55,230 --> 00:22:59,230 languages next year, next session, across the whole cluster. 179 00:22:59,230 --> 00:23:03,230 The business had a positive impact in our whole school community, not just my class, 180 00:23:03,230 --> 00:23:07,230 but the whole school community. And I think it was really good for us to have a more international 181 00:23:07,230 --> 00:23:11,230 profile for our school. You know, it's sharing your learning within 182 00:23:11,230 --> 00:23:15,230 your own country, but to share that wider was really 183 00:23:15,230 --> 00:23:19,230 exciting for us. Also, it gave the opportunity 184 00:23:19,230 --> 00:23:23,230 really for Miriam and I to engage in classroom observations, 185 00:23:23,230 --> 00:23:29,230 to observe each other and to observe wider in the school, to share resources and to engage in professional dialogue 186 00:23:29,230 --> 00:23:42,289 really about teaching and learning of languages. That was great to be able to sort of work so closely with Miriam. 187 00:23:42,289 --> 00:23:50,289 An impact of, for me personally, I think it was a wonderful opportunity to share ideas and work with a colleague in Madrid, 188 00:23:50,289 --> 00:23:56,289 reflect on how we teach languages at Old Cross to look at that and look at how we're going to move forward with that. 189 00:23:56,289 --> 00:24:10,789 And sharing learning. It's really exciting to go into somebody else's classroom and to see what they're doing and to sit in their classroom and speak to their learners and be part of that. And I think sometimes we don't have the opportunity to do that as much as certainly I would like to do. 190 00:24:10,789 --> 00:24:28,309 Engaging meaningful professional dialogue, reviewing what we're doing with language teaching and to be quite creative with the resources that we have and to look at maybe using some of our Spanish-speaking parents, some of our Spanish-speaking pupils and to look at how we're going to manage that within our school. 191 00:24:28,309 --> 00:24:38,309 And also the opportunity, hopefully, to continue a partnership with Wacky and Bloomy and to look at how we go forward, how we continue a partnership beyond the project. 192 00:24:40,789 --> 00:24:53,789 Now, nobody likes to hear their own voice, and nobody likes to see their own face on a big screen, but for you, I'm going to top it out. 193 00:24:53,789 --> 00:25:03,789 Obviously, the project Mini and I work closely together. When the children came to our school, there was a lot of media interest in the project. 194 00:25:03,789 --> 00:25:11,009 had visits from newspapers, we've had local radio, local media, very interested in the 195 00:25:11,009 --> 00:25:15,410 project and they came along to our school to ask us about it and we talked to both William 196 00:25:15,410 --> 00:25:22,710 and I. So this video was made by someone from the Edinburgh Reporter, a journalist from 197 00:25:22,710 --> 00:25:27,329 the Edinburgh Reporter, but kind of captures the whole project really nicely. So I'm just 198 00:25:27,329 --> 00:25:31,910 going to show you this one last video and I think you'll see just how much fun the children 199 00:25:31,910 --> 00:25:42,349 has on the visit. My name is Miriam Pastor. I'm from Spain, from Madrid. And you've just arrived in Alhambra. 200 00:25:42,349 --> 00:25:50,349 24 pupils, 5 adults. We started a community project, a community-regional project, two years ago. 201 00:25:50,349 --> 00:25:59,349 And this is like the end of the project, right? After the relationship between the teachers and sharing experiences, 202 00:25:59,349 --> 00:26:05,990 we are here with the children. We have been sharing ways of teaching, different ways. 203 00:26:05,990 --> 00:26:12,069 We have been looking at each other. We have had English teachers there teaching to our 204 00:26:12,069 --> 00:26:18,410 children, and I've been here teaching Spanish. It has been wonderful, wonderful. It is wonderful. 205 00:26:18,410 --> 00:26:23,990 From the moment they go out of their houses, they go to another country, from that moment 206 00:26:23,990 --> 00:26:25,990 Everything is wonderful. 207 00:26:38,990 --> 00:26:42,990 My name is Lynn Brand and I'm Principal Teacher at True Cross Primary School. 208 00:26:42,990 --> 00:26:45,990 Hola, me llamo Lynn Brand. 209 00:26:45,990 --> 00:26:48,990 Trabajo en True Cross Primary School. 210 00:26:48,990 --> 00:26:50,990 Buenos dias. 211 00:26:50,990 --> 00:26:55,990 I was learning Spanish for a year and then I had the opportunity to join the project. 212 00:26:55,990 --> 00:26:58,990 So I already had a year of learning Spanish before I joined the project. 213 00:26:58,990 --> 00:27:03,990 But the project was the cluster primaries for James Gillespie's high school. 214 00:27:03,990 --> 00:27:07,990 So there was quite a few of us who were part of that group that went out to Madrid. 215 00:27:07,990 --> 00:27:12,990 And the idea was that the Edinburgh schools were partnered up with a bilingual school in Spain. 216 00:27:12,990 --> 00:27:16,990 And the Spanish schools wanted to see how we delivered cooperative learning. 217 00:27:16,990 --> 00:27:21,990 and we wanted to see how the Spanish schools delivered the target language, which was English. 218 00:27:21,990 --> 00:27:25,990 So this project is more than just for the teachers? 219 00:27:25,990 --> 00:27:32,990 Yes. I've had my class for two years and Miriam, my Spanish partner, has had her class for two years. 220 00:27:32,990 --> 00:27:37,990 So the children have been pen pals with each other, they've sent video messages to each other, 221 00:27:37,990 --> 00:27:42,990 so there's been lots of communication through the internet and through letter writing. 222 00:27:42,990 --> 00:27:47,549 time but there's obviously a very big um experience for us when spanish students 223 00:27:47,549 --> 00:27:50,670 have come over to edinburgh because we get to meet them in the play so it's exciting 224 00:27:56,670 --> 00:27:57,470 where is yes 225 00:27:59,549 --> 00:28:01,710 how are you enjoying edinburgh yes 226 00:28:04,269 --> 00:28:06,990 have you learned some spanish yes 227 00:28:09,230 --> 00:28:10,509 tell me something in spanish 228 00:28:10,509 --> 00:28:15,740 Thank you all. 229 00:28:15,740 --> 00:28:17,740 Thank you, Emma. 230 00:28:43,569 --> 00:28:45,569 You can tell there was a horrible moment there 231 00:28:45,569 --> 00:28:47,569 when I thought Connor wasn't going to be able to tell. 232 00:28:51,569 --> 00:28:53,569 Just to finish, this has been a wonderful project 233 00:28:53,569 --> 00:28:55,569 for me personally, for Miriam, 234 00:28:55,569 --> 00:28:57,569 for both of our schools, 235 00:28:57,569 --> 00:28:59,569 and for all of the learners that we've worked with 236 00:28:59,569 --> 00:29:01,569 at Tocross and at Waikiki. 237 00:29:01,569 --> 00:29:03,569 I think it would be quite nice just to hear 238 00:29:03,569 --> 00:29:10,569 from Claudia, who's just going to talk about her visit to Edinburgh and what she feels that she got out of it. 239 00:29:38,240 --> 00:29:48,240 Again she's talking about using English in the restaurant to order food, going shopping and having to listen to find out how much something costs to make up the money. 240 00:29:48,240 --> 00:29:59,240 So really this has been a group project for us. I'd just like to finish with a group photo of all the staff and all the children that were involved in the project. 241 00:29:59,240 --> 00:30:07,240 And I think William's going to talk just a little bit about how it all happened and all the things that she had to think about when she was planning a visit. 242 00:30:07,240 --> 00:30:14,240 It's a great experience and I know that some people are thinking about perhaps looking at something similar for their own schools. 243 00:30:14,240 --> 00:30:19,240 So you definitely go for it because it's fantastic. It's really, really good fun.