Canary Islands  Seven islands:  Gran Canaria, Lanzarote, Fuerteventura  Tenerife, La Gomera, La Palma y El Hierro  7,447 Km2  2,128,000 inhabitants

Institutional Context  One of the 211 European regions  One of the 7 ultraperiferic regions of European Union (Azores, Madeira, Guadalupe, Martinique, Guyana, Reunion Islands)  One of the 17 Spanish Autonomous Communities, with our own Parliament and Government

INFANT EDUCATION: - FIRST STAGE ( 0-3 YEARS ) - SECOND STAGE ( 3- 6 YEARS) SPANISH EDUCATION SYSTEM COMPULSORY EDUCATION: - PRIMARY EDUCATION (6-12 YEARS) - SECONDARY EDUCATION (12-16 YEARS) - PROFESSIONAL TRAINING - UNIVERSITY STUDIES NON-COMPULSORY EDUCATION - SECONDARY EDUCATION (16-18 YEARS) - PROFESSIONAL TRAINING - UNIVERSITY STUDIES

 General organisation of the educational system.  Ensure homogeneity and basic unity of the Education System.  Guarantee conditions of equality for all citizens according to Spanish Constitution.  Minimum requirements for educational establishments.  Professional Diplomas and Certificates valid nation-wide. State Responsibilities

 Administration of personnel, building, fitting out and reform of establishments located in the Community.  Services meeting students’ needs (academic counselling, multi-professional teams, etc.)  Educational curricula and regulation of levels, modalities, grades and specialities.  Experimental and pedagogical research plans. Community responsibilities

 pupils, teachers, educational establishments.  More than 85% State schools.  Two universities: La Laguna and Las Palmas de Gran Canaria Canary Islands Education Figures

 First foreign language in infant and compulsory education:  3-6 years 1.5 hours per week  6-8 years 2 hours per week  8-12 years 3 hours per week  years 4 hours per week Foreign Languages Figures

French & German  Second foreign language in compulsory education:  years 2 hours per week  years 2 to 3 hours per week

Foreign Languages Projects  CLIL in Primary and Secondary  Regio project  eTwinning Schools  Teacher Trainin  Teacher Training

CLIL  420 Secondary & Primary schools.  Learning contents through English  Improve the use of English in classroom Foreign Languages Projects

FEBRERO 2007 TEACHER TRAINING  Local training courses in school time  Local training courses out of school time  Summer training courses in Britain, Germany and France. Germany and France.  Inter-school teacher exchange Foreign Languages Projects

CEP : In Service Teacher Training Centers Main Objectives  Continuous training for in-service non- university teachers.  Teacher exchanging of experiences, best practices and reflections regarding methodologies of learning and teaching processes in the Education System.  Pedagogical coaching in schools. Broadly speaking, pedagogical update of all the Education System.

Main Tasks  Developing of initiatives and planning passed by Education authorities.  Collecting and promoting initiatives to improve teacher training to undertake the Year Planning, after having thoroughly studied the needs and resources available.  Coordinating actions among education services of the area of influence.  Encouraging teachers to set up groups of collaborative work to improve their teaching competences.  Providing facilities, technical support and pedagogical resources.  Meeting point to undertake teacher training of all kind.

GOVERNMENT BODIES Headmaster Assistant Headmaster Pedagogical team Financial manager Board of directors Gereral Board

CEP Las Palmas de Gran Canaria Key competences Special Education Needs Language Learning New Technologies for Education Social Abilities for Well-Being in Schools Stimulation of Reading Innovation Fields

INSET Center figures and area of influence

Some of the Projects  ARCE. Collaborative work with partners in Spain to innovate about Key Competences teaching.  Foro Canario de la Infancia (Meeting for 11 to 12 year old children to know and discuss their rights and obligations.  CLIC 2.0 Implementation of new technologies in primary school…

The link between English and Spanish schools will enable the English teachers to carry out detailed planning sessions with partner schools and begin the implementation of the Language Framework. Teachers will grow in confidence, and not only has their own subject knowledge been increased but also their cultural awareness, and in particular their understanding of how the two different education systems operate. The Spanish speaking children are further motivated to learn the language as they are able to enjoy the practical experience of exchanging information and communicating meaningfully with the English children.

The English speaking children are motivated to learn the language not just because it is a new area of learning within their school lessons but because it is a very practical, concrete learning experience due to the fact they are linked with children from a Spanish school. The sharing of ideas, resources, books and cards, will increase the interest in learning the language and gives real purpose to their learning experiences.