Raise your voice!

This Web-quest is about the students raising their voices about a topic that they would like to change. It's about developing skills in English and also about how important it is to have an opinion, being confident in expressing ones' own opinion and accept others opinions. 

The timeline for this project is perhaps 4-6 lessons or more/less, it depends on your group of students and if you want to add tasks/ideas to the project. 

Teacher's checklist:

• When having this project it's important that you have a safe atmosphere in the classroom so the students feel confident sharing ideas without being disrespected. 
• Show the student how to navigate on the Web-quest so that they feel familiar and comfortable with the site.
• Help and support the students but let them be independent in their work. 
• Always share the learning intentions with the activities so the students know what they are going to learn and what skills they are going to practice.
• When assessing use formative assessment and provide the students with feedback.
• Use the time well, this is a big project and give the students enough time and keep that in mind when planning the project. 
• Let the students share ideas and give them time to reflect on questions and 

• Don't forget to invite the students families as a final activity of this project

National curriculum 

• "Teaching of English should aim at helping the pupils to develop knowledge of the English language and of the areas and contexts where English is used, and also pupils’ confidence in their ability to use the language in different situations and for different purposes." p.32
• "The school should be open to different ideas and encourage their expression. It should emphasise the importance of forming personal standpoints and provide opportunities for doing this." p.10
• "An ethical perspective is of importance for many of the issues that are taken up in the school. This perspective should permeate schooling in order to provide a foundation and support pupils in developing their ability to form personal standpoints." p.12

Core Content

In years 4–6

Content of communication

• Subject areas that are familiar to the pupils.
• Daily situations, interests, people, places, events and activities.
• Views, feelings and experiences.

Listening and reading – reception

• Clearly spoken English and texts from various media.
• Oral and written instructions and descriptions.
• Different types of conversations, dialogues and interviews.
• Strategies to understand key words and context in spoken language and texts, for example, by adapting listening and reading to the form and content of communications.
• Different ways of searching for and choosing texts and spoken English from the Internet and other media.
• How different expressions are used to initiate and complete different types of communications and conversations.

Speaking, writing and discussing – production and interaction

• Presentations, instructions, messages, narratives and descriptions in connected speech and writing.
• Language strategies to understand and make oneself understood when language skills are lacking, such as through reformulations.
• Language strategies to participate in and contribute to discussions, such as questions, and phrases and expressions to confirm understanding.

We have found information and inspiration in the following references:

Krauss, J & Boss, S (2013). Thinking through project-based learning : guiding deeper inquiry. Thousand Oaks, Calif: Corwin

Lundahl, Bo (2014). Texts, topics and tasks. Teaching English in years 4-6. Lund: Studentlitteratur.

Skolverket (2011a). Curriculum for the compulsory school, preschool class and the leisure-time centre 2011. Stockholm: Skolverket.

Greta's speech: https://www.youtube.com/watch?v=VFkQSGyeCWg 

Standards

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Credits

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Other

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