Task 3.

Real activities according to Oliver Meyer’s strategies

CLIL Activity: "Exploring Cultural Artefacts"

Strategy Chosen: Scaffolding Learning

Course: 5th grade.

Group Configuration:

1. Divide the class into 5 small groups.

2. Each group will consist of 5 students.

General Objective: To introduce 5th grade students to various cultural artefacts from
around the world, enhance their understanding of different art forms, and foster creativity
through hands-on art projects.

Specific Objectives:

1. Cultural Appreciation: Promote cultural appreciation by introducing students to

diverse cultural artefacts, helping them understand the cultural significance and
artistic elements of these objects.

2. Creative Expression: Encourage creative expression as students create their

interpretations of the artefacts, allowing them to apply their artistic skills and
imagination.

3. Language Proficiency: Improve language proficiency by requiring students to

communicate their findings and interpretations in English during presentations,
enhancing their language skills in a meaningful context.

Activity Competences:

- Creative expression
- Cultural understanding
- Artistic skills
- Visual Communication
- Art appreciation

Materials Needed:

1. Pictures or replicas of cultural artefacts (e.g., masks, sculptures, pottery).

2. Art supplies (e.g., clay, paints, brushes, coloured paper…).

 3. Fact sheets about each cultural artefact.

Activity Description:

1. Introduction: Begin by explaining the concept of cultural artefacts and their

significance in preserving a society's history and culture. Mention that students
will be exploring and creating their interpretations of such artefacts.

2. Scaffolding Support: Divide the class into small groups and provide each group
with a picture or replica of a cultural artefact from a different country or culture.
Along with each artefact, provide a fact sheet with information about its origin,
cultural significance, and artistic features. The artefacts will be: an African mask,
a Chinese Terra Cotta warrior, a Greek amphora, Egyptian Hieroglyphics and a
Native American dreamcatcher.

3. Guided Discussion (Scaffolding): Facilitate a guided discussion within each

group. Use questions to help students analyse the artefact, such as "What do you
observe in this artefact? What materials might have been used? What do you
think this artefact symbolizes?" This discussion helps them comprehend the
cultural and artistic aspects.

4. Hands-On Art Project: After discussing the artefacts, instruct students to create
their interpretations of the artefacts using art supplies. Encourage them to be
creative and incorporate elements from the cultural artefacts they've explored.
For example, as they studied African masks, they can create their own mask
designs.

5. Independent Presentations: Finally, have each group present their cultural

artefacts and their own art projects to the class. They should explain what they've
learned about the cultural significance and artistic elements of the artefacts and
showcase their artistic creations.

Activity Assessment:

1. Formative Assessment:

 Active participation in guided discussions about cultural artefacts.

 Ability to ask reflective questions during discussions.

 Level of interaction and collaboration with group peers.

Here’s an example of formative assessment:

Needs
Improvement (1
Criteria Excellent (4 points) Good (3 points) Adequate (2 points) point)

Actively engaged in Participated in

discussions, discussions with Participated in Limited
Active contributed valuable discussions but participation and
participation in meaningfully, and contributions and occasionally lacked minimal
guided encouraged others to encouraged group active involvement or engagement in
discussions participate. involvement. encouragement. discussions.

Consistently asked Rarely asked

Ability to ask insightful and Frequently asked Asked questions reflective
reflective thought-provoking reflective questions occasionally, but they questions,
questions during questions that that contributed to were not consistently hindering
discussions enriched discussions. discussions. reflective or impactful. discussions.

Collaborated
Level of effectively, Collaborated well Collaboration was Limited
interaction and demonstrated active with peers, listened present but lacked collaboration and
collaboration listening, and actively actively, and consistent active minimal
with group supported peers' supported group listening or support interaction with
peers ideas. efforts. for peers. group peers.

2. Assessment of Art Projects:

 Creativity and originality in the artistic interpretation of cultural artefacts.

 Accuracy in representing the cultural and artistic aspects of the artefact.

 Ability to use art materials effectively and safely.

Here’s an example of Art Projects assessment:

Needs
Adequate (2 Improvement (1
Criteria Excellent (4 points) Good (3 points) points) point)

Demonstrated
exceptional creativity Displayed some
Creativity and and originality in Showed creativity creativity and Artistic
originality in interpreting cultural and originality in originality but interpretation
artistic artefacts through artistic interpretation lacked consistency lacked creativity
interpretation artwork. of cultural artefacts. or depth. and originality.

Precisely represented Accurately

cultural and artistic represented most Represented some Accuracy in
Accuracy in aspects of the cultural and artistic aspects accurately representation was
representing artefact, aspects with a good but missed minimal, and critical
cultural and demonstrating a level of important details or aspects were
artistic aspects deep understanding. understanding. nuances. omitted.

Used art materials Utilized art materials Used art materials Struggled to use art
Ability to use art effectively and safely, effectively and competently but materials effectively
materials demonstrating a high safely, with proficient occasionally lacked and safely, resulting
effectively and level of skill and skill and attention to precision or safety in poor
safely craftsmanship. detail. considerations. craftsmanship.

3. Presentation Assessment:

 Clarity in communication during the presentation.

 Ability to explain the cultural significance of the artefact and its artistic
elements.

 Use of visual resources (e.g., reference images) to support the

presentation.
 Here’s an example of presentation assessment:

Needs Improvement
Criteria Excellent (4 points) Good (3 points) Adequate (2 points) (1 point)

Presented ideas
clearly and Communicated ideas Communication
Clarity in Communicated ideas effectively with adequately but lacked clarity and
communication with exceptional good occasionally lacked organization,
during the clarity, organization, organization and clarity or hindering
presentation and confidence. confidence. organization. understanding.

Expertly explained Provided

the cultural Effectively explanations of Struggled to explain
significance and explained cultural cultural significance cultural significance
Ability to explain artistic elements, significance and and artistic elements, and artistic elements,
cultural enhancing the artistic elements, but with occasional leaving the audience
significance and audience's providing gaps or unclear with limited
artistic elements understanding. valuable insights. points. understanding.

Utilized visual Effectively

resources (e.g., incorporated
reference images) visual resources Used visual Limited or ineffective
Use of visual effectively to to support key resources, but their use of visual
resources to enhance the points and effectiveness in resources, detracting
support the presentation's clarity engage the supporting the from the
presentation and impact. audience. presentation varied. presentation's quality.

4. Overall Evaluation:

 Fulfilment of activity objectives.

 Understanding of cultural diversity and the value of cultural artefacts.

 Participation and respect for classmates.

Here’s an example of overall assessment:

Needs
Improvement (1
Criteria Excellent (4 points) Good (3 points) Adequate (2 points) point)

Exceeded all activity Fell short of

objectives with Successfully achieving activity
exceptional achieved activity Achieved most objectives,
performance and objectives with a activity objectives indicating a need
Fulfilment of depth of strong overall with some areas of for significant
activity objectives understanding. performance. improvement. improvement.

Demonstrated a Displayed some Demonstrated

profound Showed a solid understanding of limited
Understanding of understanding of understanding of cultural diversity and understanding of
cultural diversity cultural diversity and cultural diversity the value of cultural cultural diversity
and value of the significance of and the value of artefacts but with and the value of
cultural artefacts cultural artefacts. cultural artefacts. gaps in knowledge. cultural artefacts.

Actively participated Engaged in Participated with

and consistently participation and occasional lapses in Showed minimal
Participation and showed respect and demonstrated respect or participation and
respect for collaboration with respect for collaboration with limited respect for
classmates classmates. classmates. peers. classmates.

5. Self-assessment:

Also self-assessment is a valuable tool for students to reflect on their own work
and learning. Here's an example of a checklist for students to self-assess in this
"Exploring Cultural Artefacts" activity.
 Self-Assessment of Art Project - Exploring Cultural Artefacts Student's

Name: _____________________

Assigned Cultural Artefact: _________________

Instructions:

Place an "X" in the box that best reflects your performance in each category.

Needs
Excellent (4 Good (3 Adequate (2 Improvement (1
Criteria points) points) points) point)

I understood the information about

the cultural artefact and its
significance. [] [] [] []

My art project reflects creativity and

effort. [] [] [] []

I used art materials carefully and

effectively. [] [] [] []

I was able to communicate clearly and

organized during the presentation. [] [] [] []

Additional Comments (optional): [...]

Total Points: ________/16

Interpretation:
• 13-16 points: Excellent work. You have demonstrated a high level of understanding,
creativity, and artistic skills.

• 9-12 points: Good job. You have successfully achieved the activity's objectives.

• 5-8 points: Acceptable. There are areas where you can improve, but you have
completed the activity.

• 4 points or fewer: You need improvement in several aspects. Consider reviewing and
enhancing your skills and understanding.

This simple checklist allows students to self-assess in relation to the activity's objectives.
It encourages them to reflect on their performance and provides an opportunity for
continuous improvement.

Why this strategy? Why my activity fits that strategy?

I chose the scaffolding learning strategy for the "Exploring Cultural Artefacts" CLIL
activity because it aligns well with the objectives of the activity and the needs of 5th-
grade students in the context of arts and crafts:

Progressive Support: Scaffolding provides students with the necessary support to

understand complex content gradually. In this case, the complex content involves the
cultural significance and artistic elements of various artefacts from different cultures. By
providing fact sheets and guiding discussions, students receive the support they need to
engage with the material effectively.

Comprehension and Independence: Scaffolding not only helps students grasp

complex concepts but also encourages them to work independently. In this activity, after
discussing and understanding the cultural artefacts, students are given the freedom to
express their creativity and create their interpretations of the artefacts independently.
This combination of support and independence is developmentally appropriate for 5th-
grade students.

Balanced Challenge: The scaffolding strategy ensures that the activity strikes a balance
between challenging students and making the content accessible. It allows students to
explore different cultures and art forms, which can be intellectually stimulating, while also
providing the support needed to make the learning experience manageable and
engaging.
Overall, scaffolding learning is a suitable strategy for this CLIL activity as it helps students
explore cultural artefacts, appreciate different art forms, and express their creativity
effectively while ensuring that the learning process is both educational and enjoyable for
5th-grade students.
Annex

Fact sheets: