A Guide to Collaborative Project Work

Introduction
What is project work?
The extended projects or ‘Learning Situations’ in the Evaluation
Packs provide an opportunity for pupils to work together
collaboratively in pairs or groups. Projects enable pupils to
take ownership of their work and make decisions together.
Each Learning Situation has a realistic objective and a
series of stages to follow, with a presentation as the final
objective. Your role as a teacher is to facilitate pupils’
learning as they explore how to achieve their goals.
These extended projects are an excellent vehicle
for the development and evaluation of the Key
Competencies as well as furthering
cross-curricular learning.

Projects with primary pupils

At primary level, a project might be a group
poster, a mini-book, a short video, a slide
presentation, a wall display, a town plan, a class song album, or anything
else that allows pupils to utilise the language they have learnt in an authentic, motivating and
collaborative way. The aim is also to help develop the pupils’ ‘competencies’, or the knowledge,
skills and attitudes they need to be successful in different areas. The Key Competencies at primary
level help pupils both academically and in a wider social context. They are an aid to lifelong
learning and are an essential part of the new compulsory learning curriculum (see page 2).

Benefits and advantages of project work

In the language classroom, the process of completing a project can bring many benefits to pupils,
both personally and academically.

Personal advantages include Academic advantages include the development of

encouraging and developing creativity, planning and organisational skills as pupils work through
curiosity, and self-knowledge, through the project stages. Projects consolidate learning through
participating in interesting projects that research and provide opportunities to explore topics
engage pupils’ minds. Projects also help more deeply. They are also a great way to integrate
improve communication and interpersonal cross-curricular or cultural topics into the language
skills through teamwork, while at the same classroom. For example, surveys might involve Maths,
time helping develop autonomy and a sense posters draw on Art, environmental topics involve Science,
of responsibility as pupils take on specific and so on. Projects also provide an opportunity for
roles. At primary level, projects are a good pupils to learn from one another. They lend themselves
way to increase motivation as they challenge to peer-teaching and correction, and enable pupils with
pupils to generate ideas for completing different learning styles to help one another, all of which is
more complex and meaningful tasks. useful for management of mixed-ability groups.

Perhaps most importantly, project work

is a great tool for language learning and
consolidation. It gives your pupils an
opportunity to use language authentically,
integrates all four skills, and encourages
research. Preparation and presentation stages
provide pupils with fluency and accuracy
practice, and allow for group, peer, and
self-evaluation of language development at
every step. As you can see, projects are an
invaluable resource for your classes!

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The Key Competencies
The education law known as LOMLOE aims to facilitate how the projects or ‘Learning Situations’ in the Evaluation
the provision of quality education and provide young Packs assist in the development of each competency.
people with the necessary competencies for success in Each Learning Situation aims to develop all of the eight
a changing global and digital world. The law focuses competencies to varying degree although it is advised
on children’s rights, gender equality, attention to to select a more limited number to focus on. An outline
educational needs, sustainability, global citizenship, and describing how each competency is developed in each
digital skills. These areas of focus translate into eight Key Learning Situation is found at the beginning of the
Competencies with their descriptors summarised in the Teacher’s Notes, this table should be referred to during
table below. The final column gives practical examples of the project and when evaluating the pupils at the end.

Competence Description Project examples

Identifying, understanding, expressing, creating, Posters, mini-books, videos, digital
C1 and interpreting concepts, feelings, facts and presentations and a variety of other
opinions in both oral and written forms. Pupils use final products all provide opportunities
Competence visual, sound/audio and digital materials across to communicate across disciplines and
in linguistic disciplines and contexts. This competence implies contexts. Final presentations facilitate
communication the ability to communicate and connect effectively effective communication between
with others, in an appropriate and creative way. pupils.

Using different languages appropriately and Planned use of first language(s) (L1) to
C2 effectively for communication varying degrees in project development
stages with translanguaging to English
Multilingual whenever possible. Presentations and
competence feedback conducted in English.

Developing and applying mathematical thinking Surveys, questionnaires and interviews

C3 and insight in order to solve a range of problems in are effective ways to explore everyday
everyday situations. Building on a sound mastery of problems, global issues and our use
Mathematics, numeracy, the emphasis is on process and activity, of technology, with charts, graphs and
science and as well as knowledge to transform the environment tables used to present possible solutions
technology in responsible and sustainable way. and insights.

Involving the confident, critical and responsible use A variety of projects encourage the
C4 of, and engagement with, digital technologies for appropriate use of digital technologies
learning, work, and for participation in society. for research, fact-checking, materials
Digital competence development and presentation (see
following page).

Reflecting upon oneself, effectively managing Participation in the project process —

C5 time and information, working with others in a including planning, creating, presenting
constructive way, remaining resilient and managing and evaluating — encourages ownership
Personal, social, and one’s own learning and development. of learning and reflection.
learning to learn
Acting as responsible citizens and fully participating Topic-based projects on subjects such
C6 in civic and social life, based on understanding of as classmates, the community, home
social, economic, legal and political concepts and responsibilities, animal care and the
Citizenship structures, as well as global developments and environment, lead pupils to think about
competence sustainability. responsible local and global actions.

Acting upon opportunities and ideas, and Multiple projects give pupils the chance
C7 transforming them into values for others. to take the initiative and transform ideas
Entrepreneurship is founded upon creativity, critical into something of value for others.
Entrepreneurship thinking and problem solving, taking initiative and Examples include creating a summer-
competence perseverance, and the ability to work collaboratively camp shop, planning an expedition and
in order to plan and manage projects that are of making a holiday travel brochure.
cultural, social or financial value.

Having an understanding of and respect for how Respect for other cultures is a
C8 ideas and meaning are creatively expressed and fundamental aspect of projects aimed
communicated in different cultures and through at developing global awareness, and
Competence in a range of arts and other cultural forms. Being motivates pupils to research topics such
cultural awareness engaged in understanding, developing and as musical genres and life in far-away
and expression expressing one’s own ideas and sense of place or countries.
role in society in a variety of ways and contexts.

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Digital competencies
Most of the Learning Situations across the course It is important that your pupils learn to use digital tools
provide pupils with a digital option and promote the responsibly when creating digital content. You can help
effective use of digital tools. Pupils are encouraged to them to do this by demonstrating how to take care of
use digital tools to conduct research, create documents, technology equipment, select and use appropriate tools
collaborate, share work, and present what they have for specific purposes, make critical judgements, and
created. You can help your pupils develop practical develop techniques for searching and managing data.
digital skills by showing them how to: Support them in sharing and interacting online, and
• use key words for a search, only allow searches of safe and appropriate sites. Online
safety and wellbeing is paramount, and always promote
• bookmark useful content,
‘netiquette’, or polite and respectful online behaviour.
• copy and paste, Encourage pupils to think carefully about the words and
• save images, images they use online, and to cross-check facts and
• format text using colour and size options, sources.
• print out material,
• create a slide show using presentation software.

Learning Situation stages

The Learning Situations are dependent upon pupils
working together across three distinct ‘stages’ of project
development. Each stage is clearly set out with an
instructions sheet, a worksheet, and teacher’s notes. Model
sheets are also provided whenever it is necessary to give an
example for the teacher or the learner. The three stages are
designed so that an extended project running over several
weeks can be broken down into manageable chunks of work,
with clear milestones and assessment opportunities at the
end of each stage. During each stage, pupils are called upon
to brainstorm, give opinions, negotiate and encourage each
other to participate and reach decisions. In order to carry out
each stage effectively, each group is given an instructions
sheet to follow. The stages follow the same structure of ‘plan’
and ‘create’ with ‘present’ also included in the final stage.
Evaluation points are suggested in the Teacher Notes.

1 Plan 2 Create 3 Present (Stage 3) 4 Evaluate

A materials list, a Collaboration within pairs Guidelines for digital or Pupils complete Peer,
worksheet with a template or groups to complete physical presentation. Group and Self-Evaluation
or graphic organizer to the task: • Pupils present the sheets at the end of the
make notes and a model • Pupils do the project. project. different stages. A Teacher
provided as an example. Evaluation sheet is available
• What role will each • How will we each
• How are we going to if you wish to grade.
person have? participate in the
do the project? presentation? • How did my partner do?
• What steps will we
• What do we need to follow? • How did we do?
do it? • How did I do?

Use of first language(s) (L1)

There are occasions when it is beneficial to allow use of functional language in English throughout the
pupils to use L1 in the language classroom. This is process. Of course, you can decide how much L1 use
particularly true of project work where we can exploit is appropriate, based on age, language level and
the potential of L1 in different steps of the process. If task complexity. Projects are a good opportunity for
pupils don’t understand the project objectives, they translanguaging with pupils switching frequently from
won’t carry it out properly, so planned use of L1 allows one language to another. Even if they cannot complete a
for a more effective experience. Own-language use discussion or entire explanation in English, they can use
will often facilitate explanations, discussions, reflection target language and key phrases whenever possible. As
and analysis, while English should be expected for they progress through the levels, the balance between
target language, research and presentation. You can L1 and English will shift more towards the latter.
also use the Cue cards (see pages 9–11) to encourage
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Evaluation
Evaluation is an important stage of effective project work and the Learning Situations are a perfect
vehicle for assessing the Key Competencies. Evaluation can fall into the categories of group evaluation,
peer evaluation and self-evaluation from the pupil’s side or teacher-student evaluation. In the context of
projects, group evaluation (when the group assesses their performance together) and teacher evaluation
(when the teacher assesses the individuals or group) are often the most useful. Peer evaluation needs
to be approached with guidance to ensure pupils are being objective, and not assessing based on
inter-relationships within the class. Self-evaluation is useful when pupils need to focus more specifically
on their individual performance rather than the group. The four types of evaluation sheets are provided
in these Teacher’s Resources. The evaluation sheets for the pupils becomes more complex by cycle,
according to the development stage they have reached. While there is an evaluation type recommended
in the Teacher’s Notes at the end of each project stage, these sheets are flexible and can be used at
other times too. The evaluation sheets provide an opportunity for your pupils to continuously reflect on
performance and for you to be able to provide evidence of evaluation of the Key Competencies.

What should we evaluate?

Evaluation can focus on the ability to follow project stages and the development of skills (the process),
and the achievement of the objective (the product). Development and evidence of Key Competencies
tends to fall more within the process than the product and it is important that pupils understand that
how they work and what they learn along the way just is as important as the final product. From the
teacher perspective, we can summarise this as:

Process Product
• Did pupils understand and follow • How happy are you with the final
instructions? (Planning) product?
• Did pupils work well together and assign • How well did the presentation go?
roles and responsibilities? (Creating)
• Did pupils develop specific competencies?
(Planning, Creating, Presenting)

When should we evaluate?

You and your pupils can evaluate their performance at each stage of the project cycle. The following processes
should be considered:
Planning: understanding and clarifying instructions, planning and organization, using information and
resources, making decisions about content
Creating: collaboration and participation, creativity, roles and responsibilities, drafting and reviewing
Presenting: deciding on mode of presentation, practising and presentation skills, satisfaction with final outcome
Evaluating: giving feedback and self-evaluating

How should we evaluate?

The evaluation sheets mentioned above represent the ‘formal’ evaluation tools for the Learning Situations.
Please note that the group, peer and self-evaluation sheets in Levels 1 and 2 are slightly different to those in
Levels 3 and 4 and again in Levels 5 and 6, to reflect the cognitive and linguistic development of the pupils.
For example, younger pupils draw smiley faces to show how they feel overall about the project, while older
pupils provide written answers to more specific questions.
There are other informal ways pupils can group, peer or self-evaluate. Younger children can raise their hands
or clap to show appreciation of the work of others, while older children can keep a learning diary of the project
process, focusing on how well they are working together, what roles each person has, and how happy they are
with the results.
Finally, you can tailor the teacher evaluation sheets to focus on specific Key Competencies, as well as grading
each stage of the process. Avoid attempting to assess all the competencies in one project; it is more effective
to select a few, or even focus on a single one at each stage. Please refer to the Key Competencies table at the
beginning of each Learning Situation to see what specific competence focus there is in each one. Finally, there
is space to award an overall grade and make suggestions for improvement in further collaborative work.

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Collaboration
A number of collaborative skills and behaviours are practised and developed in each Learning
Situation. See examples from two of these extended projects below. Many of these behaviours
relate to life skills, such as critical thinking (giving opinions, finding solutions, making decisions),
creative thinking (making and responding to suggestions), social skills and responsibility (persuading,
agreeing, sharing tasks, helping) and learning to learn (correcting and editing, managing time).

Learning Situation Behaviours Collaborative Skills

Taking care of animals
Step 1: Plan
Sharing tasks
Choosing a suitable animal to research
Taking care of animals Stage 3 Using social skills
Our pair/group:
Preparing an interview together
1 Plan your project.

In pairs, choose a wild animal to research.

Step 2: Create
Then, complete Worksheet 3.
Sharing resources
Taking turns to video and interview
Prepare an interview about
your pet or wild animal. Use We need:
Worksheet 4 to help you.
Worksheets 3 and 4
smartphone or
2 Create your project. video recorder
your pet flashcards
Create a video with another pair. (optional)

Step 3: Present Using social skills

There is one director and one computer (optional)
camera operator. Two people
do an interview.

3 Present your project.

How can we
help wild We can
Answering questions about their interview Listening actively
Show your video to the class. leave them
animals?
Take turns answering questions alone!
from your classmates.

Step 4: Evaluation
Giving positive feedback
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Commenting on own or other’s work

Learning Situation Behaviours Collaborative Skills

Explorers on an expedition
Step 1: Plan Using social skills (agreeing
Explorers on an expedition Agreeing on equipment for an expedition and disagreeing)
Stage 3
Our pair/group:
Researching online together Encouraging responsibility
1 Plan your project.

Make a list of the equipment and accessories you will need

for your expedition. Think about:
the weather animals or insects where you will sleep
hours of sunlight
Complete Worksheet 3.
the terrain how you will cook
Step 2: Create Making and responding to
Then, search online for a video or photos
of the place you are going to visit.
We need:
Developing a slide show collaboratively suggestions
Worksheet 3
2 Create your project. computer

Create the final slide of your expedition.

Make a slide of the equipment you will bring
slide presentation
software
card (optional)
Explaining why decisions were made Reasoning collaboratively
on each expedition.
colouring materials
To do this, search online for images of (optional)
the items.
Add labels with their names in English.

Step 3: Present
Explain why you are taking each thing.

I think we’ll
Yes, I don’t think
Correcting and editing
3 Present your project. there are hotels
need a tent in the middle of

Rehearsing presentations with another pair Managing time

Practise your presentation together. as well! the desert!

Then, practise presenting with another

pair.
Try to speak without reading from the
slides. Create prompt cards to help you.
Present the place you researched.

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Step 4: Evaluation
Giving constructive feedback
Commenting on own or other’s work

Cue cards
There are a number of cue cards available (see pages 8–11) to help Giving an opinion
pupils work collaboratively in English. You can print and cut these out
to give to pairs or groups or display around the classroom while pupils Levels 1 and 2
are creating their projects. Cue cards are not intended as the main focus
of the project, they are there as a tool to help develop collaboration
I think...
skills. You may like to focus on only one card per project, such as one
for giving an opinion, so as not to overwhelm groups. Have pupils keep
the cue card for the current project, and then focus on a different card in
the next project so they build up a bank of language. Monitor pupils as In my opinio
n…
they work on their projects and ensure they are using the focus language
whenever possible. As they move through the levels (see page 8), they
Levels 3 and 4
will internalise phrases and use them automatically and naturally. Cue
cards offer a good opportunity for translanguaging; even if pupils cannot
complete an entire discussion in the target language, they can use these
I think this
because…
phrases when they are predominantly using L1. As they progress through
the levels, the balance between L1 and English will naturally shift.
Levels 5 and 6

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Presentation ideas
The presentation stage of each Learning Situation is where groups get the chance to show you and
each other what they have learnt. For some pupils, this will be a nerve-racking moment, even in their
own language, but projects are an ideal way for presentations to become second nature. Here are
some practical considerations when facilitating the presentation stage:
• Don’t always make pupils present in front of the whole class. You can help them gain confidence
by first having them present to another pair or group.
• Allow pupils enough time to plan and prepare.
• Ensure pupils support each other – particularly shy pupils – before, during and after the
presentation.
• Remind pupils of the learning objectives and why they are presenting.
• Give pupils a purpose for listening to presentations (for example, by using the Peer evaluation
sheets) and leave time for questions and discussion.

A digital focus
There are suggestions for how pupils can present each extended project in the teacher’s notes.
However, it´s important to consider the resources available to you and decide which way of
presenting will be best for your particular class. There are varying options for digital presentations,
particularly for older children. You can find free presentation and word-processing programs and
websites to make leaflets, brochures, infographics, posters, or videos online. Using these tools will
help pupils develop the digital competencies mentioned on page 3.
The presentation stage should be as fun and stress-free as possible. The idea is that everyone should
participate and present their work in a friendly and relaxed environment. The audience’s role is also
important: encourage pupils to listen actively, ask follow-up questions and give positive feedback to
other pairs and groups. In this way, pupils will collaborate from the first moment to the last.

6
Challenges and solutions
The Learning Situations are an ideal way for you to allow pupils to express their
ideas in their own way. As we know, every one of our pupils is different in terms of
motivation, ability, age, and experience. This can present a number of challenges.

Mixed ability groups

Pupils form groups according

to their ability. The groups
who need extra support
become less motivated.

The project is too

difficult for some
pupils and too
easy for others!

The same pupils do

everything while
others stay quiet.

How would you deal with the above situations? First, • Are the instructions appropriate for them?
you could vary groupings to ensure all pupils benefit • Are the tasks suitably challenging?
and contribute in different contexts. You could also allow
• Do pupils have the support they need?
time for ‘think-pair-share’ activities, where pupils think
alone first, share ideas with a partner, and then with • Are pupils taking roles that will help them develop?
another pair. And finally, you can give additional support • Do the projects and roles selected support the
or adapted activities to those who are finding things different learning styles of the pupils?
difficult, while providing extension work to those who
are finding things easy. Time management
Ideas for supporting pupils might include giving specific
goals or resources for research (planning), providing Both you and your pupils should establish timings before
more models or extending time limits (creating), you start. Take a look at each Learning Situation and
and allowing L1 for feedback (presenting). Extension estimate how long each stage and the total project will
activities could involve pupils suggesting alternative take. It is expected that you will put aside time each
ideas or setting additional goals (planning), producing week and continue the project over several weeks. When
another model or looking for different points of view you begin the project, you can shorten or control the
(creating), and interviewing each other about what they time by dividing the stages into smaller tasks, setting
learnt (presenting). short-term goals, helping pupils plan out-of-class work,
and setting time limits for the presentations. You may
It is important to get to know your pupils and their wish to select only one of the Learning Situations to
differences. This might mean taking into account their complete over the course of the year or tackle both of
social and cognitive maturity, language proficiency, areas them, choosing which topic appeals most to you and
of interest and subject knowledge in L1, and learning your pupils. You might opt not to do the full Learning
preferences. Think about these questions: Situation but select certain stages instead.

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Cue cards guide
Speaking skills Levels 1 and 2 Levels 3 and 4 Levels 5 and 6

Giving opinions I think... In my opinion... I think this because...

Agreeing I agree. I agree because... That’s a good point

because...

Disagreeing I disagree. I disagree because... That’s a good point,

but...

Organising Look at this. I’m going to talk The first point is...
information about...

Seeking clarification I don’t understand. Can you repeat that? What does ‘ ’
mean?

Projection Speak up, please. Can you speak up, Can everyone hear
please? me?

Taking turns It’s my turn. It’s your turn. Whose turn is it now?

Encouraging Good work! Great idea! That’s awesome!

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✁ ✁

I think... I agree.

I disagree. Look at this.

I don’t Speak up,

understand. please.

It’s my turn. Good work!

PHOTOCOPIABLE ©Cambridge University Press & Assessment 2022 Cue cards Levels 1 and 2 9
✁ ✁

I agree
In my opinion... because...

I disagree I’m going to

because... talk about...

Can you Can you speak

repeat that? up please?

It’s your turn. Great idea!

PHOTOCOPIABLE ©Cambridge University Press & Assessment 2022 Cue cards Levels 3 and 4 10
✁ ✁

I think this That’s a good

because... point because...

That’s a good The first

point, but... point is...

What does Can everyone

‘____’ mean? hear me?

Whose turn is That’s

it now? awesome!

PHOTOCOPIABLE ©Cambridge University Press & Assessment 2022 Cue cards Levels 5 and 6 11