This opening mission launches the year-long "Globetrotters" thread: the Year 6 class is sworn in as a team of young globetrotters and reporters who will travel the English-speaking world. Before exploring distant destinations, each traveller must first introduce themselves, so the unit answers a real communicative challenge: "Who am I and what is my world like?"

Pupils gather evidence about their identity, daily routines, hobbies, appearance and feelings, recording it in their new Traveller's Logbook and passport of I can… descriptors. The journey culminates in a double final product: a short, self-recorded personal video diary and an illustrated "About me" page for the class magazine. Both feed the whole-class magazine that grows across the six units and is showcased at the closing English Fair, giving immediate purpose and audience to everything pupils say and write from the very first lesson.

Identity is the most accessible and motivating starting point for the affective entry into the foreign language, lowering Krashen's affective filter and building the confidence the class context prioritises. The unit develops primarily SC2 (production) and SC3 (interaction), the two competences of Royal Decree 157/2022, of 1 March, where Year 6 pupils most need consolidation before the transition to Secondary, contributing to the exit profile through the plurilingual (CP) and linguistic-communicative (CCL) competences.

A Task-Based Language Teaching design (Willis, Ellis) frames language as a tool for a genuine purpose: presenting oneself to a real audience. Comprehensible input (Krashen), TPR (Asher) and Bruner's scaffolding precede output, so the present simple emerges through meaningful use rather than rote drilling, transferring Cummins' common underlying proficiency from the pupils' other languages.

The unit spans 10 sessions across roughly three and a half weeks at the start of Term 1 (mid-September to early October), at 3 sessions per week (~105 sessions/year). As the first of the six missions, it sets up the recurring routines, cooperative roles and the Traveller's Logbook that structure the whole programme. It establishes the baseline "all about me" stage of the year's progression (self → community → natural world), feeding directly into Unit 2 ("Tasty trip"), where personal habits widen into healthy lifestyles, and supplying the first page of the class magazine completed at the English Fair.

The unit foregrounds production and interaction, supported by reception, with their reference assessment criteria from Royal Decree 157/2022.

Basic knowledge selected from the Communication, Plurilingualism and Interculturality blocks of Decreto 106/2022, of 5 August for Year 6.

Assessment criteria for the unit, linked to instruments and CEFR can-do descriptors (A1–A2).

The unit follows a TBLT cycle (Willis): a pre-task activates schemata and supplies input and target language (model video diaries, flashcards, TPR routines following Asher); the task stage has pupils plan, rehearse and perform real exchanges (interviews, "find someone who" surveys) and draft their products with the teacher as facilitator; the language focus stage isolates the present simple and pronunciation noticed in use, with brief explicit practice and self-correction.

Work is mainly cooperative in mixed-ability base teams of four to five with rotating roles (timekeeper, language monitor, materials helper, spokesperson, reporter), drawing on Pujolàs and Johnson & Johnson, alternated with pair interviews and individual production. Scaffolding (Bruner) is provided through sentence frames, model texts and word banks within each pupil's ZPD (Vygotsky). Classroom English routines sustain an "English bubble": daily greeting, date, weather and feelings round, warm-up and wrap-up reflection. Comprehensible input precedes output throughout, keeping the affective filter low.

Session 1

Objectives: launch the Globetrotters thread; set up routines and the Logbook. Warm-up: TPR action-chant for greetings; introduce the "English bubble". Main: teacher models "All about me" with realia; pupils receive their Traveller's Logbook and passport, decorate the cover and write three personal goals; mingle to learn five classmates' names. Wrap-up: I can… self-check. Groupings: whole class + base teams. Materials: Logbooks, passports, realia, flashcards.

Session 2

Objectives: understand a model video diary; harvest target language. Warm-up: date/weather/feelings round. Main: watch a short peer model video diary twice; pupils complete a listening grid (name, age, hobby, feeling); build a class word bank of personality and hobby lexis. Wrap-up: thumbs self-rating of comprehension. Groupings: whole class + pairs. Materials: model clip, listening grid, whiteboard.

Session 3

Objectives: ask and answer personal questions. Warm-up: ball-toss question chant. Main: language focus on present simple Wh- and yes/no questions with frequency adverbs; controlled pair drills using question prompt cards; "Find someone who…" routines survey around the class. Wrap-up: report two findings to the team. Groupings: pairs then base teams. Materials: prompt cards, survey sheet.

Session 4

Objectives: describe appearance and personality. Warm-up: "Guess who" with class photos. Main: input flood of adjectives and have got; pupils draft a "describe a friend" sketch using sentence frames; peer reads and guesses. Wrap-up: language monitor notes three useful phrases in the Logbook. Groupings: base teams. Materials: adjective flashcards, sentence frames.

Session 5

Objectives: talk about daily routines and hobbies. Warm-up: clock-mime TPR of routine verbs. Main: sequence a routine picture story; pupils complete a personal timetable and interview a partner about their week, recording answers. Wrap-up: passport check of routine descriptors. Groupings: pairs. Materials: routine flashcards, timetable template.

Session 6

Objectives: plan the video diary (task pre-production). Warm-up: pronunciation focus on third-person -s. Main: pupils storyboard their video diary on a planning sheet (intro, routines, hobby, feeling), select lexis from the word bank and rehearse in pairs with peer feedback against a simple checklist. Wrap-up: set a personal speaking goal. Groupings: pairs. Materials: storyboard sheets, checklists.

Session 7

Objectives: record the video diary (task performance). Warm-up: breathing and confidence routine. Main: in the English corner, pupils record their personal video diary on a tablet, retaking as needed; non-recording teammates act as supportive audience and timekeepers. Wrap-up: brief team celebration round. Groupings: base teams with the teacher. Materials: tablet/recording device, English corner, scripts.

Session 8

Objectives: draft and refine the "About me" page (task output). Warm-up: model magazine page analysis. Main: pupils draft their illustrated "About me" page for the class magazine using the model and word bank, peer-edit with a writing checklist, then publish a clean version. Wrap-up: complete passport descriptors and a written self-assessment in the Logbook. Groupings: individual + pairs. Materials: magazine templates, checklists, colours.

Materials: flashcard sets (family, adjectives, hobbies, routines, feelings); realia brought from home; sentence-frame and word-bank posters; the Traveller's Logbook with its passport of I can… descriptors; planning, storyboard and magazine templates; peer-feedback checklists; a small class library of graded readers. Digital: the interactive whiteboard, a model video-diary clip, and a tablet or other recording device for filming the diaries in the English corner. Human: the teacher as facilitator and language model, cooperative base teams with rotating roles, peer tutors for the newly-arrived pupil, and families contributing personal photos and realia.

The ordinary classroom is arranged in base-team clusters of four to five to enable cooperation and quick reconfiguration into pairs for interviews. The English corner becomes the "recording studio" for the video diaries, offering a quieter, semi-enclosed space with the model and props to hand. The interactive whiteboard anchors whole-class input and reflection. Word-bank and sentence-frame posters are displayed at pupils' eye level. The ICT room or a tablet trolley supports filming and editing. Furniture and acoustics are adjusted to reduce distraction for the pupils with ADHD and ASD.

The unit applies Universal Design for Learning (CAST; Meyer & Rose) across its three principles, in line with Decreto 104/2018 and Orden 20/2019. Representation: multimodal input (video, flashcards, realia, gesture), word banks and sentence frames, dual-coded vocabulary. Action and expression: pupils may present through video, audio, drawing-supported writing or live speech, choosing their channel. Engagement: personally meaningful content (their own identity), achievable cooperative roles and clear I can… goals sustain motivation.

Concrete adjustments by profile: the dyslexic pupil receives a sans-serif coloured-overlay template, extra time and oral alternatives, with no penalty for spelling. The pupil with ADHD has shorter task chunks, a movement-rich TPR role and a visual timer. The ASD level 1 pupil is given a visual routine schedule, advance scripts and a predictable seat. The newly-arrived pupil works with a peer tutor, picture dictionaries and bridging to their home language. The high-ability pupil takes an extension reporter role with a richer model.

Assessment is continuous, formative and inclusive, gathered through accessible instruments: systematic observation during interviews and surveys, a checklist for the "About me" page, the video diary and the page as products, and self-assessment via the passport of I can… descriptors in the Traveller's Logbook. Peer feedback uses simple checklists. All instruments are offered in accessible formats coherent with the diversity adjustments.

The unit embeds plurilingual competence by comparing how greetings, names and routines work across the pupils' languages within the PEPLI model, and intercultural awareness through English-speaking greeting conventions. It links genuinely with SDG 4 (quality education), by building confidence and inclusive participation for every learner, and SDG 10 (reduced inequalities), through the value placed on the newly-arrived pupil's identity and the celebration of class diversity. It connects with Arts (illustrating the magazine page and video), PE (TPR routine verbs), Valencian/Spanish language areas (transferable text-type knowledge) and with families, who contribute photos and realia and become the audience for the class magazine.

In this second Globetrotters mission, our young reporters land in an English-speaking food market to investigate what people eat and how to live healthily. Building on the identities explored in Unit 1, pupils now move outward to everyday life and the community, talking, ordering and negotiating in real exchanges. The challenge: "Can we eat our way around the English-speaking world and stay healthy?" Pupils gather evidence in their Traveller's Logbook and create a twofold final product: a healthy recipe leaflet for the class magazine and a lively market/restaurant role-play performed for the group. Soft CLIL links with Science and PE frame food as fuel, reinforcing real, cooperative, confident communication in English.

This unit develops primarily SC3 — Interaction (RD 157/2022, of 1 March): pupils take part in everyday transactional situations (ordering, shopping, offering, requesting) with respect and cooperation. Food is a high-frequency, highly motivating semantic field that generates authentic spoken exchange, lowering Krashen's affective filter and maximising comprehensible input and output. Following Willis and Ellis (Task-Based Language Teaching), the market/restaurant role-play is a genuine task with a communicative gap. Soft CLIL (Coyle's 4Cs) embeds Science (food groups, balanced diet) and PE (active habits), so language carries real content. Cummins' common underlying proficiency justifies bridging from the plurilingual repertoire (Valencian/Spanish food words). Interaction here consolidates A1 towards A2 and underpins the Globetrotters thread of communicating in the community.

The unit spans 10 sessions across roughly three and a half weeks in Term 1 (November–December), at the rate of 3 sessions per week (~45 minutes each), within the area's ~105 annual sessions. Sessions 1–2 activate prior knowledge and present lexis (reception); sessions 3–6 develop interaction structures (there is/are, some/any, would like, countable/uncountable) through guided and freer practice; sessions 7–8 build the recipe leaflet and rehearse the role-play; sessions 9–10 stage the final market/restaurant performances and Logbook self-assessment. Timing is flexible to respect diverse paces and allow reteaching.

The unit prioritises SC3 and supports SC2, SC4 and SC5, evidenced through the area's assessment criteria (RD 157/2022).

Drawing on the blocks of basic knowledge of the Foreign Language area (Decreto 106/2022, of 5 August), the unit mobilises the following for Year 6:

Assessment criteria are matched to instruments and CEFR (A1–A2) can-do descriptors (Council of Europe).

The unit follows Task-Based Language Teaching (Willis, Ellis): a clear final task—the market/restaurant role-play—drives a pre-task (lexis and structures), task cycle (rehearsal and performance) and language focus. Interaction is the core mode, so role-play and information-gap activities dominate, with realistic props (menus, price lists, play food) to create a meaningful communicative purpose and lower the affective filter (Krashen). Cooperative learning (Pujolàs; Johnson & Johnson) structures mixed-ability base teams of 4–5 with rotating roles (timekeeper, language monitor, materials helper, spokesperson, reporter); structures such as think–pair–share, placemat and rallof robin ensure balanced participation and positive interdependence. Soft CLIL (Coyle's 4Cs) links food to Science (food groups) and PE (active lifestyle), so language conveys content. Scaffolding (Bruner; Vygotsky's ZPD) is provided through model dialogues, sentence frames, visual support and graduated removal of aids. TPR (Asher) reinforces action verbs in recipes. English-only routines sustain the "English bubble"; all activity feeds the Traveller's Logbook for metacognitive reflection and self-regulation (CPSAA).

Session 1

Objectives: activate food lexis; set the mission. Warm-up: "English bubble" routine; brainstorm food words known in English/Valencian/Spanish (plurilingual repertoire). Main: present the mission and challenge; TPR with food flashcards and realia; placemat in base teams to classify foods (drinks, fruit, veg, snacks). Wrap-up: Logbook—set personal goal. Groupings: whole class + base teams. Materials: flashcards, realia, Logbook.

Session 2

Objectives: consolidate lexis; introduce countable/uncountable. Warm-up: quick flashcard chant. Main: sorting game (an apple / some rice); guided discovery of countable vs uncountable; mini-whiteboard practice. Wrap-up: exit ticket—three items each. Groupings: pairs. Materials: sorting cards, mini-whiteboards.

Session 3

Objectives: use there is / there are, some / any. Warm-up: "What's in the fridge?" picture. Main: model sentences; information-gap pair task describing two fridges; think–pair–share. Wrap-up: Logbook can-do tick. Groupings: pairs. Materials: fridge pictures, gap worksheets.

Session 4

Objectives: ask How much / How many; prices. Warm-up: number/price drill. Main: market price-list task; role cards for shopper/seller; controlled dialogue with sentence frames. Wrap-up: rapid feedback round. Groupings: pairs, then fours. Materials: price lists, play money, role cards.

Session 5

Objectives: offer and request with Would you like…? / I'd like…. Warm-up: politeness intonation modelling. Main: café role-play scaffolded with menu and frames; teacher monitors as language monitor models. Wrap-up: peer praise of one good line. Groupings: trios. Materials: café menus, frames.

Session 6

Objectives: soft CLIL—healthy plate. Warm-up: PE link, "fuel for our bodies". Main: Science content on food groups; teams build a balanced "healthy plate" poster, labelling in English; mediation as teams explain choices. Wrap-up: Logbook reflection. Groupings: base teams. Materials: healthy-plate template, labels.

Session 7

Objectives: draft the recipe leaflet. Warm-up: imperative TPR (mix, chop, add). Main: model leaflet analysis; teams draft a healthy recipe using imperatives; reporter compiles, language monitor checks. Wrap-up: swap for peer feedback. Groupings: base teams. Materials: recipe templates, model leaflet.

Session 8

Objectives: rehearse market/restaurant role-play. Warm-up: dialogue warm-up. Main: teams plan and rehearse a market or restaurant scene integrating all structures; props prepared; rotating roles assigned. Wrap-up: self-rating of readiness. Groupings: base teams. Materials: props, scripts, success criteria. Sessions 9–10 stage the performances, complete the leaflet for the class magazine, and close with Logbook self- and co-assessment.

Materials: food flashcards and realia (play fruit, vegetables, empty containers); printed menus, price lists and play money; recipe leaflet templates and a model leaflet; the "healthy plate" poster template; cooperative role cards and sentence-frame strips. Digital: the interactive whiteboard for picture prompts, a vocabulary-game site and a recording app for self-review; QR-free audio for listening models. Human: the EFL teacher, peer tutors within base teams, the language monitor role, and families contributing simple family recipes. Reference: graded readers from the class library on food themes for fast finishers.

The ordinary classroom is reconfigured for interaction: tables grouped into base-team clusters, with a central open area set up as a "market/café stall" for role-plays. The English corner displays the food word wall, the healthy-plate poster and the Traveller's Logbook station, sustaining the "English bubble". Furniture is mobile so pupils circulate during information-gap and shopping tasks; the interactive whiteboard anchors whole-class modelling. A quiet zone supports the pupil with ADHD and ASD when regulation is needed.

Following Universal Design for Learning (CAST; Meyer & Rose) and the inclusive framework of Orden 20/2019 and Decreto 104/2018 (levels of response and the Personalised Action Plan), barriers are removed by design. Multiple means of representation: food vocabulary is presented through realia, images, gesture (TPR) and audio, never text alone. Multiple means of action and expression: pupils can show learning by speaking, drawing, labelling or acting, and use sentence frames as scaffolds. Multiple means of engagement: real, motivating food contexts, choice of recipe and cooperative roles sustain interest. Specific adjustments: for the pupil with dyslexia, dyslexia-friendly fonts, colour-coded word banks, oral response options and no penalising of spelling in speaking tasks; for the pupil with ADHD, short, segmented tasks, an active "materials helper" role, movement during shopping tasks and clear visual timers; for the newly-arrived pupil, bilingual picture glossaries, peer-buddy mediation, the plurilingual bridge from prior languages (Cummins) and reduced output demands. The high-ability pupil takes on reporter/extension challenges. Flexible groupings and graduated scaffolding ensure every pupil reaches the can-do goals.

Assessment is continuous, formative and competence-based, triangulating teacher observation (role-play and oral checklists), the analytic leaflet rubric, exit tickets, and the Traveller's Logbook with CEFR "can-do" self- and co-assessment. Peer feedback and a final reflection foster self-regulation (CPSAA). The role-play is assessed with this rubric:

The unit embeds healthy living as a cross-cutting value, directly serving SDG 3 (Good Health and Well-being) by promoting balanced diets and active habits, with explicit links to Science (food groups, nutrition) and PE (food as fuel for activity). It nurtures plurilingualism by bridging food lexis across Valencian, Spanish and English (PEPLI), valuing pupils' full repertoires. It opens to families, who contribute simple family recipes for the leaflet, strengthening the school–family partnership of the active parents' association. Intercultural awareness grows through markets and eating customs of English-speaking countries, reinforcing the Globetrotters thread of exploring the community.

In this third Globetrotters mission our young reporters land in an English-speaking city and become city guides. The challenge: help a confused visitor find their way around. Drawing on their Traveller's Logbook, pupils explore places, shops and services, and learn to read a map and give directions. Through Project-Based Learning, teams design a real outcome: a tourist guide and map of an English-speaking city (landmarks, services and a walking route), rounded off with a live giving-directions task in which a "tourist" is guided from A to B. The mission links everyday life to our own community, building confidence in real, purposeful communication.

This situation develops primarily SC4 (mediation) and SC1 (comprehension), as set out in Royal Decree 157/2022, of 1 March. Mediation is at the heart of giving directions: pupils relay spatial information so a tourist who lacks the language can act, embodying Vygotsky's view of language as a mediating tool and Bruner's scaffolding (LASS). SC1 underpins the comprehension of maps, signs, leaflets and short audio directions (multimodal i+1 input, Krashen). Project-Based Learning gives the work an authentic purpose and a tangible product, keeping the affective filter low. The community focus connects English to pupils' own town, fostering active citizenship and the transition to ESO.

The situation spans 11 sessions across Term 2 (January–February), at 3 sessions per week, occupying roughly four school weeks. It opens the term after the Christmas break, building on Unit 2 (there is/are) towards A2. The sequence follows a Project-Based arc: an activation phase (sessions 1–2), a language and input phase (3–6), a production and mediation phase (7–9) and a showcase and assessment phase (10–11). Each session embeds English-only routines and Logbook reflection.

The situation prioritises two specific competences of the area (RD 157/2022), supporting the plurilingual (CP) and linguistic-communication (CCL) key competences.

The basic knowledge is drawn from the blocks of the Foreign Language area in Decreto 106/2022, of 5 August, selected and graded for Year 6 (A1–A2).

Assessment criteria (RD 157/2022 and Decreto 106/2022) are matched to instruments and to CEFR can-do descriptors, ensuring competence-based, criterion-referenced assessment.

The methodological backbone is Project-Based Learning (soft CLIL links to Geography), framed by the communicative approach and a mediation-rich design. The driving question — How can we help a visitor explore an English-speaking city? — gives every task purpose, in line with Willis and Ellis's task cycle (pre-task, task, language focus). Mediation tasks recur throughout: pupils relay directions, simplify a leaflet for a peer and gloss signs, applying the strategies of pointing, gesturing and using a map as support (Council of Europe mediation scales). Work is organised in mixed-ability base teams of 4–5 with rotating cooperative roles (Pujolàs; Johnson & Johnson) — timekeeper, language monitor, materials helper, spokesperson, reporter — alternating with pairs for role-plays and individual Logbook reflection. Scaffolding (Bruner) is graded: model dialogues, sentence frames, word banks, a directions checklist and the gradual withdrawal of support. Abundant realia and maps (city maps, leaflets, signs, the whiteboard, a floor map of the classroom "town") provide comprehensible multimodal input (Krashen) and TPR-style movement (Asher) when walking routes. English-only routines sustain the "English bubble".

The eleven sessions are described in eight blocks (consecutive sessions are grouped). Every session opens with an English warm-up routine and closes with a Logbook wrap-up.

Session 1

Objectives: activate prior knowledge; launch the project. Warm-up: "city or town?" brainstorm. Main: present the driving question and final product (guide + map); a mediation hook — a short video of a lost tourist; teams pool place vocabulary onto a shared mind map. Wrap-up: set a personal goal in the Logbook. Groupings: whole class, teams. Materials: whiteboard, video, mind-map sheets.

Session 2

Objectives: consolidate places-in-town lexis. Warm-up: flashcard drill with choral repetition. Main: matching game (picture–word); a "town map" gallery walk labelling buildings; there is/are recycled to describe a map. Wrap-up: exit ticket naming three places. Groupings: pairs, teams. Materials: flashcards, large map.

Sessions 3–4

Objectives: understand and use prepositions of place (SC1). Warm-up: TPR with classroom objects (next to, opposite, between). Main: listening task locating shops on a leaflet (detail comprehension); pair information-gap "Where is the bank?"; pupils build a floor "town" and describe locations. Wrap-up: self-check on the directions checklist. Groupings: pairs, teams. Materials: leaflets, audio, floor tiles.

Sessions 5–6

Objectives: give and follow directions with imperatives and sequencers (SC4). Warm-up: "Simon says: turn left/right". Main: model dialogue analysis; guided "blindfold maze" mediation game (one partner directs another); reading short route descriptions and tracing them on a map; can for permission/ability ("Can I get there on foot?"). Wrap-up: Logbook can-do tick. Groupings: pairs. Materials: maps, sentence frames.

Sessions 7–8

Objectives: plan and draft the tourist guide (SC2, PBL). Warm-up: vote on a city (London, Dublin, Sydney). Main: teams research key landmarks from curated leaflets; draft guide entries using a template (place, location, what you can do); design the map and mark a walking route; the reporter logs progress. Wrap-up: peer feedback round. Groupings: base teams. Materials: templates, leaflets, ICT room.

Session 9

Objectives: rehearse the giving-directions task (SC4). Warm-up: quickfire directions. Main: teams script and rehearse a live mediation: a "tourist" is guided from A to B on their map; language monitor checks accuracy; gestures and the map are used as support. Wrap-up: rehearsal self-assessment. Groupings: teams, pairs. Materials: team maps, role cards.

Session 10

Objectives: present the guide; perform the directions task. Warm-up: breathing/confidence routine. Main: each team presents its tourist guide and map to the class; the live giving-directions task is performed and assessed with the rubric; audience peer-assesses with a checklist. Wrap-up: celebrate and display the guides in the English corner. Groupings: whole class. Materials: rubric, checklists.

Session 11

Objectives: reflect, assess and bridge forward. Warm-up: "I can…" carousel. Main: complete the Logbook passport for the mission; co-assessment dialogue on cooperation and mediation; preview Unit 4 (Wild world). Wrap-up: set the next personal goal. Groupings: individual, whole class. Materials: Logbook, self-assessment grid.

Material: city maps (London, Dublin, Sydney) and a large laminated wall map; place-and-directions flashcards; tourist leaflets and signs as realia; a floor "town" of tiles; the guide template and route map; the directions checklist and sentence-frame cards; role cards. Digital: interactive whiteboard, a lost-tourist video, audio direction tracks, and the ICT room for designing the guide. Human: the EFL teacher as mediator and model, peer tutoring within teams, the support teacher for adjustments, and the Traveller's Logbook as the portfolio thread.

The ordinary classroom is reorganised for cooperation: base-team clusters of 4–5, a clear central floor space for the TPR "town" and maze games, and the English corner for displaying the finished guides. The ICT room is booked for sessions 7–8 to design the guide and map digitally. Movement routes are kept safe and signposted in English. Where weather and supervision allow, a short corridor or playground "directions trail" extends the realia experience beyond the classroom walls.

Following the Universal Design for Learning framework (CAST; Meyer & Rose) and the inclusive response of Orden 20/2019 and Decreto 104/2018, barriers are removed by design. Representation: maps, flashcards, gesture and audio present directions in several modes, so no pupil depends on text alone. Action and expression: pupils may show understanding by pointing, walking a route, speaking or writing. Engagement: real city choices and team roles sustain motivation. Specific adjustments: for the pupil with ASD level 1, sessions are anticipated with a visual agenda, role-plays use clear scripts and a defined personal space during movement games. For the pupil with dyslexia, place names are colour-coded and paired with icons, fonts are dyslexia-friendly and reading load is eased with audio. For the high-ability pupil, extension tasks add a richer route with conditional directions and a mediator role tutoring peers. The newly-arrived pupil leans on visuals and gesture (Cummins' common underlying proficiency); base teams provide peer scaffolding within the ZPD.

Assessment is continuous, formative and criterion-referenced. Instruments: systematic teacher observation with a checklist; the map-reading and listening worksheets; the cooperative-roles log; the Traveller's Logbook with CEFR I can… descriptors (self- and co-assessment); and an analytic rubric applied to the tourist guide and the live giving-directions task. The rubric below assesses four criteria across four levels.

The mission cultivates citizenship and a sense of community: pupils reflect on the services that make a town liveable and on how to welcome a visitor, nurturing empathy and active participation. It contributes to SDG 11 (Sustainable Cities and Communities) by exploring inclusive, walkable, accessible places. Plurilingualism is fostered by comparing English place names and directions with Valencian and Spanish (CP key competence; PEPLI model). Cross-curricular links reach Geography (maps, orientation), Mathematics (ordinals, spatial reasoning) and Arts (designing the guide). Families are invited to view the displayed guides in the English corner.

In this fourth Globetrotters mission our young reporters fly off to wild habitats across the English-speaking world, from African savannahs to Australian reefs and British woodlands. The driving challenge is to become "nature reporters" who research an endangered animal and warn the school about threats to our planet. Pupils gather evidence in their Traveller's Logbook and produce a twofold outcome: an illustrated animal fact file (habitat, diet, size, "amazing facts") and a short environmental awareness campaign (poster, slogan and oral pitch). Reading and listening for information drive the whole unit, with soft CLIL Science links and the Sustainable Development Goals as a motivating backbone.

This learning situation, framed by Royal Decree 157/2022, of 1 March and Decreto 106/2022, of 5 August (the Valencian Primary curriculum), develops primarily SC1 — multimodal comprehension: pupils understand the general sense and specific details of short documentaries, fact files and graded texts about wildlife. The animal theme is highly motivating for 11–12-year-olds (Piaget's concrete operations) and lends itself to soft CLIL Science (habitats, food chains, biodiversity, sustainability), where, following Coyle's 4Cs and Cummins (BICS/CALP), language and content reinforce each other. Comprehension is taught explicitly through reading and listening strategies—predicting, scanning for facts, using visual support—lowering Krashen's affective filter and building the confidence needed for the transition to Secondary.

The unit spans 12 sessions over roughly four weeks in Term 2 (February–March), at 3 sessions per week of 45–50 minutes, following Unit 3 ("Around the town"). The first sessions activate prior knowledge and feed rich comprehensible input (videos, flashcards, fact files); the middle block focuses on guided reading/listening for information and the language of comparison and rules; the final sessions are devoted to drafting, peer-reviewing and presenting the animal fact file and the environmental campaign. A closing session consolidates learning and updates the Logbook "can-do" passport, linking to Unit 5.

The unit develops the Foreign Language specific competences of RD 157/2022, prioritising SC1, with their assessment criteria:

These specify the key competences CP, CCL, STEM, CD, CC and CPSAA.

Drawing on the basic-knowledge blocks of Decreto 106/2022 for Year 6:

Assessment is criterion-based and continuous, aligned to CEFR A1–A2 "can-do" descriptors:

Weighting favours comprehension, in line with SC1's priority.

The methodology is communicative, inclusive and content-rich, built on soft CLIL and inquiry-based learning. Coyle's 4Cs structure the planning: Content (animals, habitats, sustainability), Communication (language of, for and through learning—comparatives, must/mustn't), Cognition (classifying, comparing, hypothesising about threats) and Culture (global biodiversity and the SDGs). Pupils work as nature reporters investigating a guiding question—"How can we protect endangered animals?"—gathering evidence in the Traveller's Logbook. Reading and listening strategies are taught explicitly: predicting from images, scanning fact files for specific data, using graphic organisers (mind maps, comparison tables, KWL charts) to make input comprehensible (Krashen) and scaffold understanding (Bruner, Vygotsky's ZPD). Cooperative learning (Pujolàs; Johnson & Johnson) underpins every stage through mixed-ability base teams of 4–5 with rotating roles (timekeeper, language monitor, materials helper, spokesperson, reporter); structures such as numbered heads, jigsaw reading and rallytable distribute participation. Groupings rotate between whole-class input, pairs for guided practice and teams for the fact file and campaign, with individual work for self-assessment. English-only routines and the "English bubble" sustain real communication throughout.

Session 1

Objectives: activate prior knowledge; launch the mission. Warm-up: "Animal noises" guessing game (TPR). Main: present the challenge and guiding question; brainstorm a class mind map of animals and habitats; introduce KWL chart (What we Know/Want to know). Wrap-up: set the Logbook goal. Groupings: whole class + base teams. Materials: IWB, animal flashcards, KWL template.

Session 2

Objectives: build habitat and animal lexis; listen for gist. Warm-up: flashcard drill with word stress. Main: watch a short wildlife documentary clip; gist task ("Which three habitats?"); jigsaw matching animals to savannah/ocean/forest/desert. Wrap-up: exit ticket naming one new word. Groupings: pairs, then teams. Materials: video, habitat posters, picture cards.

Session 3

Objectives: scan a fact file for specific facts. Warm-up: "True or false" animal facts. Main: model reading of a sample fact file; teach scanning strategy; pupils complete a research grid (size, diet, habitat) for two animals. Wrap-up: share one surprising fact. Groupings: pairs (rallytable). Materials: graded fact files, research grids.

Session 4

Objectives: compare animals (comparatives/superlatives). Warm-up: "Bigger/faster" ranking line. Main: guided discovery of -er/-est and the most; comparison table (cheetah vs tortoise); accuracy games. Wrap-up: one comparative sentence each. Groupings: whole class + pairs. Materials: comparison tables, fact cards.

Session 5

Objectives: understand and express rules with must/mustn't. Warm-up: recycling sorting game. Main: CLIL Science input on threats and the SDGs (pollution, habitat loss); listen for problems; teach must/mustn't for protecting nature. Wrap-up: class "rules for the planet". Groupings: teams (numbered heads). Materials: SDG icons, video, rule strips.

Session 6

Objectives: research the team's endangered animal. Warm-up: quick fact quiz. Main: inquiry in the ICT room/library: teams choose an endangered animal and gather data using graded texts and a guided template; language monitor checks English use. Wrap-up: report progress. Groupings: base teams with roles. Materials: tablets, library readers, fact-file template.

Session 7

Objectives: draft the animal fact file. Warm-up: peer "ask me a fact". Main: teams draft headings (habitat, diet, size, amazing facts) using present simple and comparatives; teacher conferencing and scaffolds (sentence frames). Wrap-up: self-check against criteria. Groupings: teams + individual writing. Materials: templates, word banks, model texts.

Session 8

Objectives: create and pitch the environmental campaign; peer-assess. Warm-up: slogan brainstorm. Main: teams design a poster with a slogan and two must/mustn't rules, then rehearse and deliver a short awareness pitch; peers use a two-stars-and-a-wish grid; gallery walk. Wrap-up: update the Logbook "can-do" passport and set a goal for Unit 5. Groupings: teams, then whole class. Materials: poster card, observation scale, Logbooks.

(Sessions 9–12 consolidate: a comprehension review quiz, a final fact-file showcase, a self/peer-assessment session and links to the English Fair.)

Material: animal and habitat flashcards, comparison tables, fact-file and campaign templates, SDG icon cards, poster card and the class library of graded readers on wildlife. Audiovisual: short, subtitled wildlife documentary clips and a sustainability animation for the interactive whiteboard. Digital: tablets/ICT-room computers for guided inquiry, an interactive comparatives game and a class word wall. Human: the English teacher as facilitator, cooperative peer support through rotating roles, and families invited to share at-home recycling habits. Personal: each pupil's Traveller's Logbook with the "can-do" passport.

The ordinary classroom is the main setting, arranged in cooperative islands of 4–5 with the English corner and word wall on display and the interactive whiteboard for input. The ICT room hosts the guided digital inquiry (Sessions 6–7), while the school library provides graded wildlife readers for differentiated reading. The corridor or hall serves as a gallery space for the campaign posters and the final showcase, opening the work to other classes and, where possible, to families.

Following Decreto 104/2018 and Orden 20/2019 and the Universal Design for Learning framework (CAST), the unit offers multiple means of representation, action and engagement. Representation: every text pairs words with images, video carries subtitles, and graphic organisers (KWL, comparison tables) make input accessible; graded reading provides the same fact files at two or three difficulty levels. Action/expression: pupils show comprehension through grids, drawings, gestures (TPR) or speech, and produce the fact file in writing or as labelled drawings. Engagement: the motivating animal theme, choice of endangered species and cooperative roles sustain attention. Specific adjustments: for the pupil with dyslexia, dyslexia-friendly fonts, audio support, extra time and sentence frames; for the pupil with ADHD, chunked tasks, clear visual timers, movement breaks and the active "materials helper" role; for the high-ability pupil, an extension as "expert reporter" producing a richer comparison and a food-chain diagram. The newly-arrived pupil receives bilingual labels, a buddy and visual supports through the Personalised Action Plan (PAP).

Assessment is continuous and formative, using a listening/reading comprehension grid, the fact-file research sheet, an observation scale for the oral pitch and Logbook self- and peer-assessment (two stars and a wish). The fact file and campaign are graded with this analytic rubric:

The unit embeds environmental education as its core cross-curricular value, addressing the Sustainable Development Goals 13 (climate action), 14 (life below water) and 15 (life on land) through the campaign for endangered species. It develops plurilingualism by reflecting on cognates and comparison structures across English, Valencian and Spanish, strengthening the plurilingual competence of the PEPLI programme. It links naturally to Science (habitats, food chains, biodiversity) via soft CLIL, and to civic and consumer education through recycling and responsible habits. Families are involved by sharing household sustainability routines, reinforcing real, meaningful communication.

In this fifth Globetrotters mission our young reporters travel through the stories, festivals and traditions of the English-speaking world: British seasonal celebrations, tales from different cultures and the customs that shape them. The challenge is genuinely communicative and intercultural: "Can we bring a story to life for younger children?" Working from listening to and telling tales in the past tense, pupils gather cultural evidence in their Traveller's Logbook and prepare a final product with real purpose and audience: a short illustrated story, dramatised for the younger pupils of the school. Storytelling, festivals and an open intercultural attitude become the heart of the unit, consolidating A1 towards A2.

This situation develops primarily SC6 (interculturality), valuing the linguistic, cultural and artistic diversity of festivals and tales across English-speaking countries and fostering an open attitude, and SC2 (production), as pupils produce a short oral and written narrative for a real audience. Halliwell reminds us that children make sense of stories and enjoy meaning beyond every word, so storytelling lowers Krashen's affective filter and provides rich comprehensible input. Telling and dramatising a tale for younger children turns language into authentic communication and culture into lived experience, in line with the communicative and intercultural approach of Royal Decree 157/2022, of 1 March and Decreto 106/2022 (the Valencian Primary curriculum).

The unit unfolds across 9 sessions during Term 3 (April–May), at 3 sessions per week (roughly three school weeks), each lasting 45–55 minutes. It follows the "Wild world" mission and precedes the closing English Fair, so the dramatised story can later feature there. The sequence moves from input and cultural discovery (Sessions 1–3), through language focus and story building (Sessions 4–6), to drafting, rehearsing and performing (Sessions 7–8), with a flexible reserve session for revision. Classroom-English routines, warm-ups, wrap-ups and ongoing entries in the Traveller's Logbook frame every session, ensuring progression towards the final dramatised story.

The unit prioritises SC6 and SC2, supported by SC1 and SC3, specifying the key competences CP (plurilingual), CCL, CCEC and CPSAA of the LOMLOE (Organic Law 3/2020) through the assessment criteria of Royal Decree 157/2022.

The contents draw on the blocks of basic knowledge of the Foreign Language area in Decreto 106/2022, selected for Year 6 and oriented towards narrative and culture.

Assessment criteria are drawn from SC6 and SC2 in Royal Decree 157/2022 and linked to CEFR A1–A2 can-do descriptors and varied instruments.

The methodology places storytelling at the centre, in line with Halliwell and Krashen: rich, comprehensible, affectively engaging input. The teacher first models tales through Total Physical Response Storytelling (TPRS), drawing on Asher's TPR so that meaning is carried by gesture, mime, props and repetition before production is required. Dramatisation then converts comprehension into expressive production, building confidence and prosody for a real audience of younger pupils. Writing follows a process-writing cycle (planning, drafting, revising and publishing the illustrated story), with peer revision against a shared checklist. Cooperative learning (Pujolàs; Johnson & Johnson) structures the work in mixed-ability base teams of 4–5 with rotating roles (timekeeper, language monitor, materials helper, spokesperson, reporter): groupings move from whole-class modelling to teamwork and pair rehearsal, scaffolded within Vygotsky's ZPD through Bruner's gradual handover of responsibility. Classroom-English routines and the Traveller's Logbook sustain reflection throughout, embedding UDL (CAST) from the outset.

Session 1

Objective: activate interest in stories and festivals. Warm-up: "story basket" routine, eliciting favourite tales. Main: the teacher tells a short traditional tale with TPRS, gestures and props; pupils respond physically and chorally. Brief intercultural talk: which festivals do we know in English-speaking countries? Wrap-up: first Logbook I can… goal. Groupings: whole class. Materials: picture book, props, IWB.

Session 2

Objective: discover British and English-speaking festivals. Warm-up: flashcard recall. Main: carousel of cultural stations (Halloween, Bonfire Night, Pancake Day, Easter, Christmas) with images and short captions; teams gather facts and build a class cultural mind-map; respectful comparison with their own festivals. Wrap-up: "one new thing I learned". Groupings: base teams, rotating roles. Materials: station cards, mind-map template.

Session 3

Objective: understand a narrative in the past. Warm-up: festival quiz. Main: listening to a graded story; ordering picture cards; gist and detail questions; noticing past-tense verbs in context. Wrap-up: thumbs self-check. Groupings: pairs. Materials: audio, picture cards, reader.

Session 4

Objective: focus on past simple. Warm-up: action chant. Main: guided discovery of regular/irregular past forms and -ed pronunciation (/t/, /d/, /ɪd/) through sorting games; controlled practice retelling the model story with sequencers (first, then, finally). Wrap-up: exit ticket with three verbs. Groupings: pairs, then teams. Materials: verb cards, sequencer strips.

Session 5

Objective: plan the team story. Warm-up: story-element brainstorm (character, setting, problem, solution). Main: teams plan a simple original or retold tale on a storyboard, distributing roles; teacher conferences with each team. Wrap-up: spokesperson shares the plot in one sentence. Groupings: base teams. Materials: storyboard template, picture bank.

Session 6

Objective: draft the story. Warm-up: sequencer game. Main: process-writing drafting using past simple and connectors; mediation support with sentence frames; teams begin illustrations. Wrap-up: peer revision against a shared checklist. Groupings: pairs within teams. Materials: writing frames, checklist, art materials.

Session 7

Objective: revise and publish the illustrated story. Warm-up: "fix the sentence". Main: revising drafts from peer feedback; producing the clean illustrated booklet; assigning narrator and character parts for dramatisation. Wrap-up: Logbook reflection. Groupings: base teams. Materials: booklet pages, colours, model rubric.

Session 8

Objective: rehearse, perform for younger pupils (final product) and reflect. Warm-up: voice and expression warm-up (intonation, volume). Main: brief TPRS-based rehearsal with props, gestures and storytelling voice; then teams dramatise their illustrated stories for a Year 2/3 class in the hall, and younger pupils respond. Self- and co-assessment with the rubric; celebration and links to the upcoming English Fair. Wrap-up: final Logbook I can… passport entry. Groupings: teams, then whole class with audience. Materials: props, masks, booklets, assessment sheets.

Print: graded readers and traditional picture books from the class library, storyboard and writing-frame templates, festival station cards and illustrated-story booklet pages. Props: masks, puppets, hats and simple costumes for dramatisation. Digital: interactive whiteboard for audio tales, festival images and recording short performances; the Traveller's Logbook. Human: the EFL teacher as storyteller and facilitator, cooperative base teams with rotating roles, and the younger host class as the real audience, with support staff coordinated where needed.

The ordinary classroom is reorganised flexibly: base-team clusters for cooperative work, a reading/storytelling corner with cushions and the class library for listening to tales, and a clear central space for TPR and rehearsal. Walls display the cultural mind-map and storyboards. The final dramatisation takes place in the multipurpose hall, arranged with a simple performance area and seating for the younger host class, ensuring visibility, safe movement and good acoustics for storytelling.

Following UDL (CAST: Meyer & Rose) and the inclusive framework of Decreto 104/2018 and Orden 20/2019 (levels of response and the Personalised Action Plan), barriers are removed from the design. Multiple means of representation: stories told with images, gesture, props and audio (multisensory input). Engagement: real audience, choice of role and creative format. Action and expression: pupils may contribute through narration, acting, drawing or props. Specific adjustments: for the pupil with ASD level 1, a clear visual script, predictable routines, advance notice of the performance and an agreed role; for the pupil with dyslexia, sentence frames, audio support, reduced text load, dyslexia-friendly fonts and no penalising of spelling in oral work; for the newly-arrived pupil, the home culture and language are treated as an intercultural asset, sharing a festival or tale from their country, with visual scaffolds and a buddy. The high-ability pupil extends through a richer plot or mediator role, and the pupil with ADHD benefits from active, segmented tasks.

Assessment is continuous, formative and competence-based, combining observation (rotating-roles and intercultural-attitude rubric), the Traveller's Logbook with I can… self-assessment, peer revision checklists, the illustrated-story product and the dramatised performance. The final product is graded with the rubric below; co-assessment by the younger audience promotes metacognition.

The unit cultivates intercultural awareness and respect, directly serving SDG 4 (quality education) and SDG 10 (reduced inequalities) by valuing every pupil's cultural background, especially the newly-arrived pupil's. It promotes plurilingualism (PEPLI), inviting comparison of festivals and tales across English, Valencian and Spanish. It links naturally with Arts (illustration, drama, masks) and with the school reading plan through storytelling. The peer tutoring of performing for younger pupils develops empathy and cooperation, embodying the protective ethos of LOPIVI (Organic Law 8/2021).

The Globetrotters reach their final destination: home, ready to share their year-long journey with the whole school community. In this closing, integrating project the class plans, prepares and runs a real English Fair / English Day with interactive stalls, performances and exhibitions for families and younger pupils. The challenge —Can we throw an English Fair and show what young globetrotters can do?— mobilises every specific competence and recycles the year's functions and lexis. The final products are the Fair itself, the completed class magazine and each pupil's Traveller's Logbook, reviewed and signed off as evidence of progress towards A2 and as a springboard for the transition to Secondary Education.

As the synthesis unit, this situation gives priority to SC5 (plurilingual repertoire): pupils consciously deploy and reflect on strategies built across the year, comparing English with Valencian and Spanish (language awareness). It simultaneously integrates SC1–SC6, since organising a public event demands comprehension, production, interaction, mediation and intercultural sensitivity at once. Grounded in Project-Based Learning and Willis/Ellis (TBLT), the real, audience-driven outcome raises engagement and lowers Krashen's affective filter. Reviewing the Traveller's Logbook develops CPSAA (self-regulation, metacognition) and learner autonomy, while the closing celebration consolidates confidence for the transition to Secondary Education (ESO), the final-year priority of Year 6.

This integrating project spans 10 sessions across the last weeks of Term 3 (May–June), at 3 sessions per week, the closure of the Globetrotters journey and of the school year. Sessions 1–2 launch the challenge and recover prior learning; 3–6 plan and prepare the stalls, performances and exhibition; 7–8 rehearse, complete the class magazine and finalise the Traveller's Logbook; Session 9 is the English Fair with families and younger pupils; Session 10 reviews evidence, celebrates achievement and looks ahead to Secondary. Timing dovetails with end-of-year assessment and the school calendar.

The project integrates all six specific competences of the Foreign Language area (Royal Decree 157/2022, of 1 March), foregrounding SC5, with their linked assessment criteria.

The unit recycles and integrates the year's basic knowledge (Decreto 106/2022, of 5 August), mobilising every block at once.

Emphasis falls on metacognition and on consolidating an A2 repertoire usable in real public communication.

Criteria are gathered through varied instruments, contrasting final attainment against the year's stage review, with CEFR can-do descriptors.

A final/stage review compares Logbook evidence from Units 1–6.

The methodological core is Project-Based Learning: an authentic, public outcome (the Fair) gives purpose to every task and integrates the year's learning, in line with Willis and Ellis (TBLT) and the learning-situation approach of RD 157/2022. Pupils exercise genuine learner autonomy and self-regulation: base teams choose their stall, plan the steps, allocate resources and monitor progress with checklists, while the teacher scaffolds in the Vygotskyan ZPD (Bruner). Cooperative learning (Pujolàs; Johnson & Johnson) underpins the whole organisation of the Fair through mixed-ability base teams of 4–5 with rotating roles (event manager, language monitor, materials helper, host, reporter); positive interdependence makes the event impossible without every member. The European Language Portfolio, embodied in the Traveller's Logbook, frames reflection: pupils revisit their I can… passport, gather final evidence and compare it with earlier units, developing the language awareness at the heart of SC5. Classroom English routines (the "English bubble") govern preparation; UDL principles ensure multiple means of engagement, representation and expression. Grouping flexes from whole class (launch, celebration) to teams (preparation) to individual (Logbook), with English as the working language throughout.

Across the project, opening warm-ups revive the English bubble and closing wrap-ups record progress in the Logbook. The final session is the public Fair with families.

Session 1

Objective: launch the challenge. Warm-up: "Globetrotters' recap" gallery walk of the six units. Main: present the driving question; brainstorm Fair stalls (one per unit theme); negotiate criteria for success. Wrap-up: teams sign up for a stall. Groupings: whole class, then base teams. Materials: magazine pages, IWB, planning poster.

Session 2

Objective: recover prior learning. Warm-up: vocabulary relay. Main: teams audit their unit's magazine page and key language; map what to showcase. Wrap-up: Logbook entry on personal goals for the Fair. Groupings: base teams. Materials: Logbooks, word banks.

Session 3

Objective: plan the stall. Warm-up: "Roles roulette" to allocate cooperative roles. Main: teams design their stall (activity, script, visuals) using a planning template; draft a hosting dialogue. Wrap-up: spokesperson shares the plan. Groupings: base teams. Materials: templates, craft materials.

Session 4

Objective: produce stall materials. Warm-up: useful host phrases drill. Main: create posters, games and exhibits; write captions for the magazine. Wrap-up: language monitor logs new words. Groupings: base teams. Materials: card, tablets, printer.

Session 5

Objective: develop interaction and mediation. Warm-up: "Welcome to our stall" mingle. Main: practise hosting scripts and visitor Q&A; rehearse mediating for younger pupils. Wrap-up: peer feedback "two stars and a wish". Groupings: pairs, then teams. Materials: role cards.

Session 6

Objective: prepare the performance and exhibition. Warm-up: chant/song from earlier units. Main: rehearse a short whole-class performance (story, song or sketch); assemble the exhibition of the year's work. Wrap-up: running order agreed. Groupings: whole class. Materials: props, exhibition boards.

Session 7

Objective: finalise the class magazine. Warm-up: proofreading game. Main: teams edit and lay out their pages; compile the complete magazine; write a bilingual welcome leaflet for families. Wrap-up: magazine preview. Groupings: base teams. Materials: tablets, templates.

Session 8

Objective: full dress rehearsal and Logbook completion. Warm-up: confidence circle. Main: run the whole Fair in rehearsal; troubleshoot; each pupil completes the I can… passport with final evidence. Wrap-up: set transition goals for Secondary. Groupings: whole class, then individual. Materials: Logbooks, checklists.

The English Fair (Session 9, public) and the review and celebration (Session 10) are detailed under "Spaces" and "Assessment"; in Session 9 every pupil hosts a stall, mediates for visiting families and younger classes, and performs; Session 10 reviews Logbook evidence, celebrates achievement and previews ESO.

Materials: the Traveller's Logbook with the I can… passport, planning and self-assessment templates; the class magazine template; stall kits (card, props, games, exhibition boards, posters); a bilingual welcome leaflet and programme. Digital: interactive whiteboard, tablets, printer, audio for performances. Human: the teacher as facilitator; families as Fair visitors and helpers; younger pupils as guests; the parents' association and other staff supporting the event; the English corner and class library of graded readers as exhibition resources.

The classroom and English corner host preparation, rehearsals and Logbook work. The English Fair (Session 9) uses the school hall or playground, organised as a circuit of themed stalls around the perimeter, a central performance space and an exhibition wall; signage and a programme guide families through. A welcome desk manages the flow of visiting classes and families; tables are arranged so every base team has its own clearly labelled station.

Grounded in Universal Design for Learning (CAST) and the inclusion framework of Orden 20/2019 and Decreto 104/2018, the project offers multiple means of engagement, representation and expression. The wide range of roles at the Fair guarantees that everyone contributes meaningfully: the pupil with dyslexia uses visuals, oral hosting and dictation tools rather than long writing; the pupil with ADHD takes an active, movement-rich role (event manager, materials helper) with the task broken into short steps; the pupil with ASD level 1 receives an advance script, a clear timetable and a predictable station, with anticipation of the event's sensory load; the high-ability pupil coordinates the programme, mediates and mentors peers; the newly-arrived pupil draws on plurilingual mediation, visual supports and a buddy, contributing through their home language and English. Choice of product, flexible groupings and graded scaffolds support every pace. Transition support is built in: the Logbook review, explicit goal-setting and a "what to expect in Secondary" reflection ease the move to ESO. Adjustments follow each pupil's Personalised Action Plan (PAP) where applicable.

Assessment combines observation rubrics, the Traveller's Logbook with self- and peer-assessment, and the completed class magazine as a portfolio product, set against the year's stage review. The rubric below grades the closing project.

A final/stage assessment triangulates Logbook evidence across Units 1–6; the self-assessment of the Logbook certifies progress towards A2.

The Fair opens the classroom to the community and families, embodying SDG 4 (quality, inclusive education) and SDG 17 (partnerships) through cooperation between pupils, families and the parents' association. Plurilingualism is celebrated as English meets Valencian and Spanish in a bilingual welcome and visible cross-language reflection (PEPLI). The closing review prepares the transition to Secondary Education, fostering autonomy and confidence. Soft CLIL links surface across the stalls —Science, Arts, PE and the Social area— making the event a genuine synthesis of the whole curriculum and of the Globetrotters journey.