Project Nº: 2024-1-PL01-KA220-SCH-000256498
Target Age Group:
7–14 years (differentiated within scenarios)
Estimated Duration:
3 sessions (approx. 45–60 minutes per session)
This module is built on the Content and Language Integrated Learning (CLIL) methodology, which holds that a new language is best acquired when it is used for a real purpose. For newly arrived migrant pupils, the digital world can be a genuinely risky space, which makes it all the more important to prioritise competences such as protecting personal data and privacy and guarding against threats like cyberbullying. Before tackling more complex academic tasks, vulnerable learners need to develop a critical awareness of their digital footprints and learn how to move through online environments safely.
From a linguistic standpoint, the language development of migrant and refugee students is often described through the distinction between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). Since CALP can take five to seven years to develop, newly arrived pupils first need a low-pressure environment in which to build their BICS, that is, the conversational fluency used in everyday social situations.
This module deliberately focuses on that foundation. Through activities such as designing a digital avatar or creating a safety poster, pupils practise everyday classroom vocabulary and simple imperative forms in a structured and supportive context. This grounding in basic language serves as a necessary stepping stone before pupils encounter more demanding academic content in later modules.
In CLIL settings, cognitive overload is one of the main barriers for non-native speakers. When instruction relies too heavily on written text, students spend so much energy decoding the language that little mental space is left for actual learning. To address this, the module draws on Digital Multimodal Composing (DMC) as a key scaffolding strategy.
Through visual tools pupils combine images, symbols, and simple text to express their ideas. This flexibility reduces the burden of linguistic decoding, giving learners the chance to show what they know about digital safety and to communicate with their peers, even when their vocabulary in the host language is still limited. Rather than being seen as students with a language gap, they are positioned as capable of making and sharing meaning.
Finally, this module is closely connected to Socio-Emotional Learning (SEL). Migrant young people, who may lack established social networks or face systemic barriers, are often more exposed to risks in digital environments, including cyberbullying. By helping pupils protect their real identities and by establishing shared norms of online behaviour and netiquette, the module supports emotional awareness and builds a sense of trust within the group. The aim is to ensure that digital inclusion goes hand in hand with culturally sensitive support, so that pupils can protect their own well-being and feel that they genuinely belong in the classroom community.
In this module, the educator acts as a digital mediator and mentor rather than just a technical instructor. Operating as the “More Knowledgeable Other” (MKO) within the TELMS framework, the mentor provides the vital human empathy and ethical oversight that technological systems lack.
To effectively support the pupils, the mentor’s specific functions include:
Artificial Intelligence is integrated into this module strictly through a “Human-in-the-Loop” (HIL) approach. Under this methodology, AI serves as a complementary pedagogical assistant to handle scaffolding and content generation, ensuring that the human educator remains central to providing emotional connection, empathy, and ethical oversight.
Before and during the sessions, the mentor utilises Teacher-Supporting AI tools (such as MagicSchool.ai or ChatGPT) to reduce preparation time and manage the pupils’ cognitive load. Specifically, the mentor uses AI for:
Pupils engage with Student-Facing AI in a safe, heavily guided environment to simultaneously develop their digital competences and language skills:
This module promotes the holistic development of key competences essential for migrant pupils’ secure integration, structured across three main pillars:
| Tool Name | Purpose / Description of Use |
|---|---|
| Avatar creators (e.g., Voki or Canva elements) | Pupils use it to design their “Safe Avatars” |
| Canva | For collaborative, visually engaging posters and infographics. |
| Kahoot! | For interactive, gamified formative assessment quizzes. |
| MagicSchool.ai | Brief description of how and when this tool is used in the module. |
| LLLM (ChatGPT, Gemini, Claude) | For mentor preparation and language levelling. |
This section contains the three activity scenarios that form the core of the module. Each scenario follows the TELMS pedagogical flow and must include an Opening Phase, a Core Learning Phase, and a Closing Phase with formative assessment. Scenarios should be thematically connected and build upon each other in terms of complexity and language demand.
Target Age Group
7-10 years (adaptable to 11-14)
Estimated Duration
45 minutes
Scenario Summary
Pupils learn why it is important to protect their real identities online by creating a digital representation of themselves (an avatar) without sharing personal data. This acts as a safe entry point into digital literacy while practising basic vocabulary for physical descriptions and hobbies.
Linguistic Objectives (BICS/CALP)
Digital Objectives
Personal/Social Objectives
| Tool / Material | Purpose / Notes on Use |
| Canva or Voki | For avatar creation and visual design. |
| Interactive Whiteboard or Projector: | For the mentor to demonstrate tool usage. |
| Bilingual Vocabulary Mats | Pre-prepared mats with key terms in the host language and the pupils’ mother tongue. |
| AI Integration | Generative AI tools (like Canva’s text-to-image) can be used by pupils to generate specific clothing or backgrounds for their avatars. |
Opening Phase (Warm-up)
[10 minutes]
Core Learning Phase
[25–35 minutes]
Closing Phase & Formative Assessment
[e.g., 10 minutes]
Adaptation Notes
Migrant pupils may feel vulnerable when discussing personal identity. Ensure the classroom feels like a safe “Listening Window”. Emphasize that the avatar is entirely under their control. Reassure them that they do not have to share any traits that make them uncomfortable, reinforcing the module’s core lesson on setting personal digital boundaries.
Reflection Routine
Guide the pupils to articulate how their understanding of online privacy has changed. Model an example for them: “I used to think I had to use my real photo online. Now I think an avatar keeps my identity secret and safe.” This routine provides a low-pressure formative assessment of their conceptual shift while practicing structured language output.
Expected Outcomes
Tool
Wizer.me (https://app.wizer.me) or Liveworksheets (https://www.liveworksheets.com), which allow for automatic correction and embedded multimedia support. A downloadable PDF version can also be used for offline or low-tech settings.
Activity Description
Pupils engage with a visual sorting activity in which the screen is divided into two distinct columns: Safe to Share and Keep Secret. Working individually or in pairs, pupils drag vocabulary items into the correct column.
A crucial feature of using Wizer.me or Liveworksheets is the ability to embed audio buttons next to each item, so pupils can click to hear the host language pronunciation, providing vital listening support for those who are not yet confident readers.
Content
The draggable items test pupils’ practical understanding of digital anonymity and must include a balanced mix of safe and sensitive information. Safe to Share: My avatar, My favourite colour, My hobbies, My pet’s name. Keep Secret: My real photo, My home address, My school’s name, My passwords, My full real name. Each item is paired with a recognisable visual icon (e.g., a house for home address, a padlock for passwords) to reduce the linguistic decoding burden and allow all pupils to participate regardless of their current reading level.
Language Focus
The worksheet targets everyday, concrete vocabulary related to personal identity and the physical environment, building the BICS foundation essential for daily social integration. It also naturally reinforces essential safety commands, allowing the mentor to model and pupils to practise imperative structures such as “Do not share”, “Keep this secret”, and “Always protect”. For older pupils, the mentor can extend the activity by asking them to justify their sorting decisions using sentence frames: “I put this in ‘Keep Secret’ because…”, offering a first bridge toward CALP-level argumentation.
Tool
A visually engaging Canva worksheet (https://www.canva.com), which can be downloaded as a printable PDF or filled out digitally on tablets. The design should incorporate clear visual icons alongside each text prompt to support comprehension through Digital Multimodal Composing (DMC).
Activity Description
Before pupils log into the avatar-creation platform, they use this blueprint to plan their digital character in advance. This preparation step is essential for managing cognitive load: by deciding on their avatar’s features, name, and hobbies using structured language scaffolds first, pupils arrive at the design tool knowing exactly what they want to create and can focus their mental energy on navigating the software rather than on generating ideas from scratch.
Content
The blueprint explicitly guides pupils away from sharing real-life identifiers through scaffolded prompts. The template includes: My Avatar’s Name is: _______ (Not my real name!); My Avatar has _______ [colour] _______ [body part: e.g., eyes / hair]; My Avatar likes to _______ [hobby]; My Avatar’s favourite colour is _______; and an open drawing area at the centre of the page where pupils can sketch their character before moving to the digital tools. The reminders embedded in the prompts (e.g., “Not my real name!”) reinforce the session’s core safety message in a low-pressure, visual way.
Language Focus
This worksheet heavily targets Basic Interpersonal Communicative Skills (BICS), which are essential for daily social integration. The activity focuses on basic anatomical vocabulary, everyday hobbies, and the correct structuring of descriptive sentences using adjectives for colours and sizes. It gives vulnerable learners the language structures they need to confidently introduce their avatar to their peers during the closing phase, transforming a potentially stressful oral task into a well-rehearsed and supported performance.
Tool
Digital collaborative boards such as Padlet (https://padlet.com) using the “canvas” layout for mind-mapping, or Canva using collaborative mind-map templates (https://www.canva.com). Alternatively, physical large sheets of paper, sticky notes, and coloured markers can be used for a fully offline version.
Activity Description
Before creating their final digital avatars, pupils work in small groups of 3–4 to organise their understanding of digital safety visually. They place the central idea — “A Safe Digital Community” — in the middle of their digital or physical board and then branch outward to map two contrasting sets of ideas: positive behaviours and supporting arguments (e.g., “promotes trust”, “uses avatars to protect identity”) on one side, and opposing risks and challenges (e.g., “cyberbullying”, “identity theft”, “oversharing real photos”) on the other. Each branch should be supported by at least one specific example attached as evidence. Once the maps are complete, groups prepare short statements to present and justify their diagrams to the class. This activity is primarily intended for older pupils (ages 11–14) and functions as a conceptual anchor before the avatar creation task, ensuring that pupils understand the broader social context of digital safety before engaging with the personal identity work of the core learning phase.
Content
A structured visual mind-map diagram containing: a central node labelled “A Safe Digital Community” (or “My Safe Digital Identity”); positive branches covering behaviours that protect well-being, including using avatars, keeping personal data private, and showing respect online; negative branches covering risks and challenges such as identity theft, cyberbullying, and oversharing real names or photographs with strangers; and evidence slots attached to each branch where pupils add specific examples to support their reasoning.
Language Focus
This activity explicitly bridges older learners (ages 11–14) toward Cognitive Academic Language Proficiency (CALP). The focus is on structuring early academic reasoning through categorisation, argumentation, and justification. Pupils practise logical connectors and sentence starters such as: “One major cause of…”, “This is important because…”, “In most cases…”, and “This evidence strongly suggests that…”. The mind-map format also supports spatial and visual learners, allowing them to demonstrate conceptual understanding even when their written language proficiency is still developing.
Target Age Group
All ages (7–10 years; adaptable to 11–14).
Estimated Duration
45–60 minutes
Scenario Summary
In this scenario, pupils explore the concepts of netiquette and safe online behaviour by reflecting on the rules that govern how we treat each other in digital spaces. Starting from familiar real-life social situations, they discover that the same norms of respect and kindness apply online. Working collaboratively, pupils co-create shared behavioural guidelines for their own group — through a poster, a class charter, or a structured discussion — and begin to develop a shared sense of responsibility for the digital community they belong to. This scenario builds on the personal identity work of Scenario 1 and lays the social and ethical foundations needed for the critical evaluation tasks of Scenario 3.
Linguistic Objectives (BICS/CALP)
Digital Objectives
Personal/Social Objectives
| Tool / Material | Purpose / Notes on Use |
| Canva | Pupils will work collaboratively in pairs to co-create their highly visual “Internet Safety” posters. |
| MagicSchool.ai | The mentor uses this tool before the session to pre-simplify the list of internet safety rules, ensuring the vocabulary is perfectly adapted to the pupils’ current BICS proficiency |
| Padlet | The mentor can use its “canvas” layout during the warm-up phase to collaboratively brainstorm and organize the group’s ideas about the “traffic rules” of the internet before they begin designing. |
| Laptops or Tablets | Pupils can work together in pairs on their digital designs. |
| Interactive Whiteboard or Projector | The mentor to introduce the concepts to the whole class, and for the pupils to display and present their finished posters during the closing “Gallery walk” phase. |
| Wizer.me or Liveworksheets | Used to deliver the Online/Offline Mirror activity as an interactive digital drag-and-drop exercise, with embedded audio support for lower-proficiency pupils. |
| Google Slides or Genially | Used to display the fictional chat exchanges for the Emoji Court activity, projected on screen for whole-class discussion or accessed individually on pupil devices |
Opening Phase (Warm-up)
10 minutes
Core Learning Phase
[e.g., 25–35 minutes]
Pupils are grouped in pairs to foster collaborative learning and mutual scaffolding. They log into Canva to design their digital posters.
The mentor acts as a language facilitator and digital mediator. They circulate the room, ensuring pupils are actively taking turns, pooling their linguistic resources, and negotiating meaning in the target language. The mentor provides ‘soft scaffolding’ to assist with Canva’s drag-and-drop interface if technical issues arise.
Closing Phase & Formative Assessment
[e.g., 10 minutes]
The mentor hosts a digital “Gallery Walk.” Each pair projects their finished Canva poster onto the interactive whiteboard and briefly presents one key rule they designed to the rest of the group.
The mentor facilitates a guided peer-feedback discussion. Pupils vote on their favourite rules to agree on the “Top 5 Digital Rules,” which officially become the shared behavioural norms for their mentoring group moving forward.
The mentor provides immediate, positive validation for the pupils’ oral production to build their confidence. Informally, the mentor observes how effectively the pupils collaborated and used the target imperative verbs, noting these observations down later in the Teacher Reflection Form.
Adaptation Notes
Reflection Routine
After a pair presents their poster, guide the pupils to give structured peer feedback. They must identify “Two Stars” (two things the pair did well, such as using a great picture or a clear rule) and “One Wish” (one area for improvement or something they would add). This provides a low-pressure formative assessment while practicing respectful, collaborative communication.
Expected Outcomes
Tool
Wizer.me (https://app.wizer.me) or Liveworksheets (https://www.liveworksheets.com) for a digital drag-and-drop or matching version. Alternatively, a printed set of scenario cards with a two-column response sheet.
Activity Description
Pupils receive a set of scenario cards, each describing a real-life social situation (e.g., “A classmate shares a photo of you without asking”, “Someone calls you names in the corridor”, “A friend tells others your secret”). For each scenario, pupils must decide whether the same behaviour would be acceptable if it happened online, recording their answers in a simple two-column table: In Real Life and Online. After completing the table individually or in pairs, pupils discuss their responses with the group, guided by the mentor. The activity establishes the core principle that online behaviour has real emotional consequences and that netiquette is simply an extension of the social norms pupils already know from everyday life.
Content
A set of 6–8 scenario cards covering a range of social situations, from clearly unacceptable behaviours (sharing someone’s photo without permission, name-calling) to more ambiguous ones (forwarding a funny message, leaving someone out of a group chat). Each card is paired with a visual icon to support comprehension for lower-proficiency pupils. The two-column response sheet includes sentence starters: “In real life, this is…” / “Online, this would be…”
Language Focus
The primary linguistic target is modal verbs expressing obligation, permission, and prohibition: should, shouldn’t, must, must not, it is not okay to. The comparative structure (“Just as… online…” / “The same rule applies when…”) is introduced for older pupils (ages 11–14) to bridge toward early CALP. The mentor models the target forms explicitly before the activity begins and provides a visible grammar reference on the board.
Tool
Canva (https://www.canva.com) using a collaborative document or poster template, allowing pairs or small groups to contribute to a shared design in real time. Alternatively, a structured printable template can be used, which the group fills in by hand and displays in the classroom.
Activity Description
Pupils co-construct a short written charter of 5–6 rules specifically for their own mentoring group. Working in small groups, pupils first brainstorm behaviours they consider important for their class community, both online and in digital communication. Each rule they agree on must be written in full, using an imperative form, and must include a justification clause beginning with because. Once each group has drafted their rules, the class votes to select the most important ones. The final charter is compiled by the mentor, printed, and formally adopted by the group as their shared code of conduct for the course. This transforms the worksheet from a one-off exercise into a living classroom document with genuine social meaning.
Content
A structured template with 5–6 numbered rule slots, each containing two scaffolded prompts: “We [do not / always / must]…” followed by “…because…”. Example rules to model the format: “We do not share photos of others without permission, because everyone has the right to privacy”; “We always use kind words online, because our messages can hurt people even when we cannot see their faces.” The template also includes a signature space at the bottom, where all pupils can sign the charter to formalise their shared commitment.
Language Focus
The core linguistic focus is the imperative form in both its positive (“Always respect…”) and negative (“Do not share…”) constructions, consolidating the key grammar target of Scenario 2. The addition of the because clause requires pupils to produce simple causal reasoning, which bridges older pupils (ages 11–14) toward early Cognitive Academic Language Proficiency (CALP). The mentor provides a visible bank of sentence starters and connectors: “We believe that…”, “This matters because…”, “Everyone deserves…”.
Tool
Google Slides (https://docs.google.com/presentation) or Genially (https://genially.com) to display the fictional chat exchanges visually on screen. Pupils record their verdicts and justifications on a printed or digital response sheet. Physical versions can be produced as printed chat-style cards with space for written responses below each exchange.
Activity Description
Pupils are presented with a series of 5–6 short, fictional chat exchanges or social media comment threads, illustrated in a familiar messaging app format and incorporating emojis alongside simplified text. For each exchange, pupils must deliver a verdict by selecting one of three categories: Cyberbullying, Unkind but not bullying, or Perfectly fine. Crucially, they must then justify their verdict in writing or orally using a sentence frame provided by the mentor. After individual or pair work, the class reconvenes for a guided “courtroom” discussion in which the mentor facilitates debate between pupils who have reached different verdicts, encouraging them to listen to and evaluate each other’s reasoning. The fictional format ensures pupils can engage with sensitive themes safely, without drawing on potentially distressing personal experiences.
Content
Five to six fictional chat exchanges of varying severity, designed to provoke genuine discussion. Examples: a group chat where one pupil is deliberately excluded; a comment thread where someone posts a mocking nickname repeatedly; a message where a pupil shares an embarrassing photo of a classmate as a joke; and a neutral exchange to serve as a control. Each scenario is presented in a recognisable chat-bubble format with emojis to support visual comprehension. The three verdict options are displayed as clearly labelled icons (a red stop sign, an orange warning triangle, and a green checkmark) to support lower-proficiency pupils and those with SEN.
Language Focus
The worksheet targets evaluative and descriptive vocabulary related to online behaviour and emotional impact: aggressive, hurtful, disrespectful, unkind, threatening, embarrassing, intentional. Pupils practise structured justification sentences using frames such as: “I think this is cyberbullying because…”, “This is unkind but not bullying because it only happened once and…”, “This behaviour is not acceptable because…”. For older pupils (ages 11–14), the mentor can introduce the concept of intent versus impact (e.g., “Even if the person did not mean to hurt them, the effect was…”), extending the activity toward more nuanced CALP-level argumentation.
Target Age Group
11-14 years (adaptable for younger with heavier scaffolding)
Estimated Duration
60 minutes
Scenario Summary
In this scenario, pupils develop critical media literacy by learning to question the reliability of what they encounter online. Using the See – Think – Wonder thinking routine as an entry point, they analyse real versus fake digital content — including phishing websites and AI-generated texts. Working as “privacy detectives” in pairs, they apply reading comprehension strategies (scanning and skimming) to identify factual errors, AI hallucinations, and accidental privacy breaches in digital texts and social media profiles. A final comparative task (AI vs. Human) challenges older pupils to evaluate credibility and construct justified arguments. This scenario bridges learners toward Cognitive Academic Language Proficiency (CALP) while building responsible digital citizenship.
Linguistic Objectives (BICS/CALP)
Digital Objectives
Personal/Social Objectives
| Tool / Material | Purpose / Notes on Use |
| Genially or Google Slide | Used by the mentor to display the screenshots of real websites, phishing scams, and fake news headlines during the See – Think – Wonder warm-up activity. |
| Kahoot! | Used to run an interactive, gamified quiz designed by the mentor to help pupils practice identifying safe websites versus scams. |
| ChatGPT or MagicSchool.ai | Used by the mentor before the session to generate a short text containing deliberate factual errors or privacy breaches for the Fact-Check the Bot activity, and to create the AI-generated profile for the AI vs. Human comparison. |
| Google Slides, Canva, or Figma Slides | Used by pupils to complete the AI vs. Human Venn diagram template, visually categorising differences in credibility, tone, and privacy risk between two texts. |
| Highlighters (Digital or Physical) | Required for pupils to mark the factual errors they find in the AI-generated text. |
| See – Think – Wonder Graphic Organiser | A printed or digital worksheet guiding pupils through the structured observation routine during the warm-up phase. |
Opening Phase (Warm-up)
10 minutes
Core Learning Phase
35 minutes
Closing Phase & Formative Assessment
10 minutes
Adaptation Notes (Differentiation Strategies)
Reflection Routine
Expected Outcomes
Tool
Google Slides (https://docs.google.com/presentation), Figma Slides (https://www.figma.com/slides/), or a collaborative document. Alternatively, printed texts with physical red and green highlighters can be used. Example of downloadable PDF file.
Activity Description
Before the lesson, the mentor uses Teacher-Supporting AI (such as ChatGPT or MagicSchool.ai) to generate a short, simple paragraph. The prompt should ask the AI to write an introduction for a fictional 12-year-old character who accidentally shares too much personal information online.
Implementation: Pupils are assigned the role of “Safety Detectives”. Working in pairs, they read the AI-generated text and must critically evaluate it. They use digital or physical highlighters to mark the unsafe, sensitive information in red, and the safe, general information in green.
Content
The text should contain a mix of harmless hobbies and critical privacy breaches. For example:
“Hi! My name is Sarah. I am 12 years old and I live at 10 Main Street. Here is a picture of me in my school uniform at St. Mary’s High School. My favourite food is pizza and my password for my favourite game is Pizza123.”
Language Focus
Tool
Digital collaborative tools such as Canva (https://www.canva.com/), Google Slides , or Figma Slides (https://www.figma.com/es-es/slides/) for the Venn diagram templates. The mentor also uses ChatGPT or MagicSchool.ai (https://www.magicschool.ai/) prior to the lesson to generate the AI text. Here is an example worksheet for this activity.
Activity Description
The mentor presents two short texts or social media profiles side-by-side: one written by a human and one generated by AI. Working in pairs, pupils compare the two sources to identify which one contains factual errors or overshares personal data. They use a Venn diagram or Idea Mapping template to visually categorize the differences in credibility, tone, and privacy risks.
Content
Two distinct texts or profiles for comparison. One should be a safe, human-written text, while the other is an AI-generated text containing deliberate “hallucinations” (factual errors) or a fictional profile giving away sensitive data like an address, school, and passwords.
Language Focus
This activity bridges learners to Cognitive Academic Language Proficiency (CALP) by focusing on comparative language and justification. The mentor provides sentence frames such as “Similarly…”, “In contrast…”, “On the one hand… On the other hand…”, and “This evidence strongly suggests that…” to help pupils debate information credibility.
Tool
An interactive whiteboard or projector using Genially or Google Slides to display the images. Pupils use digital or printed “See – Think – Wonder” graphic organizers. Here you can find an example of a worksheet.
Activity Description
The mentor projects screenshots of various digital environments, including legitimate websites and cleverly disguised phishing scams or fake news headlines. Pupils apply the Harvard Project Zero “See – Think – Wonder” routine. They detail exactly what they see (e.g., a strange URL), articulate what they think the website is trying to do (e.g., steal a password), and express what they wonder about its origins or safety.
Content
Visual screenshots of real-world digital threats, such as a phishing email with deliberate spelling errors demanding an urgent password reset, compared directly with a legitimate website or email.
Language Focus
The focus is on developing observation and inquiry skills through structured academic language (CALP). Pupils practice formulating descriptive and analytical sentences using frames like “I observe…”, “I think this means…”, and “I wonder why…”.
Assessment within this module (and the wider TELMS methodology) is strictly formative, informal, and low-pressure. The goal is to collect detailed information to improve instruction while learning is happening, rather than assigning grades, which helps lower anxiety and hesitation for migrant pupils.
Throughout the module, the mentor acts as an active facilitator, continuously carrying out ongoing, structured (but informal) observation during warm-ups, collaborative pair work, and digital tasks. The mentor circulates the room to monitor how pupils respond to the activities and navigate the digital environments without interrupting their flow.
The mentor carries out ongoing, structured observation during activities, focusing on:
How observations are recorded (informally): Observations are not formally graded. Instead, the mentor uses informal techniques, such as brief mental notes or quick, low-pressure conversations with the pupils during the activity to gauge understanding. After the session concludes, the mentor formally records these observations in the Teacher Reflection Form, noting any challenges with the digital tools, emotional climate, or language barriers. This allows the mentor to iteratively adjust the pacing, language scaffolding, or tool selection for the next session to better support the pupils’ continuous development.
At the end of the session, the mentor utilizes quick, low-pressure reflective prompts to help pupils consolidate their learning and articulate their evolving understanding. Because Scenario 3 focuses heavily on critical evaluation, data privacy, and identifying misinformation, the exit questions are designed to bridge learners toward Cognitive Academic Language Proficiency (CALP) by structuring how they express changing opinions.
Specific Prompts Used:
How pupils assess their own learning: These prompts allow pupils to pause and actively recognise their own cognitive growth. By completing the sentence frames, they self-assess whether they achieved the session’s objectives (e.g., learning to spot fake news or protect their data) and practice academic justification in a safe, structured format.
How the mentor uses the responses: The mentor uses these quick responses as an immediate, informal diagnostic tool. If the pupils’ responses show a clear understanding of digital citizenship and data privacy, the mentor knows they are ready to progress. If the responses reveal lingering misconceptions (e.g., pupils still expressing blind trust in AI-generated text), the mentor notes this in their Teacher Reflection Form and uses the insight to adjust the pacing, revisit key vocabulary, or provide heavier scaffolding in the following sessions.
Because Scenario 3 involves complex critical thinking and evaluating digital information, peer assessment is integrated directly into the core collaborative tasks. This approach reduces the anxiety of formal teacher evaluation while empowering learners to take responsibility for their own learning.
Specific Peer-Assessment Activities:
How it fosters collaborative learning and a supportive environment:
After concluding the “Fact, Fiction, and Privacy” scenario, the mentor completes the Teacher Reflection Form (located in Annex 4 of the Methodological Guidelines). This brief post-session reflection is a crucial component of the TELMS methodology, allowing the mentor to critically review the session and ensure continuous, iterative improvement for the migrant pupils.
The mentor focuses their reflection on three key areas:
How this feeds back into ongoing delivery: This reflective practice enables highly responsive teaching. By identifying exactly what worked well and what challenges appeared (such as pacing issues, technical difficulties, or vocabulary gaps), the mentor can immediately adapt their strategies, tool selection, and materials to better meet the linguistic, cognitive, and emotional needs of the pupils in future mentoring sessions.
The educational context is characterised by a high presence of newly arrived migrant pupils with highly diverse linguistic backgrounds who are in the process of acquiring the language of the host country. Because these pupils may have accumulated varied levels of proficiency, the module relies heavily on Digital Multimodal Composing (DMC)—combining images, symbols, and simple text—to bypass immediate linguistic decoding and reduce cognitive load. Furthermore, mentors should foster a “translanguaging” environment, allowing pupils to use their full linguistic repertoire, including their mother tongues, to navigate academic tasks, negotiate meaning with peers, and build confidence before presenting their work in the target language.
Experience (The Digital Divide) While digital tools are increasingly integrated into modern teaching practices, there are often significant disparities in access to technology, reliable internet, and prior digital experience among migrant pupils. To ensure an equitable and inclusive environment, all digital activities (such as using Canva, Kahoot!, or interactive boards) should be completed using school-provided devices. Mentors must not assume prior digital literacy; instead, they should employ an “inverted scaffolding model” where they initially provide high-intensity technical guidance and gradually fade this support as the mentees gain independence. If internet access or devices fail, the mentor should be prepared to adapt digital activities into low-tech or offline alternatives.
Towards Authority and Critical Thinking Cultural norms regarding privacy, sharing personal information, and questioning authority can vary significantly among migrant pupils. In scenarios that require critical evaluation and logical argumentation (such as Scenario 3’s focus on “Fact-checking the bot” and evaluating AI hallucinations), some pupils may come from educational backgrounds where actively questioning written text or algorithmic authority is uncommon or discouraged. Therefore, the mentor must actively cultivate a safe, respectful, and inclusive classroom environment where critical thinking, respectful disagreement, and inquiry are normalized and encouraged.
Migrant and refugee pupils frequently navigate complex emotional landscapes related to social displacement, trauma, and adaptation to a new culture. When discussing topics like “digital identity”, data tracking, or online dangers (such as cyberbullying or phishing), the mentor must employ a trauma-informed approach. The mentor acts as an “emotional safety net,” delivering the vital human empathy that algorithmic systems lack. Discussions surrounding internet safety should be framed positively around empowerment, resilience, and community building, rather than fear, to ensure the classroom remains a space where pupils feel a strong sense of belonging.
This module is aligned with the Catalan primary education curriculum (LOMLOE), with a focus on Catalan as the vehicular language and the progressive development of academic language (CALP) established in the school’s PLC (Projecte Lingüístic de Centre).
It contributes to the development of:
The module also reinforces the role of the aula d’acollida (reception class) as a key space for linguistic immersion, emotional support, and progressive inclusion in the mainstream classroom