Module 4 – My journey – Socio-emotional Learning and Resilience

1. Pedagogical framework

1.1 Basic information

1.2 Pedagogical rationale and language justification

1.3 The mentor's role

1.4 Integration of AI (human-in-the-loop approach)

1.5 Core competences addressed

1.6 Core suggested tools

2. Activity scenarios

Scenario 1: My Safe Avatar — Focus: Identity

Scenario 2: Digital Rules — Focus: Safe Surfing

Scenario 3: Fact, Fiction, and Privacy — Focus: Focus: Critical Evaluation

3. Formative assessment strategy

3.1 Observation

3.2 Exit Questions and Self-Reflection

3.3 Peer Assessment

3.4 Mentor Reflection

4. Additional notes and contextual information

4.1 Cultural and Contextual Considerations

4.2 Connections to National Curriculum

4.3 References and Resources

1. MODULE OVERVIEW

1.1 Basic Information

Target Age Group:

7–10 years (Scenarios 1 & 2) / 10–12 years (Scenario 3)

Estimated Duration:

3 sessions (approx. 45–60 minutes per session)

1.2 Pedagogical Rationale and Language Justification

This module is grounded in a recognition that learning is a deeply social, emotional, and contextual process. It addresses the holistic development of migrant pupils aged 7–12, supporting not only their cognitive and linguistic growth but also their emotional well-being and social integration. By integrating the principles of Social-Emotional Learning (SEL), it contributes to the development of resilient, autonomous, and socially competent learners who can successfully engage in both academic and social contexts.

The module is particularly relevant for newly arrived and recently integrated migrant pupils. Research consistently shows that affective factors such as anxiety, self-esteem, and sense of belonging exert a significant influence on language acquisition outcomes (Cummins, 2000; Goleman, 1995). Addressing these factors explicitly, through structured and emotionally safe activities, creates the conditions necessary for meaningful linguistic and academic progress.

In terms of language development, the module follows the BICS/CALP continuum (Cummins, 2000). Scenarios 1 and 2 focus on consolidating Basic Interpersonal Communicative Skills (BICS) through everyday oral interaction, identity-building tasks, and collaborative activities. Scenario 3 introduces early Cognitive Academic Language Proficiency (CALP) skills, including the ability to evaluate information, justify opinions, and use subject-specific vocabulary. This progression is developmentally appropriate and aligned with the linguistic stages of newly arrived pupils.

The module is aligned with the TELMS (Technology-Enhanced Language Mentoring System) framework, integrating digital tools in a purposeful, scaffolded manner. It also draws on the Content and Language Integrated Learning (CLIL) approach, the DigComp 2.2 digital competence framework, and the Common European Framework of Reference for Languages (CEFR). The emphasis throughout is on equitable, inclusive practice that supports migrant pupils in developing language proficiency, digital competence, and a genuine sense of belonging within the school community.

1.3 The Mentor's Role

The mentor in this module acts as a facilitator, linguistic mediator, emotional support figure, and promoter of inclusion — not as a traditional instructor who transmits knowledge. This distinction is central to the TELMS methodology and must be maintained throughout all three scenarios.

In practice, the mentor provides soft scaffolding, meaning that support is offered responsively and progressively withdrawn as pupils demonstrate confidence and competence. The mentor does not do tasks for pupils but creates the conditions — through modelling, sentence frames, visual supports, and a safe emotional climate — in which pupils can take risks and develop language organically.

Key facilitation strategies for this module:

Modelling inclusive language use and demonstrating target structures (e.g., sentence frames) before asking pupils to produce them independently.

Monitoring group dynamics to ensure equitable participation, particularly for pupils with lower proficiency or those experiencing social anxiety.

Providing culturally responsive responses to pupils’ contributions, acknowledging diverse backgrounds as an asset rather than a deficit.

Adapting activities in real time based on observed pupil engagement, proficiency, and emotional state.

Maintaining a calm, predictable routine at the start and end of each session to reduce anxiety and reinforce emotional safety.
Using AI tools responsibly in the preparation phase, without delegating professional pedagogical judgement to AI outputs.

1.4 Integration of AI (Human-in-the-Loop Approach)

All AI use in this module operates under a strict Human-in-the-Loop principle. AI tools support and extend the mentor’s professional judgement; they do not replace it. All AI outputs used with pupils must be reviewed, adapted, and approved by the mentor before use.

Mentor’s AI Use

The mentor uses AI tools in the preparation phase and, where appropriate, during sessions, for the following purposes:

Content adaptation and differentiation: using tools such as Diffit or ChatGPT to simplify texts to appropriate proficiency levels and generate levelled vocabulary lists, sentence frames, and comprehension activities.
Multilingual support materials: generating translations, bilingual glossaries, and simplified instructions for newly arrived pupils or those with limited proficiency in the language of instruction.
Formative assessment support: drafting rubrics, observation checklists, and formative feedback prompts aligned with the module’s learning objectives.
Scenario planning: adapting activity prompts and scenarios to the specific cultural and linguistic backgrounds of the pupil group.

Pupils’ AI Use

Pupils interact with AI tools as supported learning partners, not as answer machines. All pupil AI use is supervised by the mentor and directed towards specific learning outcomes:

Language support and practice: accessing vocabulary explanations, translations, and guided writing prompts through tools such as Google Translate or simplified AI interfaces.

Content creation: producing short texts, digital profiles, or mini-posters with structured AI assistance, always with mentor oversight and review.
Critical thinking development: in Scenario 3, comparing and evaluating AI-generated content to identify inaccuracies, biases, or gaps — developing digital literacy and early academic language skills simultaneously.

Pupils are consistently encouraged to remain active, reflective, and responsible users of AI. The module explicitly frames AI as a learning partner rather than a substitute for thinking.

1.5 Core Competences Addressed

Digital Competence (DigComp Framework):

Area 1: Information and Data Literacy — searching, evaluating, and managing digital information.
Area 2: Communication and Collaboration — participating in digital spaces, collaborative tools, and sharing content appropriately.
Area 3: Digital Content Creation — creating multimodal outputs (digital profiles, posters) using tools such as Canva.
Area 4: Safety — responsible personal data management and safe online behaviour.
Area 5: Problem Solving — selecting appropriate tools, adapting digital strategies to context.

Language Competence:

BICS (Scenarios 1 & 2): development of everyday oral communication skills, participation in structured dialogues, use of functional language for social interaction (A1–A2 CEFR level).
Early CALP (Scenario 3): engagement with simple analytical tasks, opinion expression using structured language, and evaluation of short texts (transition towards A2–B1 CEFR).

Social, Personal, and 21st-Century Skills:

Self-awareness and emotional regulation.

Social awareness and empathy.

Collaboration and teamwork.

Critical thinking and responsible decision-making.
Autonomy and learning to learn.

1.6 Core Suggested Tools

Tool	Purpose / Notes on Use
ChatGPT / AI writing assistants	Mentor: generating levelled texts, differentiated vocabulary lists, and formative assessment tools. Pupils (Scenario 3): evaluating AI-generated content as a critical thinking exercise. All use under strict mentor supervision.
Diffit (diffit.me)	Mentor: adapting texts to appropriate reading levels, generating comprehension questions and vocabulary scaffolds tailored to BICS or CALP level.
Canva	Pupils: creating digital profiles (Scenario 1) and digital safety posters (Scenario 3). Mentor: designing visual supports, sentence frame cards, and activity templates.
Padlet	Pupils: posting words, images, or voice notes in a shared, low-barrier digital space. Supports multimodal composing and collaborative display.
Kahoot!	Pupils: reviewing vocabulary and key concepts through formative, gamified quizzes. Low-stakes and motivating for younger learners.
Google Translate	Pupils: selective use for comprehension support, particularly for newly arrived pupils. Mentor ensures this supplements, rather than replaces, target language use.
Quizlet	Pupils: practising vocabulary through flashcard activities with images and audio. Supports independent review.

2. ACTIVITY SCENARIOS (STEP-BY-STEP IMPLEMENTATION)

Each module contains exactly three (3) activity scenarios. Scenarios are thematically connected and build progressively in cognitive and linguistic demand. Each scenario follows the TELMS pedagogical flow: Opening Phase → Core Learning Phase → Closing Phase & Formative Assessment.

Scenario 1: All About Me — Focus: Identity & BICS

Target Age Group

7-10 years

Estimated Duration

45 – 60 minutes

Scenario Summary

This opening scenario supports migrant pupils in developing basic interpersonal communication skills (BICS) while fostering a sense of belonging and emotional safety. Through structured, multimodal, and interactive activities, pupils begin to use the target language in meaningful social contexts, building confidence and peer connections.

Scenario 1 - Learning Objectives

Linguistic Objectives (BICS/CALP)

To identify basic vocabulary related to personal identity (name, age, country of origin, interests).
To understand simple oral instructions and classroom language, supported by visuals.
To produce simple sentences to introduce oneself (e.g., “My name is…”, “I like…”).
To interact with peers using basic questions and answers in structured activities.
To use key expressions for social interaction (greetings, turn-taking, asking simple questions).

Digital Objectives

To access digital tools (e.g., Padlet, Canva) with guided mentor support.
To create a simple digital profile using text and images.
To participate in a shared digital space by posting words, images, or short voice notes.
To use basic digital resources (translation tools, vocabulary apps) to support comprehension.
To follow basic rules for safe and appropriate use of digital tools

Personal/Social Objectives

To share personal information in a safe and supportive environment.
To develop self-confidence when communicating in a new language.
To show respect and curiosity towards peers’ backgrounds and experiences.
To collaborate with classmates in pair and small-group activities.
To recognise and begin to manage emotions related to speaking and participation.

Scenario 1 - Digital Tools and Materials

Tool / Material	Purpose / Notes on Use
ChatGPT	Mentor use (preparation): generates levelled sentence starters, simplified vocabulary lists, and the visual self-assessment checklist. All outputs reviewed and adapted before use.
Diffit	Mentor use (preparation): adapts vocabulary lists and comprehension tasks to different proficiency levels within the group.
Padlet	Pupil use (Opening Phase): pupils post words, images, or voice notes to a shared board as part of the “All About Me” warm-up activity.
Canva	Pupil use (Core Learning Phase): pupils create a simple digital “My Profile Card” with name, interests, and a chosen image. Free education account recommended.
Quizlet	Pupil use (Core Learning Phase): vocabulary flashcard set (prepared by the mentor using Diffit) with images and audio for independent review.
Kahoot!	Pupil use (Closing Phase): 5–6 question quiz reviewing key vocabulary from the session. Low-stakes and motivating.
Google Translate	Pupil use (as needed): selective use to check word meanings, particularly for newly arrived pupils. Supplement to, not substitute for, target language production.

Scenario 1 - Step-by-Step Implementation

Opening Phase (Warm-up) [10 minutes]

The mentor welcomes pupils using simple greetings supported by gestures, facial expressions, and visual prompts displayed on the board. Before beginning the activities, the mentor establishes the emotional tone of the session by emphasising that it is a safe space where every language and background is valued, and where there are no wrong answers. This reassurance is particularly important for newly arrived pupils who may feel anxious about speaking in a new language.
The mentor models the session’s core language slowly and clearly (“My name is… I am from… I like… I speak…”), with each sentence supported by an icon, photograph, or gesture to make meaning accessible regardless of proficiency level. Pupils are then invited to introduce themselves using whichever sentence frame they feel most comfortable with, and responses may be verbal, non-verbal, or in their home language if necessary.
As pupils contribute, they add a word, image, or short voice note to a shared Padlet board, creating a collective visual display of the group’s identities. This multimodal approach allows even pupils with very limited target language proficiency to participate meaningfully. Before the session, the mentor prepares differentiated sentence starters and a visual vocabulary mat using ChatGPT or Diffit to ensure that language support is appropriate from the outset.

Core Learning Phase [25–35 minutes]

The session moves into a structured oral interaction through a “Find Someone Who…” mingling activity. Using a printed grid (Worksheet 2) with illustrated prompts, pupils ask classmates questions such as “Do you like…?” or “Are you from…?” and record the names of classmates who match each prompt. Repeated questioning provides authentic language practice in a low-anxiety environment, while the mentor circulates to model language, provide prompts, and offer bilingual word banks where needed.
The focus then shifts to digital multimodal production. Pupils create a simple “My Profile Card” in Canva, combining their name, interests, country of origin, and a chosen image into a visual self-presentation. The mentor provides a prepared Canva template so that pupils can concentrate on language rather than design, while a Quizlet flashcard set generated with Diffit offers optional vocabulary review for early finishers or pupils requiring additional practice.
Throughout the activities, the mentor provides continuous scaffolding by modelling sentence structures, supporting navigation of the digital tools, and adapting task complexity according to individual needs. More confident pupils are encouraged to produce extended sentences, while pupils with emerging proficiency may respond using single words or drawings.

Closing Phase & Formative Assessment [e.g., 10 minutes]

The session concludes with a gallery-style sharing activity in which pupils present their Canva Profile Card to a small group or, where appropriate, to the whole class. Presentations are supported by the sentence frames practised throughout the session, ensuring that no pupil is required to speak without scaffolding. The mentor provides immediate positive feedback to reinforce confidence and successful language use.
Pupils then complete a short visual self-assessment checklist (“I can say my name”, “I can say what I like”, “I can ask a question”), encouraging them to recognise their own progress. A brief Kahoot! quiz of 5–6 questions reviews the key vocabulary in an engaging format, while the mentor informally observes pupils’ confidence, language production, and social participation. These observations are recorded afterwards in the CARE Teacher Reflection Form to inform planning for Scenario 2.
The session finishes with the reflection prompt, “One thing I learned, one thing I can say now.” Pupils respond orally or on a sticky note, consolidating BICS development, strengthening awareness of their own progress, and providing the mentor with evidence of learning to build upon in subsequent sessions

Scenario 1 - Teacher Notes

Adaptation Notes

Ages 7–8: prioritise oral participation, gestures, and visual matching activities; avoid extended writing tasks.
Lower proficiency: provide bilingual sentence frames, allow L1 use or non-verbal contributions (drawings, images). Accept single-word responses.
SEN pupils: simplify instructions into one-step tasks, use consistent visual routines, and pair with a supportive peer.
Limited technology: replace Padlet and Canva with paper profile cards and a class display wall. Core linguistic goals remain identical.

Reflection Routine

One thing I learned, one thing I can say now.” Pupils reflect on new vocabulary and expressions they can use now”. This consolidates BICS development, reinforces confidence in oral production, and connects directly to the linguistic and personal/social objectives of the scenario. It may be delivered orally, in writing, or through drawing, depending on the group’s proficiency level.

Scenario 1 - Expected Outcomes

By the end of this scenario, pupils will be able to introduce themselves using simple sentences, understand and respond to basic questions, and use key personal identity vocabulary. They will have created and shared a simple digital profile and demonstrated increased confidence, engagement, and respect towards peers.

Scenario 1 - Ideas for Worksheets

Worksheet 1 - My Profile Card

Tool

Printable template or Canva digital version

Activity Description

Pupils fill in a structured profile card (name, age, country, languages, interests) using sentence frames and icons. They then practise presenting it orally to a partner. Step-by-step instructions are provided visually.

Content

A guided template divided into five sections with icons: My Name / My Age / I Am From / I Speak / I Like. Each section contains a sentence frame, a drawing space, and a word bank. A “Talk about it” prompt at the bottom reminds pupils to present their card orally.

Language Focus

Sentence structures: “My name is…”, “I am from…”, “I like…”, “I speak…”. Basic personal identity vocabulary. BICS-level oral production.

Worksheet 2 - Find Someone Who…

Tool

Printable grid

Activity Description

Pupils circulate and ask classmates questions based on grid prompts (e.g., “Find someone who likes football”, “Find someone who is from another country”). They write names in the grid when they find a match. Promotes oral repetition and confidence.

Content

A grid of 6–8 illustrated prompts (e.g., “…likes animals”, “…is from another country”, “…speaks more than one language”, “…has a pet”). Space to write a classmate’s name beside each prompt. A sentence frame reminder at the top: “Do you…?”, “Are you…?”, “Yes, I do / No, I don’t”.

Language Focus

Questions: “Do you like…?”, “Are you from…?”. Short answers: “Yes, I do / No, I don’t”. Turn-taking expressions.

Worksheet 3 - My Classroom Vocabulary Map

Tool

Printable mind-map template

Activity Description

Pupils complete a visual vocabulary map, matching words to images (people, objects, actions, feelings). They then practise saying the words and using simple sentences aloud with a partner.

Content

A structured visual mind-map diagram with a central node labelled ‘My Classroom’; four branches for the vocabulary categories introduced in the session — people, objects, actions, feelings — each paired with a labelled image; and a blank word-and-picture slot at the end of every branch where pupils add one additional item of their own.” (Suggested reconstruction — no correct original text exists to recover, so please review and adjust the wording before use.)

Language Focus

Basic classroom vocabulary. Word–image association. Simple sentences: “I see a…”, “This is a…”.

Scenario 2: Exploring Our Classroom Community — Focus: Collaboration & Emerging CALP

Target Age Group

7–10 years

Estimated Duration

45–60 minutes

Scenario Summary

Building on Scenario 1, this scenario moves from basic communication towards early academic language (CALP) through collaborative tasks. Pupils explore their classroom community, describe it using structured sentences, and work together to create a shared digital or paper product. Progressive complexity is introduced through the shift from personal to collective description.

Scenario 2 - Learning Objectives

Linguistic Objectives (BICS/CALP)

To identify vocabulary related to the classroom environment (objects, people, rules, feelings).
To understand simple descriptive sentences and instructions in a structured context.
To use basic academic language structures (e.g., “There is/are…”, “In our classroom…”).
To produce short oral and written descriptions of the classroom community.

To interact with peers using simple descriptive and collaborative language.

Digital Objectives

To use digital tools (Canva, Padlet) to create simple collaborative content.
To organise information visually in a digital or multimodal format.
To collaborate with peers using shared digital spaces.
To apply basic digital skills to support communication and group presentation.
To follow safe and responsible guidelines for digital use in group work.

Personal/Social Objectives

To collaborate effectively in small groups, sharing roles and responsibilities.
To listen actively and respect others’ contributions.
To express ideas and opinions in a supportive group context.
To develop a sense of belonging within the classroom community.
To reflect on group work and personal participation.

Scenario 2 - Digital Tools and Materials

Tool / Material	Purpose / Notes on Use
ChatGPT	Mentor use (preparation): generates simple group rubrics, observation checklists, and sentence frame cards for the collaborative poster activity. All outputs reviewed and adapted before use.
Diffit	Mentor use (preparation): adapts vocabulary lists and task descriptions to different proficiency levels within the group.
Canva	Pupil use (Core Learning Phase): groups use Canva to create a digital “Our Classroom” poster, organised into sections (people, objects, rules, feelings). Free education account recommended. Paper-based alternative available.
Padlet	Optional mentor use (Closing Phase): can be used to display group posters digitally for the gallery presentation and to collect peer feedback comments.
Kahoot!	Pupil use (Closing Phase, optional): 5-question vocabulary review covering key classroom vocabulary from the session. Low-stakes and motivating.

Scenario 2 - Step-by-Step Implementation

Opening Phase (Warm-up) [10 minutes]

The mentor opens the session by inviting pupils to briefly revisit their Profile Cards from Scenario 1, sharing them in pairs using the sentence frame “This is my friend… She/He likes…”. This recycling activity is short and purposeful: it reconnects pupils to the previous session, reduces anxiety, and activates the personal identity vocabulary they already know before moving into the new topic.
The mentor then introduces the session’s focus with a simple, visually supported question displayed on the board: “What is in our classroom?” Using a concept map drawn or projected on the whiteboard, the mentor gathers pupils’ ideas collaboratively, organising contributions into four visible categories — people, objects, rules, feelings.
The mentor acts as an explicit language model throughout this phase, deliberately introducing the new academic structures pupils will need: “There is…”, “There are…”, “In our classroom, we…”, “We have…”. These are displayed on sentence frame cards and spoken clearly, with pupils repeating chorally before being asked to produce them independently.
Before the session, the mentor will have used ChatGPT or Diffit to generate the sentence frame cards and adapt vocabulary to the group’s proficiency level, ensuring no pupil encounters language that creates cognitive overload.

Core Learning Phase [e.g., 25–35 minutes]

Pupils are organised into small groups of three or four. The mentor assigns a clear role to each member — Writer, Speaker, Designer, Timekeeper — to ensure equitable participation and reduce the risk of one or two pupils dominating the task.
Groups are given Worksheet 1 (Our Classroom Poster Planner) to complete first. This planning step is deliberate: it gives pupils time to organise their ideas, agree on content, and draft their sentences before moving to the digital tool, which reduces cognitive load and keeps the focus on language production rather than tool navigation.
Once groups have a clear plan, they transfer their content to a collaborative Canva poster, divided into the four sections introduced in the warm-up: people, objects, rules, and feelings. Each group member contributes at least one sentence orally before it is written or typed.
For groups with lower overall proficiency, the mentor provides bilingual word banks alongside the sentence frame cards. For groups where some pupils are more advanced, the mentor encourages extended sentences and the addition of a brief explanation (“In our classroom, we have rules because…”).
The mentor circulates continuously, acting as a language facilitator and soft scaffolder rather than a corrector. They prompt rather than supply — asking “What word do we need here?” or “Can you use the sentence frame?” — and intervene directly only when a group is genuinely stuck or when a pupil is becoming frustrated. Technical difficulties with Canva are addressed calmly and practically; paper alternatives are available for any group that needs them.

Closing Phase & Formative Assessment [e.g., 10 minutes]

The mentor hosts a brief gallery presentation in which each group presents their poster to the rest of the class in two or three sentences, supported by their sentence frames. Where technology allows, posters can be projected on the interactive whiteboard or shared on a class Padlet board, giving the work an authentic audience and purpose beyond the task itself.
The mentor facilitates structured peer feedback using scaffolded prompts — “I like… because…”, “I learned that…” — encouraging pupils to respond to each other’s work in the target language rather than simply offering approval.
Feedback is kept positive and specific. The mentor observes informally throughout the closing phase, noting which pupils are using the target academic structures, which are relying on BICS-level responses, and how effectively groups collaborated during the task. These observations are not graded; they inform the mentor’s planning for Scenario 3 and are recorded in the CARE Teacher Reflection Form after the session.
The session closes with the “Two Stars and One Wish” reflection routine: pupils identify two things their group did well and one thing they would do differently next time. This may be shared orally, written on a sticky note, or completed individually on Worksheet 3, depending on the group’s proficiency and the time available

Scenario 2 - Teacher Notes

Adaptation Notes

Ages 7–8 lower proficiency: focus primarily on oral description; use more visuals, physical objects, and modelling. Accept single-word or partial-sentence contributions. Provide bilingual word banks for newly arrived pupils.
Higher proficiency: encourage extended written sentences in the poster sections and expanded peer feedback. SEN pupils: assign a clearly defined, manageable role within the group (e.g., image selector or timekeeper); provide a simplified version of Worksheet 1 with icons and sentence starters only.
Limited technology: replace Canva with large-format paper and coloured markers. The learning objectives remain fully achievable without digital tools.

Reflection Routine

“Two Stars and One Wish.” After the group presentation, pupils identify two things they did well as a group and one thing they would do differently. This routine directly reinforces the personal/social objectives of the scenario (collaboration, active listening, self-awareness) and encourages pupils to use the descriptive and evaluative language introduced during the session in a personally meaningful way.

Scenario 2 - Expected Outcomes

By the end of this scenario, pupils will be able to describe their classroom using simple structured sentences (e.g., “There is/are…”, “In our classroom, we…”), and collaborate in small groups to create a shared poster or digital product. They will organise information visually, participate in group presentations with sentence frame support, and demonstrate teamwork, active listening, and an emerging sense of belonging within the classroom community.

Scenario 2 - Ideas for Worksheets

Worksheet 1 - Our Classroom Poster Planner

Tool

Printable planning sheet (paper or Canva digital version)

Activity Description

Before creating their group poster, pupils work together to complete a structured planning sheet divided into four sections. They choose ideas, write or draw short contributions, and agree on what to include before transferring content to the final product. Step-by-step instructions guide the group: read the section heading, choose ideas from the word bank, write a sentence using the frame, check with your group.

Content

A four-section planning template with headings: People / Objects / Rules / Feelings. Each section includes: a word bank of 4–6 relevant items with supporting icons; a sentence frame (“There is/are…”, “In our classroom, we…”, “We have…”); space to write 1–2 sentences and a drawing or image area for visual planning. A “check before you start” box at the top: “Does everyone have a role? Does everyone have something to add?”

Language Focus

Descriptive structures: “There is/are…”, “In our classroom, we…”, “We have…”. Classroom vocabulary across four semantic fields. Basic early CALP written production.

Worksheet 2 - Classroom Description Gap-Fill

Tool

Printable worksheet or Wizer.me interactive version

Activity Description

Pupils complete a short descriptive text about a classroom by filling in missing words from a word bank. They then compare answers in pairs and read the completed text aloud together. Instructions are clear: read the text once, choose the correct word, write it in the gap, check with a partner.

Content

A short text (6–8 sentences) describing a classroom, with 6–8 blanks targeting key vocabulary and the target structures. Word bank: desk, teacher, pupils, rules, happy, books, window, together. Simple classroom images alongside the text to support meaning. A “read aloud” prompt at the bottom: “Now read the text to your partner.”

Language Focus

Classroom vocabulary and feelings. Sentence structures using “There is/are…” and present simple forms. Reading comprehension and oral production at BICS/early CALP level.

Worksheet 3 - Group Roles and Reflection Sheet

Tool

Printable worksheet

Activity Description

Pupils complete this worksheet in two stages: first, at the beginning of the group task, to assign roles; then, after the presentation, to reflect individually. Role assignment section: each pupil circles or writes their role (Writer, Speaker, Designer, Timekeeper). Task checklist: pupils tick completed steps (We planned our poster / We wrote our sentences / We presented to the class). Reflection prompts completed after the closing phase.

Content

Role assignment table with icons for each role. A four-item task checklist. Three guided reflection prompts with sentence starters: “I helped by…”, “Our group worked well because…”, “Next time, I would…”. Space for drawing or additional comments.

Language Focus

Simple past and present structures: “I helped…”, “We worked…”, “I would…”. Collaboration vocabulary. Basic reflective language supporting the “Two Stars and One Wish” routine.

Scenario 3: Thinking Critically and Using Digital Tools Responsibly — Focus: Evaluation & Digital Citizenship

Target Age Group

10–12 years

Estimated Duration

45–60 minutes

Scenario Summary

This third scenario extends the progressive complexity of the module by introducing critical thinking and digital citizenship skills. Pupils evaluate simple texts (including AI-generated content), identify accurate and inaccurate information, and reflect on responsible digital use. Through guided discussion and collaborative tasks, they develop early CALP skills and begin to frame and justify opinions in structured language.

Scenario 3 - Learning Objectives

Linguistic Objectives (BICS/CALP)

To identify key vocabulary related to digital use and information evaluation (true, false, reliable, safe, information).
To understand simple explanatory and evaluative texts, including AI-generated content.
To express opinions using structured language (e.g., “I think… because…”, “I agree/disagree because…”).
To compare information using simple comparative language (e.g., “This is more accurate…”, “This is clearer because…”).

To justify ideas using short, structured sentences (early CALP development).

Digital Objectives

To use digital tools to access and explore information.
To identify basic differences between reliable and unreliable digital content.
To evaluate simple AI-generated content with guided support.
To apply basic rules of safe and responsible digital use (e.g., not sharing personal data).

To recognise the role of AI as a support tool that requires human supervision and critical judgement.

Personal/Social Objectives

To develop critical thinking when interacting with digital content.
To express opinions respectfully during group discussions.
To listen actively and consider different perspectives.
To collaborate in group evaluation tasks.

To demonstrate responsible and ethical behaviour in digital environments.

Scenario 3 - Digital Tools and Materials

Tool / Material	Purpose / Notes on Use
ChatGPT	Mentor use (preparation): generates the two contrasting texts used in the comparison task — one accurate, one containing deliberate errors or gaps. Also used to generate the observation checklist for the closing phase. All outputs reviewed and edited by the mentor before use. Pupil use (Core Learning Phase): the AI-generated text is presented to pupils as an object of evaluation, making the Human-in-the-Loop principle concrete and experiential.
Diffit	Mentor use (preparation): simplifies text complexity for lower-proficiency pupils; generates adapted versions of the evaluation task at different levels.
Padlet	Pupil use (Closing Phase): used to collect pupils’ digital safety rules as a shared, visible class resource. Optional; the board or whiteboard may be used as a non-digital alternative.
Canva	Pupil use (Closing Phase): pupils create a mini digital safety poster (Worksheet 3) as the session’s closing creative task. Paper-based alternative available.
Kahoot!	Optional pupil use (Closing Phase): short review quiz covering key evaluation vocabulary and digital safety concepts from the session.

Scenario 3 - Step-by-Step Implementation

Opening Phase (Warm-up) [10 minutes]

The mentor begins by displaying two short texts on a familiar topic—one accurate and one containing deliberate errors or misleading information—and asks pupils, “Which of these is more helpful? Why?” Pupils discuss their ideas in pairs using the collaborative routines established in previous scenarios before sharing their initial reactions with the class.
Building on these responses, the mentor explicitly introduces the session’s key evaluation vocabulary (true, false, accurate, reliable, correct, incorrect) together with sentence frames such as “I think this is… because…” and “This is not correct because…”. The mentor models each expression, uses it in context, and supports pupils through choral and individual repetition to prepare them for the activities that follow.
Before the session, the mentor uses ChatGPT to generate the texts with an appropriate level of complexity and Diffit to produce simplified versions for pupils with lower proficiency. The purpose of this opening activity is not simply to introduce vocabulary but to provide pupils with a concrete experience of distinguishing between reliable and unreliable information, creating an authentic context for developing critical thinking.

Core Learning Phase [35 minutes]

Pupils work in groups of three or four using Worksheet 1 (True or False? Let’s Check!) and the two texts introduced during the warm-up. They identify true and false statements, correct inaccurate information using a word bank, and follow clear, visual, step-by-step instructions designed to minimise cognitive load and enable participation by pupils with varying language proficiency.
Groups then discuss their answers and justify their decisions using the sentence frames displayed on the board. The mentor actively supports the discussions by modelling evaluation language, prompting pupils to explain their reasoning, and using Socratic questions such as “What makes you think that?” rather than providing answers. Support is differentiated throughout: more proficient pupils are encouraged to produce extended explanations and comparative language, while emerging learners are supported with shorter responses and teacher modelling.
The mentor explicitly introduces the Human-in-the-Loop principle by revealing that one of the texts was generated by AI and explaining that human readers are responsible for checking, correcting, and improving AI-generated content. This provides an age-appropriate illustration of the need for human oversight when using AI. Pupils then complete Worksheet 2 (Is It Safe or Not?), classifying digital scenarios as safe or unsafe and matching them to appropriate safety rules, thereby connecting critical evaluation skills with responsible digital citizenship.

Closing Phase & Formative Assessment [10 minutes]

The mentor facilitates a whole-class discussion around the question, “What is one thing you can do to be safer or smarter online?” Pupils share ideas that are recorded on the board or a shared Padlet, creating a collective reference resource. They then complete Worksheet 3 (My Digital Rules Poster) by writing or typing 3–4 personal digital safety rules using sentence starters and adding a drawing or icon. The activity can be completed digitally in Canva or on paper, and the posters are collected or photographed as evidence of learning.
To conclude, pupils answer the exit question, “What did you learn today about true or false information?”, either orally or in writing, while responding to their peers using justification structures such as “I agree with… because…”. Throughout the closing activities, the mentor informally observes pupils’ language use and reasoning, recording reflections afterwards in the CARE Teacher Reflection Form to inform future planning.
The session finishes with the “I used to think… Now I think…” reflection routine from Harvard Project Zero. Pupils reflect on how their understanding of digital information and AI has changed during the lesson, producing simple before-and-after statements that encourage early CALP development. Responses, collected orally or on sticky notes, provide valuable evidence for planning subsequent sessions.

Scenario 3 - Teacher Notes

Adaptation Notes

Lower-proficiency / younger pupils: use shorter texts (3–5 sentences), more visuals, and oral comparison tasks. Provide sentence frames for all stages.
Higher-level pupils: include written justification tasks and more complex evaluation criteria.
SEN pupils: provide checklists with clear steps, use repeated modelling, and allow pair or group completion of individual worksheets.

Limited technology: use printed texts and whole-class discussion instead of digital tools. The critical thinking objectives are equally achievable without technology.

Reflection Routine

“I used to think… Now I think…” (Harvard Project Zero). Pupils complete this prompt individually at the close of the session, reflecting on how their understanding of digital information, AI, or online safety has changed. This routine requires pupils to produce a structured before-and-after statement, which directly develops the early CALP skills targeted in this scenario — specifically the ability to express, organise, and communicate a change in understanding.
The mentor uses responses formatively to identify misconceptions, assess the depth of learning, and plan any necessary consolidation in subsequent sessions.

Scenario 3 - Expected Outcomes

Digital Competence: Pupils will demonstrate the ability to identify correct and incorrect information in simple texts, including AI-generated content, and will articulate at least one basic rule for safe and responsible digital use. Linguistic Competence: Pupils will express and justify opinions using structured language (e.g., “I think… because…”, “This is not correct because…”), showing emerging early CALP production in a meaningful and personally relevant context. Personal/Social Competence: Pupils will participate respectfully in group discussion, consider different perspectives, and demonstrate responsible and reflective attitudes towards their own digital behaviour.

Scenario 3 - Ideas for Worksheets

Worksheet 1 - True or False? Let’s Check!

Tool

Printable worksheet or Wizer.me interactive version

Activity Description

Pupils receive two short texts on a familiar topic — one accurate, one containing 4–5 deliberate errors or incomplete statements. Working in groups, they read both texts and complete the worksheet in three steps: mark each statement in the list as true or false; correct the false statements using the word bank; compare answers with another group and explain their choices using the sentence frames provided. The three-step structure reduces cognitive overload and ensures that all proficiency levels can engage with the task progressively.

Content

Two short texts (5–7 sentences each) on a familiar, non-threatening topic. A list of 6–8 statements to evaluate (true/false). A word bank of 8–10 correction terms. A correction section with sentence frames: “This is false because…”, “The correct information is…”. Simple icons or images alongside each text to support comprehension. A “discuss with your group” prompt at the bottom directing pupils to explain one choice to a partner.

Language Focus

Evaluation vocabulary: true, false, correct, incorrect, accurate, reliable. Structures: “This is true/false because…”, “The correct information is…”. Early justification and comparative language (CALP transition).

Worksheet 2 - Is It Safe or Not?

Tool

Printable worksheet or Wizer.me drag-and-drop version

Activity Description

Pupils examine 6–8 illustrated digital scenarios (e.g., sharing a password with a friend, posting a photo with your home address visible, using a strong password, talking to an unknown person online). They classify each scenario as “safe” or “not safe” by circling or dragging a label, then match it to the corresponding digital rule from a provided list. Finally, they discuss two scenarios in pairs, explaining their classification using the sentence frames: “This is safe/not safe because…”.

Content

Eight illustrated scenario cards (images or simple drawings with one-line captions). Two-column classification section: Safe / Not Safe. A list of 6 digital safety rules to match to scenarios (e.g., “Don’t share personal information”, “Use a strong password”, “Ask an adult for help”). Sentence frame reminder at the bottom of the page.

Language Focus

Digital safety vocabulary: safe, not safe, private, personal information, share, password, stranger, help. Structures: “This is safe/not safe because…”, “I should/shouldn’t…”. Oral and written justification at BICS/early CALP level.

Worksheet 3 - My Digital Rules Poster

Tool

Printable template or Canva digital version

Activity Description

Pupils create a personal digital safety poster by completing 3–4 sentence frames with their own rules, adding a drawing or icon to illustrate each one, and giving their poster a title. Instructions guide them through three steps: choose your rules, complete the sentence frames, add an image or drawing. Where devices are available, the poster is created in Canva and can be displayed digitally as part of a class gallery; the printable version works identically as a paper activity. Pupils prepare a one-sentence oral explanation of their favourite rule to share in the closing phase.

Content

A poster template with a title space (“My Digital Rules”), four rule slots each containing a sentence starter (“I don’t share…”, “I always check…”, “I ask for help when…”, “I never…”), a drawing/icon space next to each rule, and a “My best rule is… because…” reflection prompt at the bottom.

Language Focus

Simple present and modal structures: “I don’t…”, “I always…”, “I never…”, “I can…”. Digital safety vocabulary consolidated from Worksheets 1 and 2. Short explanatory sentences for the oral presentation.

3. FORMATIVE ASSESSMENT STRATEGY

Assessment within this module must be strictly formative, informal, and low-pressure. The aim is to gather information to improve instruction during the learning process, not to evaluate or grade pupils. All strategies described below align with the TELMS approach: relational, scaffolded, and responsive to the social and emotional needs of migrant pupils. No form of high-stakes testing or formal grading is used at any point in this module.

3.1 Observation

Throughout all three scenarios, the mentor carries out ongoing, structured observation focused on four dimensions: language use, digital engagement, social participation, and emotional well-being. These dimensions are not assessed in isolation — they are observed as part of the natural flow of activity, without interrupting pupils or signalling that they are being evaluated.

In terms of language use, the mentor observes which target structures pupils are using spontaneously and which they are still avoiding or relying on L1 for. Specific moments to note include: whether pupils are producing complete sentence frames or reverting to single-word responses; whether they are initiating communication with peers or only responding when prompted; and whether there are signs of progression from BICS to early CALP — for example, a pupil in Scenario 3 who begins to justify an opinion rather than simply stating it.

In terms of digital engagement, the mentor observes how confidently pupils navigate the tools used in each scenario — Padlet and Canva in Scenarios 1 and 2, Canva and Wizer.me in Scenario 3. Signs of difficulty (hesitation, frustration, task avoidance) are noted not as deficits but as indicators that the tool may need more explicit modelling or that a non-digital alternative should be offered.

In terms of social participation, the mentor pays particular attention to equity within groups. In any multilingual group, there is a risk that more language-confident pupils dominate collaborative tasks while quieter or newly arrived peers withdraw. The mentor observes not only who is contributing, but also who is being listened to, whether contributions in different forms (gesture, drawing, L1, partial sentences) are acknowledged by peers, and whether the group roles assigned in Scenarios 2 and 3 are functioning as intended.

In terms of emotional well-being, the mentor remains alert to signs of anxiety, disengagement, or discomfort — particularly in Scenario 1, where pupils are asked to share personal information in a new language and a new environment. A pupil who is reluctant to post on Padlet or to present their Profile Card may be signalling anxiety rather than lack of effort, and the mentor’s response should be to reduce pressure and offer alternatives rather than to encourage compliance.

Observations are recorded informally using a simple class roster with brief symbols or short notes (tick = confident, circle = developing, dash = needs support) for each dimension per scenario. The mentor completes any additional written notes immediately after the session, while impressions are fresh, and uses them to prepare differentiated supports for the following scenario.

3.2 Exit Questions and Self-Reflection

Each scenario closes with a specific reflection routine, chosen because it is developmentally appropriate to the scenario’s language demands and learning objectives. These routines are not generic check-ins: they are formative tools designed to generate information the mentor can act on.

Scenario 1 — “One thing I learned, one thing I can say now.”
Pupils share one piece of vocabulary or one sentence they have acquired during the session, orally or on a sticky note. This prompt is intentionally concrete and linguistic, connecting directly to the BICS objectives of the scenario. It invites pupils to notice and name their own progress — an important affective function for learners who may not yet feel competent in the target language. The mentor collects responses to identify which vocabulary items have been retained and which may need recycling in the opening of Scenario 2.

Scenario 2 — “Two Stars and One Wish.”
After the group gallery presentation, each pupil identifies two things their group did well and one thing they would do differently. This prompt extends the scenario’s collaborative focus into the reflection phase, asking pupils to evaluate group process rather than only individual output. It also provides the mentor with information about how well the group roles and collaborative structures functioned, and whether any adjustments are needed before Scenario 3. The prompt may be delivered orally, on a sticky note, or through Worksheet 3 (Group Roles and Reflection Sheet), depending on the group’s proficiency level.

Scenario 3 — “I used to think… Now I think…” (Harvard Project Zero).
Pupils complete this prompt individually, reflecting on how their understanding of digital information, AI, or online safety has changed during the session. This is the most linguistically demanding of the three reflection routines, requiring pupils to construct a structured before-and-after statement — which is itself an early CALP skill. The mentor reviews responses before any follow-up session to identify remaining misconceptions about AI or digital safety, and to assess the depth of critical thinking pupils were able to demonstrate.

3.3 Peer Assessment

Structured peer assessment activities are built into the closing phase of each scenario, designed to be linguistically scaffolded, emotionally safe, and genuinely informative rather than merely social.

In Scenario 1, the gallery-style sharing of Canva Profile Cards provides an informal peer audience for each pupil’s self-presentation. Peers are not asked to evaluate — the emphasis is entirely on positive reception. This is appropriate for a first session: pupils who have just shared personal information in a new language need to experience their contribution being acknowledged warmly before they can begin to offer or receive critique. The mentor models the response (“I like your card because…”) and invites pupils to echo it.

In Scenario 2, peer feedback is more structured. Following the group poster presentations, other groups respond using the scaffolded prompts “I like… because…” and “I learned that…”. These prompts require pupils to produce a specific, language-supported response rather than a vague approval — which gives the feedback pedagogical value both for the giver (opinion expression, justification) and the receiver (hearing their work described in the target language). The mentor monitors peer feedback exchanges informally, noting whether pupils are using the target academic structures and whether feedback is being received positively.

In Scenario 3, peer assessment shifts from collaborative products to collaborative reasoning. During the closing discussion — “How can we use digital tools safely?” — pupils are explicitly invited to respond to each other’s contributions using “I agree/disagree because…”. This is a more demanding form of peer interaction, requiring pupils not only to express an opinion but to position themselves in relation to a peer’s view. The mentor facilitates without directing, ensuring the discussion remains inclusive and that pupils with lower proficiency are supported through sentence frames rather than bypassed.

Across all three scenarios, peer assessment activities use sentence frames as a non-negotiable scaffold. This is not only a linguistic support but an emotional one: for migrant pupils who may be unfamiliar with peer feedback cultures or who fear negative responses from classmates, having a predetermined, positive structure reduces the risk of the activity causing distress.

3.4 Mentor Reflection

After each scenario, the mentor completes the CARE Teacher Reflection Form (Annex 4 of the Methodological Guidelines — WP3/A5). This is not an administrative task: it is the mechanism through which the module improves in real time, ensuring that each session informs the next.

The reflection focuses on four areas specific to this module:

AI tool effectiveness. The mentor considers whether the AI-generated materials used in the session — sentence frame cards, differentiated texts, self-assessment checklists, the contrasting texts in Scenario 3 — were genuinely accessible and pedagogically purposeful. Were they at the right level of complexity? Did they reduce cognitive load or inadvertently introduce new vocabulary that distracted from the target structures? Did any AI outputs require more editing than anticipated? Where tools did not perform as expected, the mentor notes what adjustments to make before the next session — including whether to simplify, replace, or more explicitly model the tool’s outputs.

Language scaffolding. The mentor reflects on whether pupils were able to understand and produce the target language at each stage of the scenario. Were the sentence frames sufficient, or did some pupils need additional bilingual support? Were there moments where the scaffolding could have been reduced to encourage more independent production? The mentor uses the exit question responses collected at the end of the session as primary evidence for this reflection, cross-referencing them with observation notes.

Activity design and cognitive load. The mentor considers pupil engagement, participation levels, and signs of cognitive overload — particularly in the transition between activities within a session. Were the three phases sequenced in a way that built progressively on each other, or were there moments where the jump in demand was too steep? Were group roles working as intended, or did the composition of certain groups need adjustment?

Emotional climate and inclusion. This fourth dimension is distinctive to this module’s SEL focus and must be treated as a primary reflective concern rather than an afterthought. The mentor reflects on whether all pupils felt safe enough to participate, whether any pupil seemed disengaged or distressed, and whether the activities respected the cultural and biographical diversity of the group. In a module that asks pupils to share personal information, present their own work, and discuss their digital lives, emotional safety is not a background condition — it is a prerequisite for learning, and the mentor’s reflection on it is as important as any linguistic or digital observation.

4. ADDITIONAL NOTES AND CONTEXTUAL INFORMATION

4.1 Cultural and Contextual Considerations

This module was developed within the context of Catalan primary education and specifically reflects the principles of the school’s Projecte Lingüístic de Centre (PLC). The PLC establishes Catalan as the main language of learning and social cohesion, while actively valuing the linguistic and cultural diversity that migrant and refugee pupils bring to the school community. This dual commitment — to a shared vehicular language and to genuine multilingual inclusion — runs through every activity in this module and should inform the mentor’s facilitation decisions throughout.

The school context is characterised by a significant proportion of migrant pupils, many of whom are acquiring Catalan as an additional language through the aula d’acollida (reception class) framework. For these pupils, the three scenarios in this module carry a particular weight: Scenario 1 asks them to share personal information in a new language in front of peers, Scenario 2 asks them to collaborate in a group where they may have the least linguistic confidence, and Scenario 3 asks them to express and justify opinions — a cognitively and emotionally demanding task for any learner in an additional language. Mentors must hold this in mind consistently. The activities are designed to be emotionally safe, but safety is not automatic: it is created through the mentor’s deliberate choices about pacing, response to participation, grouping, and scaffolding.

Translanguaging practices are encouraged throughout the module where they support comprehension, communication, and confidence. Allowing pupils to draw on their home language — to clarify a concept with a peer, to draft a sentence before producing it in the target language, or to express a complex idea they cannot yet verbalise in Catalan — is not a concession to lower expectations. It is a pedagogically sound approach that respects the full linguistic repertoire of multilingual learners and reduces the anxiety that can otherwise prevent participation.

Cultural attitudes towards participation, authority, and group work vary significantly among pupils from different backgrounds. Some pupils may come from educational traditions where expressing opinions publicly or offering feedback to peers is unfamiliar or even uncomfortable. Others may feel that disagreeing with a classmate is disrespectful. The mentor should be attentive to these dynamics, particularly in Scenario 3’s discussion and peer feedback activities, and should model respectful disagreement and opinion expression explicitly rather than assuming it is a shared norm.

Digital access and prior experience with digital tools is uneven across this population. Some pupils may have had extensive experience with smartphones and online platforms; others may have had very limited or no access to devices. The module addresses this by providing non-digital alternatives for every activity, ensuring that the core learning objectives — oral communication, collaboration, critical thinking — are achievable regardless of technology availability. Mentors should not treat the digital activities as the primary goal and the paper alternatives as a fallback: both routes lead to the same learning.

Finally, discussions about digital safety and online identity (Scenario 3) should always be framed around empowerment and critical agency, not fear. For pupils who have experienced displacement, trauma, or precarious situations, content that emphasises danger and threat can be retraumatising. The mentor’s role is to position pupils as capable, critical navigators of digital environments — not as potential victims.

4.2 Connections to National Curriculum

This module is aligned with the Catalan primary education curriculum established by LOMLOE (Llei Orgànica 3/2020) and with the principles and priorities of the school’s Projecte Lingüístic de Centre. The connections are not superficial: the module’s activities directly develop competences that the Catalan curriculum identifies as central to pupils’ education and their integration into the school community.

Linguistic and communicative competence. The module’s progression from BICS (Scenarios 1 and 2) to early CALP (Scenario 3) mirrors the linguistic journey that the aula d’acollida framework is designed to support. By providing structured, scaffolded opportunities for oral production, collaborative description, and opinion expression in Catalan, the module actively contributes to the language development goals set out in the PLC.

Digital competence (DigComp 2.2). The critical evaluation of digital information in Scenario 3, the collaborative use of digital tools in Scenarios 1 and 2, and the digital citizenship framework underlying all three scenarios connect directly to the digital competence strand of the LOMLOE curriculum. The module’s approach — supervised, purposeful, and pedagogically grounded — aligns with the competence framework’s emphasis on responsible and critical digital participation rather than passive consumption.

Personal, social, and learning-to-learn competence. The SEL dimension of the module — identity validation, emotional safety, collaborative reflection, and resilience — directly addresses the personal and social competence strand of the LOMLOE curriculum. The three reflection routines, the structured peer feedback activities, and the group role assignments are not supplementary: they are the means through which this competence is developed.

Intercultural and inclusive education. The module’s design — which positions cultural and linguistic diversity as a resource rather than an obstacle, and which builds belonging through shared activity — aligns with the cross-curricular priority of intercultural education embedded in the Catalan curriculum.

The module is particularly well placed to be used within or alongside the aula d’acollida as a space for linguistic immersion, emotional support, and progressive inclusion in the mainstream classroom. It can also be integrated into mainstream primary lessons as part of a whole-school approach to inclusion, with the mentor working in coordination with the class teacher.

4.3 References and Resources

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). CASEL’s SEL Framework: What Are the Core Competence Areas and Where Are They Promoted? Chicago: CASEL. Retrieved from https://casel.org/fundamentals-of-sel/
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment — Companion Volume. Strasbourg: Council of Europe Publishing.
Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
Departament d’Educació de la Generalitat de Catalunya. (2022). Currículum d’educació primària. Decret 175/2022 (LOMLOE). Barcelona: Generalitat de Catalunya.
European Commission. (2022). DigComp 2.2: The Digital Competence Framework for Citizens. Luxembourg: Publications Office of the European Union.
Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.
OECD. (2019). OECD Learning Compass 2030: A Series of Concept Notes. Paris: OECD Publishing.
Project Zero, Harvard Graduate School of Education. (2019). Thinking Routines Toolbox. Retrieved from https://pz.harvard.edu/thinking-routines
CARE Project Consortium. (2024). Methodological Guidelines for the TELMS Digital Mentoring Programme (WP3 — A5). Internal project document. Erasmus+ KA220-SCH Programme.