Project Nº: 2024-1-PL01-KA220-SCH-000256498
Target Age Group
7–14 years (differentiated within scenarios)
Estimated Duration
3 sessions (approximately 45–60 minutes per session)
This module is grounded in the Content and Language Integrated Learning (CLIL) approach, which supports language acquisition through meaningful, context-based learning. For migrant pupils, developing a sense of belonging is as important as acquiring linguistic competence. This module addresses both dimensions by creating structured opportunities for pupils to express their cultural identities, interact with others, and build shared understanding within the classroom community.
From a linguistic perspective, the module follows the progression from Basic Interpersonal Communicative Skills (BICS) to Cognitive Academic Language Proficiency (CALP). Pupils begin by using simple, descriptive language to present familiar aspects of their culture (e.g., food, traditions, places), which reduces cognitive load and supports participation regardless of proficiency level. As the module progresses, learners are guided toward more complex language use, including comparison, explanation, and justification, particularly in collaborative tasks such as cultural mapping and content curation.
To support this transition, the module incorporates Digital Multimodal Composing (DMC), allowing pupils to combine images, audio, symbols, and text to communicate meaning. This approach is especially important for newly arrived learners, as it reduces reliance on advanced linguistic decoding while still enabling meaningful participation. Through tools such as digital collages, interactive maps, and collaborative boards, pupils are able to express knowledge and experiences even when their language skills are still developing.
The module also aligns with key areas of the DigComp framework, particularly:
Within the TELMS framework, this module places strong emphasis on relational and emotionally responsive learning. Migrant pupils may experience cultural displacement, identity uncertainty, or limited opportunities to represent their background. By creating a safe “third space” where home and host cultures can coexist, the module supports socio-emotional well-being, identity validation, and active participation.
At this stage of integration, pupils need opportunities not only to learn the host language but also to use it to express who they are. This module enables that process by combining language development, digital competence, and intercultural dialogue. It supports pupils in moving from individual expression toward shared understanding, ultimately strengthening their sense of belonging within the classroom and wider school environment.
In this module, the educator acts as an intercultural mediator and mentor, guiding pupils through both linguistic development and the process of building a shared sense of belonging. Within the TELMS framework, the mentor functions as the “More Knowledgeable Other” (MKO), providing structured support that integrates language learning, digital engagement, and socio-emotional development.
The mentor’s role is multi-layered and includes the following key functions:
The mentor models clear, accessible language and provides structured sentence frames to support pupils at different proficiency levels. In early stages, this includes simple descriptive language (e.g., “In my country…”, “This is…”), while in later stages, the mentor scaffolds more complex structures for comparison and explanation (e.g., “This is similar to…”, “One difference is…”). The mentor ensures that all pupils can participate meaningfully, regardless of their current language level.
To prevent overload, especially for newly arrived pupils, the mentor breaks tasks into clear, manageable steps and uses visual supports, examples, and demonstrations. Digital tools are introduced gradually, with explicit guidance. Activities are designed so that pupils can focus on meaning-making rather than struggling with instructions or complex language.
The mentor creates a respectful environment in which all cultural backgrounds are equally valued. They guide discussions to avoid stereotypes or superficial representations of culture and encourage pupils to explore both similarities and differences in a constructive way. The mentor supports pupils in expressing their own perspectives while actively listening to others.
The mentor acts as an “emotion coach,” ensuring that pupils feel safe when sharing personal or cultural experiences. Some pupils may feel vulnerable when discussing their background or identity. The mentor provides reassurance, allows for different levels of participation, and ensures that no pupil is pressured to share beyond their comfort level.
Through pair and group work, the mentor encourages cooperation, active listening, and respectful communication. They support pupils in pooling their linguistic and cultural resources and help establish a classroom culture based on trust and mutual respect. Activities are framed as shared exploration rather than evaluation.
The mentor introduces and supports the use of digital tools (e.g., Canva, ThingLink, Wakelet), ensuring that all pupils can access and use them effectively. They provide hands-on guidance where needed and adapt tasks if technology becomes a barrier. The focus remains on meaningful communication rather than technical perfection.
At the beginning of the module, the mentor provides strong guidance, modelling tasks and supporting both language and digital use. As pupils gain confidence, this support is gradually reduced, allowing learners to take more responsibility for their own expression, collaboration, and content creation.
Mentor’s AI Use
The mentor uses AI tools such as ChatGPT, MagicSchool.ai, and Canva AI before and during sessions to support preparation, differentiation, and scaffolding.
AI is used to:
The mentor critically reviews all AI-generated content before use and ensures that it aligns with the pupils’ cultural backgrounds, language level, and emotional safety needs.
Pupils’ AI Use
Pupils interact with AI tools in guided and age-appropriate ways to support creative expression, language development, and critical thinking.
Examples include:
Through these activities, pupils develop basic awareness that AI-generated content may be incomplete, stereotypical, or inaccurate, while also using AI as a tool for communication and creativity under mentor guidance.
This module supports the development of digital, linguistic, and socio-emotional competences through culturally responsive and scaffolded learning activities aligned with the TELMS framework.
Digital Competences (DigComp Areas)
Language Competences (BICS/CALP Progression)
Social and Personal Competences
| Tool Name | Purpose / Description of Use | ||
| Canva | Used in Scenario 1 for creating digital cultural collages and in Scenario 3 for creating simple visuals and supporting multimodal expression. | ||
| Padlet | Used across all scenarios for sharing pupil work, peer interaction, collaborative reflection, and gallery walks. | ||
| ThingLink | Used in Scenario 2 for creating interactive “Virtual Hometown Tours” with clickable tags, images, text, and audio descriptions. | ||
| Wakelet | Used in Scenario 3 for organising and curating the collaborative “Class Cultural Wiki.” | ||
| Mentimeter | Used during warm-up activities in Scenarios 1 and 2 to activate prior knowledge through polls, word clouds, and brainstorming. | ||
| Wizer.me | Used for interactive vocabulary-building, matching activities, comparison exercises, and scaffolded language practice in worksheets. | ||
| ChatGPT / MagicSchool.ai | Used by the mentor for generating differentiated materials, sentence frames, vocabulary support, and simplified model t | ||
| Canva AI |
|
To facilitate implementation across different educational systems, mentors are encouraged to align this module with their national curriculum requirements.
| National subject area | Relevant module elements | National curriculum reference |
| Language Education | BICS/CALP language development, oral communication | |
| Citizenship Education | Intercultural dialogue, respect for diversity | |
| Digital Competence | Digital content creation, online collaboration | |
| Social and Emotional Learning | Identity, belonging, empathy |
Target Age Group
7–10 years (adaptable to 11–14 with extended language tasks)
Estimated Duration
45 minutes
Scenario Summary
Pupils explore and express their cultural identity by creating a digital collage that combines elements from their home culture and host country (e.g., food, symbols, places). Using visual tools, they present their collage with simple descriptive language. The activity supports early language production while building confidence, identity validation, and a sense of belonging within the group.
Linguistic Objectives (BICS/CALP)
Digital Objectives
Personal/Social Objectives
| Tool / Material | Purpose / Notes on Use |
| Canva / Adobe Express | Main tool for creating the cultural collage (visual storytelling, combining images and text) |
| Padlet (visual wall) | Pupils upload and share collages → supports peer interaction, comments, and sense of community |
| Canva AI | Pupils generate simple cultural visuals (e.g., food, places) and compare with real knowledge |
| Mentimeter | Warm-up activity (“What is culture?”) using word cloud to activate ideas in a low-language way |
Opening Phase (Warm-up) [e.g., 10 minutes]
The mentor launches a Mentimeter word cloud with the question “What is culture?” Pupils respond with words or emojis, activating prior knowledge in a low-language format. The mentor introduces key vocabulary (food, country, tradition, colour) using visuals and gestures. The session goal is clearly stated: “Today we will show who we are using pictures and simple words,” creating a safe and inclusive atmosphere.
Core Learning Phase [e.g., 25–35 minutes]
Pupils create a digital cultural collage in Canva, combining elements from their home culture and host country (e.g., food, symbols, places). The mentor demonstrates steps, provides sentence frames (“This is…”, “I like…”), and supports vocabulary use. Pupils may use Canva AI to generate simple images and reflect on their accuracy. The mentor encourages pupils to discuss whether AI-generated images accurately represent their own culture and to identify possible stereotypes or missing elements.
The mentor circulates, scaffolding both language and tool use, ensuring all pupils can participate.
Closing Phase & Formative Assessment [e.g., 10 minutes]
Pupils upload their collages to Padlet and briefly present one element. Peers respond with simple comments (“I like…”, “This is interesting…”). The mentor asks an exit question: “What is one thing in your collage that is important to you?” Progress is observed through participation, vocabulary use, and confidence in sharing.
Adaptation Notes
For younger or lower-proficiency pupils, allow use of single words, gestures, or L1, supported by visuals and sentence frames. For older pupils, encourage short explanations or comparisons (“In my country… here…”). If digital skills are limited, provide a template or allow paper collages. For SEN learners, reduce the number of elements and give clear step-by-step instructions. AI use can be optional and guided.
Reflection Routine
Use differentiated reflection prompts according to pupils’ language proficiency:
Beginning: “One thing about me is…”, “I like…”
Developing: “One thing about my culture is…”, “This is important because…”
Extending: “One tradition I would like others to understand is… because…”
Pupils may respond orally, visually, or in writing. The mentor selects the level of scaffolding according to pupils’ language proficiency and gradually reduces support over time.
This reinforces identity expression and basic sentence production while supporting confidence and participation. The routine connects directly to the objective of expressing personal culture using simple language.
Pupils create a digital collage representing aspects of their cultural identity. They use basic vocabulary and simple sentences to describe selected elements. Pupils demonstrate confidence in sharing personal information in a safe environment and show curiosity and respect toward others. They successfully use a digital tool to combine images and text to communicate meaning.
Tool
Canva worksheet (downloadable PDF) or printed handout
Activity Description
Before using digital tools, pupils complete a structured planning worksheet to organise their ideas. This acts as a cognitive scaffold, helping them decide what to include in their collage before navigating Canva. Pupils respond to prompts using drawings, keywords, or short phrases. The mentor models answers and supports vocabulary use. This step reduces cognitive overload and ensures pupils enter the digital phase with a clear plan.
Content
The worksheet is divided into 3 visual sections:
Each section includes:
Language Focus
Basic vocabulary related to identity (food, places, objects) and simple descriptive sentence structures (BICS). Focus on sentence starters such as “This is…”, “I like…”, “In my country…”.
Tool
Wizer.me or Liveworksheets (interactive)
Activity Description
Pupils complete a drag-and-drop matching activity where they connect images with corresponding words. The activity is designed as a low-pressure vocabulary activation task before the collage creation. Pupils can work individually or in pairs. Audio support can be added to reinforce pronunciation. The mentor uses this activity to introduce and repeat key vocabulary needed for the main task.
Content
Sets of images grouped into categories:
Each item is paired with:
Language Focus
Vocabulary recognition, pronunciation, and comprehension (BICS). Reinforces key nouns and supports oral production during the main activity.
Tool
Google Slides / printed speaking frame
Activity Description
This worksheet supports pupils during the presentation phase. Pupils complete structured sentence frames based on their collage and use it as a guide when speaking. This reduces anxiety and provides linguistic support, especially for lower-proficiency learners. The mentor models how to use the sentences before presentations begin.
Content
Sentence frames with visual prompts:
Includes:
Language Focus
Simple oral production and sentence structuring (BICS), with optional extension toward explanation (“because”) for more advanced pupils (early CALP bridge).
Target Age Group
11–14 years; adaptable to 7–10 with simplified language and visual support
Estimated Duration
60 minutes
Scenario Summary
Pupils create a simple “virtual tour” of a meaningful place from their home country (or a place they know) using an interactive image or map. They add short descriptions, labels, or audio. They then compare this place with a similar place in the host country. The activity supports descriptive language, cultural expression, and early comparison, while validating pupils’ backgrounds and encouraging peer interaction.
Linguistic Objectives (BICS/CALP)
Digital Objectives
Personal/Social Objectives
| Tool / Material | Purpose / Notes on Use |
| ThingLink (or Canva alternative) | Pupils create interactive “tours” by tagging images or maps |
| Padlet | Sharing completed tours and peer interaction |
| Mentimeter | Warm-up (activating ideas about places and experiences) |
| ChatGPT / MagicSchool (mentor use) | Generate simple example descriptions or vocabulary support |
Opening Phase (Warm-up) [e.g., 10 minutes]
The mentor uses Mentimeter to ask: “What places are important to you?” Pupils respond with words or images (e.g., home, park, city). The mentor introduces key vocabulary (city, river, school, place) using visuals. A short discussion follows. The goal is stated clearly: “Today we will create a digital tour of a place and share it with others.”
Core Learning Phase [e.g., 25–35 minutes]
Activity A: Creating the Virtual Tour
Pupils select a place (home country or familiar place) and upload an image or map into ThingLink (or Canva). They add 2–3 tags with short descriptions using sentence frames:
“This is…”
“There is…”
The mentor models examples and provides vocabulary support.
Activity B: Comparison Layer
Pupils add one comparison element:
“In my country… here…”
“This is different because…”
Closing Phase & Formative Assessment [e.g., 10 minutes]
Pupils upload their tours to Padlet and explore others’ work. They leave simple comments (“I like…”, “This is different…”). The mentor asks: “What is one thing that is different or interesting?”
The mentor observes:
Adaptation Notes
For lower-level or younger pupils, allow use of images and single words instead of full sentences. Provide strong sentence frames and visual vocabulary. For higher-level pupils, require 3–4 descriptions and at least one explanation (“because”). If technology is limited, use printed maps and paper labels. For SEN learners, reduce task complexity and provide templates or pre-selected images.
Reflection Routine
Use differentiated reflection prompts according to pupils’ language proficiency:
Beginning: “My place is…”, “There is…”
Developing: “One difference I noticed is…”, “One similarity is…”
Extending: “Comparing these places helped me understand…”, “This place is meaningful because…”
Responses may be oral, written, or supported with visuals. The mentor selects prompts appropriate to pupils’ linguistic readiness.
This supports structured reflection and reinforces descriptive and comparative language. It helps pupils connect personal experience with new learning and supports the transition toward CALP.
Pupils create a simple digital representation of a meaningful place and describe it using basic vocabulary. They demonstrate the ability to compare places using simple structures and share personal experiences. Pupils engage with peers’ work respectfully and show curiosity about different cultures. They use digital tools to organise and present information clearly.
Tool
Canva worksheet (downloadable PDF) or printed handout
Activity Description
Before creating their virtual tour, pupils complete a structured planning worksheet to organise ideas about a place from their home country or a familiar location. The worksheet guides them step-by-step to identify key elements (e.g., what we can see, what people do there). Pupils can draw or write. The mentor models examples and supports vocabulary use. This acts as a scaffold, helping pupils prepare content before using digital tools.
Content
The worksheet includes 3 structured sections:
Includes:
Language Focus
Descriptive vocabulary and sentence structures (BICS), such as “This is…”, “There is…”, “People…”. Supports oral and written description.
Tool
Wizer.me / Liveworksheets or printable worksheet
Activity Description
Pupils complete a comparison table where they describe a place from their home country and a similar place in the host country. They first write or match simple descriptions, then complete guided comparison sentences. The activity can be done individually or in pairs and supports the transition from description to comparison.
Content
A two-column table:
Sections include:
Includes sentence frames:
Language Focus
Comparative structures and simple explanations (BICS → early CALP). Focus on connectors such as “same”, “different”, “because”.
Tool
Google Slides / printed handout
Activity Description
Pupils prepare short descriptions for their virtual tour using structured sentence frames. This worksheet supports both writing and speaking. Pupils complete prompts and then use them when recording audio or presenting their tour. The mentor models pronunciation and helps pupils expand sentences where possible.
Content
Sentence frames linked to tour elements:
Includes:
Language Focus
Descriptive and comparative sentence production (BICS → early CALP). Supports oral fluency and structured explanation.
Target Age Group
11–14 years; adaptable to 7–10 with simplified content and stronger scaffolding
Estimated Duration
60 minutes
Scenario Summary
Pupils work in small groups to create a shared “Class Cultural Wiki,” where they collect and organise information about different cultures (e.g., food, traditions, music, daily life). They research, select, and present information using digital tools. The activity develops structured comparison, explanation, and collaboration, supporting pupils in moving toward more academic language use (CALP).
Linguistic Objectives (BICS/CALP)
Digital Objectives
Personal/Social Objectives
| Tool / Material | Purpose / Notes on Use |
| Wakelet (or Padlet alternative) | Create shared “Class Cultural Wiki” |
| Canva | Create simple visuals or supporting elements |
| Padlet | Share and comment on group work |
| ChatGPT / MagicSchool (mentor use) | Generate simple model texts or support differentiation |
Opening Phase (Warm-up) [e.g., 10 minutes]
The mentor revisits previous scenarios by asking: “What did we learn about culture?” Pupils share ideas. The mentor introduces the goal: “Today we will work together to create a class collection about different cultures.” Key vocabulary (tradition, music, food, culture) is introduced using visuals.
Core Learning Phase [e.g., 25–35 minutes]
Activity A: Group Work (Content Creation)
Pupils work in small groups. Each group selects a topic (e.g., food, music, celebrations). They collect 3–4 items (images, short descriptions).
Activity B: Structuring & Explaining
Pupils add content to Wakelet:
The mentor scaffolds:
Closing Phase & Formative Assessment [e.g., 10 minutes]
Groups present one part of their work. Pupils explore others’ contributions. The mentor asks: “What is something new you learned?”
Peer feedback is encouraged (“I learned…”, “This is interesting because…”). The mentor observes use of language, collaboration, and clarity.
Adaptation Notes
For lower-level pupils, focus on simple descriptions and visuals rather than full explanations. Provide strong sentence frames and allow use of L1 where needed. For higher-level pupils, require explanations and comparisons. If technology is limited, create a paper-based “class poster.” For SEN learners, assign clear roles and reduce task complexity.
Reflection Routine
Use differentiated reflection prompts according to pupils’ language proficiency:
Beginning: “Today I learned…”, “I liked…”
Developing: “One new thing I learned about another culture is…”
Extending: “This activity changed the way I think about…”, “Working together helped me understand…”
The mentor gradually reduces linguistic scaffolding as pupils become more confident in expressing reflective ideas.
This supports reflection, reinforces comparison, and encourages pupils to articulate new knowledge using structured language.
Pupils collaborate to create a shared digital collection about cultural topics. They use structured language to describe and explain ideas, showing progression toward CALP. Pupils demonstrate the ability to organise information, work in groups, and present content clearly. They show increased awareness of cultural diversity and respect for different perspectives.
Tool
Canva / printable worksheet
Activity Description
Pupils use a structured worksheet to plan what content they will include in their group project. They select a topic and identify 3–4 items (e.g., food, music, tradition). This supports organisation and reduces cognitive load before using digital tools.
Content
Sections include:
Includes icons and drawing spaces.
Language Focus
Descriptive and explanatory language (CALP development)
Tool
Google Slides / printed handout
Activity Description
Pupils complete structured sentence frames to practice explanation:
They use these sentences in their digital project and presentations.
Content
Sentence starters + prompts + visual cues
Language Focus
Explanation using connectors (because, also, but) → CALP
Tool
Wizer.me / printable worksheet
Activity Description
Pupils reflect on differences and similarities between cultures based on the class wiki. They complete simple comparison prompts individually or in pairs.
Content
Prompts:
Language Focus
Comparison and reflection (CALP)
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. Describe below the specific assessment strategies used throughout the module.
Throughout the module, the mentor informally observes pupils’ engagement, interaction, and language use during pair work, group collaboration, presentations, and digital activities. Particular attention is given to:
The mentor also observes moments of intercultural curiosity, empathy, and active listening during peer interactions and discussions.
Observations are recorded informally through brief notes, checklists, or reflective comments after each session. The focus is on identifying areas where additional scaffolding, vocabulary support, or differentiation may be needed in future activities.
At the end of each scenario, pupils complete short reflective prompts designed to encourage self-expression and awareness of learning progress.
Examples include:
Scenario 1: “One thing about me is…”
Scenario 2: “One place I shared is… One difference is…”
Scenario 3: “One thing I learned… One thing that is different is…”
Pupils may respond orally, visually, or in writing depending on their language level and confidence. These reflections help pupils recognise what they learned, what they enjoyed, and what they found challenging.
The mentor uses pupil responses to:
identify vocabulary or concepts requiring further support
adjust pacing and scaffolding
monitor emotional engagement and participation
guide the design of follow-up discussions or activities
Peer assessment is integrated through low-pressure collaborative activities such as gallery walks, peer presentations, Padlet comments, and group discussions. Pupils are encouraged to respond positively and respectfully to others’ work using simple feedback structures such as:
These activities promote active listening, intercultural dialogue, and collaborative learning. Peer feedback is not evaluative but supportive, helping pupils build confidence and recognise diverse perspectives within the classroom community.
The mentor models respectful communication and ensures that peer interactions remain inclusive, constructive, and emotionally safe for all learners.
After each session, the mentor completes the Teacher Reflection Form (Annex 4) to reflect on pupil engagement, language progression, digital participation, and the effectiveness of scaffolding strategies.
Particular attention is given to:
The mentor uses these reflections to adapt future sessions by adjusting instructions, modifying activities, introducing additional scaffolding, or simplifying digital tasks where necessary. This reflective process ensures that the module remains responsive to the linguistic, emotional, and cultural needs of migrant pupils throughout implementation.
Use this section to provide any additional information that supports the understanding or implementation of this module. This may include cultural considerations, references to national curricula, notes on local technology availability, or any other contextual factors.
This module was designed with the understanding that migrant pupils may come from diverse linguistic, cultural, and educational backgrounds. Some pupils may have limited proficiency in the host language, interrupted educational experiences, or varying levels of digital literacy. For this reason, the module prioritises visual communication, multimodal expression, scaffolding, and emotionally safe participation.
In the Croatian educational context, classrooms are becoming increasingly culturally diverse due to recent migration trends. Schools may include pupils with different levels of familiarity with digital tools and varying access to technology at home. Therefore, all activities are designed to be adaptable to both high-tech and low-tech environments, with printable alternatives provided where needed.
The module also acknowledges that some pupils may feel hesitant to discuss personal or cultural experiences. Mentors are encouraged to create a respectful and inclusive atmosphere where participation is flexible and pupils can choose how much personal information they wish to share.
Translanguaging practices are encouraged where appropriate, allowing pupils to use elements of both their home language and the host language to support communication, identity expression, and comprehension.
This module aligns with several areas of the Croatian National Curriculum Framework, particularly:
The module supports cross-curricular themes such as:
Use of ICT
Personal and Social Development
Civic Education
Intercultural Understanding
The activities can be integrated into language learning, class community lessons, civic education, project-based learning, or interdisciplinary activities focused on inclusion and cultural diversity.
Spain (national). This module also aligns with the Spanish national curriculum (LOMLOE), particularly:
Catalonia (regional). This module aligns with the Catalan curriculum (Decret 175/2022), particularly:
Poland. This module also aligns with the Polish national curriculum (podstawa programowa), particularly:
The Netherlands. This module also aligns with the Dutch curriculum framework, particularly: