The maritime terminal
Panoramic view of the Port
The passenger terminal
Educational justification
In this activity, we study different aspects of the Maritime Terminal, including its location and the way its facilities are laid out.
With this activity, we aim to develop the students' spatial awareness and their powers of observation. A playful framework is essential for achieving the objectives set out for the primary stage by LOGSE (Spanish education act). The students learn more and they learn more quickly if they are motivated. It is important to encourage everyone to take part in this activity.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area, Spanish language, Foreign language, Art, Physical Education and Consumer Education.
Description of the work to be undertaken:
How?: On the one hand, the aim is to correctly complete an aerial photo of the passenger terminal with the stickers included at the end of the guide. On page 7, the students should complete a simple map of the Maritime Terminal with the symbols representing companies, activities, etc. present in each of the buildings. Using the map of facilities at the maritime terminal, the students will follow the same process as in the previous file, filling in the blank spaces. To help the students, we've already placed some symbols.
Where?: At the Maritime Terminal facilities.
When?: During the visit.
Using what?: The unfinished map of the Maritime Terminal.
Assessment: Assessment shall be carried out once you are back in the classroom. This might include reviewing how the students have completed the map and a lively conversation in class asking the students what they found the most interesting, what they liked the most, etc. This will lead into a review of some of the concepts and explanations that have come up during the visit linked to the maritime terminal.
Complementary material: It is a good idea to collect some leaflets in English, which can be found in the information office or other locations. This material will be useful for future activities later on in the classroom.
Activity objectives:
To bring the students into contact with the services provided to customers by the Maritime Terminal.
To familiarise the students with the facilities located at the Maritime Terminal and to help them get their bearings using a map of the facilities.
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Panoramic view of the Port
Customs control
Educational justification
The activity we suggest enables the students to actively understand which procedures have to be undertaken when passing through customs control. You will also explain that, since Spain joined the EU, customs control for citizens has become a simple procedure, as according to the European agreements signed by all member states, citizens of member countries are allowed to travel freely. As Spain is part of the EU, the country is also subject to this condition.
Piece of work linked to the following stage areas:
Knowledge of the surrounding areas, Foreign language, Art and Consumer Education.
Description of the work to be undertaken:
How?: The activity has two stages: the first one takes place in the classroom where the students fill in an identity card (which serves as a passport). The information is entered in English, as it is a good idea to practice this area of study, and because the ferry links to the following English ports (depending on the time of year): Plymouth and Portsmouth. We have used English as the reference language, as this foreign language is usually taught in the first stage of primary education. If the teacher decided it was appropriate, the information on the card could be changed, using the same model or something similar.
This activity provides the Foreign Language teacher with a lot of ideas for the classroom, as the students can do role-plays, practice saying hello and goodbye, ask questions and give answers about their name, age, address, etc.
During the visit, everyone must wear their "identification card" in a visible place. This way, it can also serve as a means of monitoring and controlling the group. After the visit, the cards will be a reminder to the students of their visit to the Port of Santander.
Where?: In the classroom and at the Maritime Terminal facilities (customs and passport control).
When?: The activity is organised to take place at times that correspond with the previously mentioned stages: before the activity (in the classroom) and during the visit.
Using what?: The "identity card" file is included in the student material (sheet with stickers).
Assessment: Assessment will take place once you are back in the classroom. This could include reviewing how the students have completed the map and active dialogue in class, when you asked them what was the most interesting and what they liked the most, etc. This can lead to a review of other concepts and explanations that have arisen during the visit and which are linked to the port.
Complementary material: Assessment is left to the teacher, bearing in mind the stages that are covered in this activity.
Activity objectives:
To introduce the students to what happens when a passenger passes customs and travels to another country (permits, tickets, information, etc.). This activity should be carried out in a fun and attractive way for the students.
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Panoramic view of the Port
English practice
Educational justification
In the Maritime Terminal area and mixed in with the city signs and signals, there are many other signs in English aimed at the large number of English people who come to visit our city by ferry. Inside the Maritime Terminal the situation is the same: many signs are bilingual (Spanish & English) and indicate the services on offer to ferry passengers.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area, Spanish language, Foreign language and Consumer Education.
Description of the work to be undertaken:
How?: Using the guide during the visit to the Maritime Terminal and explaining how the terminal works, also mentioning the services on offer at these facilities.
This file is designed to enable students to identify certain words or expressions in English that they will see on signs around the Maritime Terminal and to help them link the Spanish translation to these signs. At the end of the file, we suggest that the students make their own basic vocabulary list relating to the ferry.
Where?: This activity should be carried out in the classroom after the visit.
When?: It is a good idea to do this after the visit, once the students have seen the signs at the Maritime Terminal.
Using what?: A dictionary.
Assessment: The Foreign Language teacher should assess this activity after the students have done it and have written their vocabulary lists. It is a good idea to correct the work on the blackboard for the whole class. This way the students can add vocabulary to their own lists.
Activity objectives:
To enable the students to identify and link words, expressions, etc. in English that are commonly used and that appear in signs, adverts, etc. To link the images and symbols with the information provided.
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Panoramic view of the Port
The ferry
Educational justification
This file came about because it is impossible for the students to visit the ferry. As the ferry is only in port for a very short period of time and a visit from a large group of students could disturb the normal running of the ferry, we decided to develop an activity that would allow the students to learn about the inside of the boat without actually having to visit it.
Having said this, we believe that it is very important for the students to meet people of other nationalities in order to introduce them to other cultures. For this reason, we suggest that one of the classroom activities includes the Foreign Language teacher organising group role plays to simulate real situations.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area, Art and Consumer Education.
Description of the work to be undertaken:
How?: At the beginning of the file, there is a short introduction that explains some of the main features of the ferry and includes some photos of boats leaving the Port of Santander. Later on, the students are asked to spot mistakes in the photos of the boats and which relate, in order of appearance, to: 1- The command post or office; 2- One of the cafés; 3- Panoramic view of the back of the boat; 4- The lifeboats; 5- The inside of one of the cinemas; 6- The games room and videogames room; 7- One of the bedrooms; and 8- The boat's foyer.
In addition, the Foreign Language teacher can use the situation to encourage the students to do role-plays, interviews, etc.
Where?: The file activities are done in the classroom.
When?: Before and after the visit.
Using what?: Using the photos of the inside of the ferry, which contain a number of clear mistakes.
Assessment: For the teacher to decide.
Complementary material: The information on the ferry can be added to (using leaflets) and this can be used in the classroom. The teacher should decide if complementary material is needed.
Activity objectives:
To allow the students to find out about the ferry (features, facilities, services, etc.) with a fun and enjoyable activity.
To encourage the students to respect and get to know people of other nationalities.
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Panoramic view of the Port
Cruises
Educational justification
We can travel by sea. A cruise allows people to move from one place to another. It is interesting for the students to find out why these people are travelling (holidays, culture, sports, etc.).
Piece of work linked to the following stage areas:
Knowledge of the surrounding area and Art.
Description of the work to be undertaken:
How?: On page 12 of the chapter, we can see the advantages of a cruise. Students can look for the reasons why people go on cruises. On the next page, there is a dot to dot puzzle.
Where?: In the classroom.
When?: Before the visit.
Using what?: The relevant file.
Assessment: For the teacher to decide.
Activity objectives:
To enable the students to learn about another kind of boat designed to transport passengers: cruises and the way they work.
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Panoramic view of the Port
The workers
Educational justification
In order for the students to discover and identify themselves with their surroundings, it is essential that day to day things form the basis of their learning. What is more day to day than people, the normal people who surround them and work as always? We believe that this is one of the most important values in education: meeting with and discovering other people. It is essential that the students learn to recognise and appreciate the work carried out by people and how this work positively affects the quality of life of other citizens.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area and Spanish language.
Description of the work to be undertaken:
How?: We suggest an activity to list some of the most important professions that can be seen by the students at the Maritime Terminal, including definitions. We also include a word search to complement this activity.
Where?: At the Maritime Terminal facilities and the surrounding area.
When?: This file should be done during (observation) and after the visit.
Using what?: The relevant files.
Assessment: The teacher will assess the activity when the class shares their ideas.
Activity objectives:
To list any productive human activity and the context in which it is carried out.
To encourage students to humanise their environment.
To encourage the students to discover the importance of people and their functions in order to enable the running of the Port of Santander.
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Panoramic view of the Port
Advertising
Educational justification
Creating an advert about the Port of Santander is an imaginative process that combines what the students know with their wishes. Making an advert means that the students first have to be aware of what information they have in order to be able to transmit this to others. The technique chosen (sentence, drawing, collage, etc.) should be simple, but very expressive. If we want to advertise the port, we should give it a good image, which means focussing on its advantages together with the most constructive and positive ideas the students have about how to create the advert.
Piece of work linked to the following stage areas:
Knowledge of the surrounding area, Art and Consumer Education.
Description of the work to be undertaken:
How?: The students can start by thinking about the port's advantages on an individual basis and then they can be divided up into groups to design the advert. The teacher can decide whether to let the students choose the technique to be used or whether to suggest one him/herself. It is a good idea for the students to use fairly expressive elements and/or sentences and as few as possible. Before starting the activity, the students could look at a magazine to see how other products are advertised: the size of the pictures, the combination of text/pictures, the colours, the amount of objects or people, etc. The advert needs a title and make sure that each person in the group takes part in the activity.
Where?: In the classroom.
When?: After the visit.
Using what?: The relevant file, card, magazines, glue, paints, pencils, etc.
Assessment: It is important not to praise particular pieces of work. They are all good.
Activity objectives:
To design an advert about the Port of Santander.
To enable the students to create a way of communicating their thoughts and feelings.
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