Official webpages are effective learning tools.

UNESCO

Moreover, UNESCO web page is consulted and offered to general Spanish lessons besides it is presented for the first time to bilingual Social Science Education in academic course 2016-2017. There was a first plan of action, made by the author in 2016, suggesting UNESCO website with the light of presenting various themes related to Citizenship Education, a subject submitted to Social Studies Area. In it is included bibliography and links to several activities concerning “Sustainable development across the curriculum”, “Reorienting Education for a Sustainable future” or Contemporary issues as “Women and sustainable development” (Fig. 1). Introducing official web pages with precise themes supported by articles and practical cases, encourage students to approximate to current universal themes of interest whereas knowing serious publications in English (although simultaneously there is an online Spanish version).

Following the similar idea, other UNESCO webpage tool (UNESCO) to be considered within concerning Social Sciences Education specifically presented to bilingual academic year 2016-2017 is a Glossary in section “Teaching and learning for a sustainable future, a multimedia teacher education programme”. Students said they use the page frequently because it contains a significant number of useful words explained in English, so they do not miss the persistent idea of learning through that language. In addition, they were asked to scaffold individual glossaries at least with twenty concepts defined with their own terms.

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Fig. 1 - UNESCO webpage links retrieved in 2016. Registered in the project PIE15-100.

Module (subject): CITIZENSHIP EDUCATION

Unit UNESCO SOURCE GLOSSARY Website (URL) http://www.unesco.org/education/tlsf/extras/tlsf_glossary.html?panel=3#summa

Summary Comments Format

(html)

UNESCO Citizenship Education

Cogan, J.J. & Derricott, R. (eds.) (2000). Citizenship for the 21st Century: An International

Perspective on Education. London: Kogan Page.

McDonough, K. & Feinberg, W. (2006). Citizenship and Education in Liberal-Democratic

Societies: Teaching for Cosmopolitan Values and Collective Identities. New York: Oxford

University Press. (URL: http://www.unesco.org/education/tlsf/mods/theme_b/mod07.html) BIBLIOGRAPHY UNESCO TEACHING AND LEARNING

SUSTAINABLE DEVELOPMENT ACROSS THE CURRICULUM

(URL: http://www.unesco.org/education/tlsf/journal/tlsf_journal.html) Learning Journal Citizen Education MODULE 18| Activity 1 - Participating in my community editable text document UNESCO TEACHING AND LEARNING CURRICULUM RATIONALE (URL: http://www.unesco.org/education/tlsf/journal/tlsf_journal.html) Learning Journal Reorienting Education for a Sustainable future MODULE 4 | Activity 1 - An holistic vision editable text document UNESCO TEACHING AND LEARNING CONTEMPORARY ISSUES (URL: http://www.unesco.org/education/tlsf/journal/tlsf_journal.html) Learning Journal A gender study activity MODULE 12 | WOMEN AND SUSTAINABLE DEVELOPMENT editable text document http://www.unesco.org/education/tlsf/mods/theme_d/interact/mod21task02/uncom21t02_vo.htm

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Faculty of Education Science youtube web page

With regard to materials development, a class-session is lectured for the first course in the Bachelor’s Degree in Primary Education. A structured glossary has been integrated on contemporary art and gender which can be seen at the Faculty of Education Science youtube web page, in University of Malaga (Lechuga, 2016). The language support plan consists in creating a glossary to introduce the subject. In order to highlight the lexical items necessary for the lecture, selected words were chosen to create a glossary to support a lecture on the differences between traditional paintings and contemporary artwork. The conference was delivered by the author and another member of project PIE15-100 as an external language specialist who generated feedback for the first one (Griffith & Lechuga, 2017). By performance this proposition at least two items are achieved. On the one hand, there is a lesson recorded which is a reference to share for either lecturers or scholars. On the other hand, a feedback response written by external language specialist is presented to the lecturer. The analysis of the activity expresses that this activity is a fundamental need for professors interested in bilingual programmes. The collaborative activity encourage the idea of helping lectures to improve their deliveries in different skills such as how to start and finish the lesson, right pronunciation of vocabulary, correct word collocation among others.

Visual Thinking Strategies (VTS)

Attending didactic methodologies being used by professors in Bachelor’s degrees, pedagogical departments in Museums so as centers interested in spread knowledge, Visual Thinking Strategies (VTS) seems to be a new way of succeeding in this issue. Teaching through images or VTS uses scaffolding methodology based on the image of a painting, drawing, sculpture, video, etc. (González-Sanz, Feliu-Torruella & Cardona- Gómez, 2017). As far as its webpage explains, it was founded in 1995 and the method is being used mainly in schools and museums, but also involves global community as a consequence of innovative learning programmes. These are provided with interacting activities among institutions with efficient interesting workshops where the citizenship is invited to participate.

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The data expertise is focused on significant descriptions by collaborative learning and scaffolding which is developmentally based in encouraging students and teachers in reflective items supplying critical thinking, language and art-viewing skills. Regarding the variety of possibilities when working through VTS, it is also used when teaching Mathematics or Languages as well as Art or any other subject. When exhibiting an image and analyzing it in group, instructors should behave as guides. A collaboratively information will be afford produced by each participant so a nutritive and unexpected quantity of data will compound the argument. That is the reason why a guide or a teacher/professor is needed in order to prioritize the information and give sense to the narrative, leading it to the required fundamental points. Whereas an icon is described, language is supposed to be improved simultaneously as one of the skills concerned. In the light of advancing in English and Social Sciences topics these strategies stimulates public in general.

Having understood VTS as a participative workshop, a critical thinking is also performed. Consequently, VTS is very close to the scheme outlined in Higher Education in Further Education and Promoting Reflective Independent Learning in Higher Education (PRILHE). In fact, one of the main principles of VTS’s proposal is fundamentally based on obtaining an independent learning through collaboratively scaffolding becoming an unexpected but understandable clear bound with PRILHE.