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‘The Day of the Dead is not a well known topic and to be able to be more competent to speak about this with students in the target language, using the resources, is invaluable. As a non-specialist in Latin American culture, the sessions also provided me with amazing CPD in order to enhance my own knowledge, but also to be able to express this clearly and in an interesting manner with my own students in the target language.’

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'Helpful to Ìýrevamp Ìýour ks3 unit.'

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'Interesting and insightful, particularly the debate around cultural appropriation.'

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‘I attended this (CPD) session and found it, and the material provided by Lavery here or during other lectures and workshops at my school useful for my own teaching. I have also read her peer-reviewed articles and found these useful in terms of how to deliver class content to children in ways which provide new understandings which steer away from stereotyped interpretations and allow children to engage in meaningful discussions and activities around the practice, matters relating to death and commemoration and cultural appropriation.'

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‘My colleagues and I can't wait to implement lots of the suggestions.’
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‘Increase in cultural capital for the teachers of Spanish.’

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‘Motivation, inspiration, new insights.’Ìý

‘Job satisfaction, renewed sense of purpose and creativity.’

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‘Motivation, inspiration, new insights.’

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‘I felt independent and enjoyed the celebration.’

‘The activities definitely make learning more fun and enjoyable.’

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‘It was a good activity because everyone was involved, we were still learning but it was fun.’

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‘We all did different things to add to making the video including some people brought food, or made decorations or made the video but we all sang the song in the video celebration.’

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‘It was fun making the altar’

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‘I did know some things about Day of the Dead, but I didn’t know about it in so much detail as I do now, for example I learnt that you put the person’s favourite food on their altar. This is the first time I have been part of a project like this.’

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‘It was a collaborative process.’

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'It has made us think a bit more about the context and how to embed it properly in our curriculum.’

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‘We do a Yr 8 DOTD clay project for a term in art (…) It was good the Year 7s were introduced to the ideas now as they can build on this in their Year 8s.'Ìý

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‘I have changed my existing Day of the Dead unit to be more focused on separating it from Halloween and highlighting cultural appropriation.’Ìý

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‘I will look into using Professor Lavery's article on Halloween in our English department for text analysis.'

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'It's fostered collaboration between departments and it has made students see language from a different perspective.'

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‘Following Dr Jane Lavery’s research-led initiative, our students designed the elements that they wanted to include for their video, under my guidance. This was the first time that the department had been involved in such a project. All Spanish classes from Years 7 through to 13 (700 pupils!) got involved in the project creating paper cempasúchil flowers, papel picado, calavera skulls, corazones de milagro, nichos and writing satirical calavera poems. Some of the materials were sourced from the Dorset Scrapstore in order to comply with the competition’s recycling requirements. The Year 11 students then put the altar together including pictures of the Queen, her favourite foods of chocolate and afternoon tea and other traditional elements.’

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‘The students got involved from the beginning and gave 100% effort. All this video is theirs, not much teacher help apart from some encouragement to win!! ÌýThey have put it together technologically speaking as well as constructing the altar, getting pictures, making crosses/flowers/skulls out of recycling materials, baking, cooking, singing, reciting a poem, painting faces and couple of students played the background music on the piano and guitar. As a teacher I have loved the challenge.’

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‘It has been the first time and we have really enjoyed it. We will definitely do it again.'

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