GEP has helped us to create projects including different subjects. In our case, both projects were about arts and we are proud of our work. We have seen the kids learning and usingEnglish to communicate each other. 
 
GEP2 has been a bigger project than the last year one and the difficulties have been different. The biggest issue has been the oral interaction. The kids are used to talk English with teachers but not among them. This has been a big challenge because they didn't speak as much as they can, although they had the support language frames. On the other hand, it is difficult for them to be concentrated in English for two full hours as there are many different levels in each group. 
 
The level of the language also has been higher for the class that we carried out the project in. We really believe that to make a CLIL project our students have to be prepared linguistically before starting it. We found that there was a lack of vocabulary and basic expressions making the task slower.
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According to the result, we cannot assess the result because the project is still in process. Regarding the process at that moment, the students can recognise the Pantocrator, its parts and where it is. They also recognise where the church is located and name the parts of it. We are working on how to create the museum and what is going to be explained there.