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- Didactic Guidelines -

Didactic Guidelines

The students are going to deal with this awesome new learning adventure in which they are going to improve both their English skills and their ICT ones by using as a context the Sustainable Development Goals (or SDGS) of the 2030 AGENDA. There are 17 sustainable development goals.

" The world was created for all beings " is part of the "2030 Agenda" projects. These projects can be done either following a pre-established order or without following it.

This project is made up of four different tasks  and a final challenge whose main topic is meeting the 2030. There are activities to do individually, in pairs and in groups in order to promote inclusion.

This project apart of being totally communicative also follows the educational teaching model called  STEAM that uses Science, Technology, Engineering,  Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. The end results are students engaged in experiential learning and persist in problem-solving. Moreover, we have added 'LANGUAGE', so we will call it STELAM (Science, Technology, Engineering, Language, Arts, Mathematics)

Canvas del proyecto
Download the teaching project proposal  (odp or pdf)

This project is part of a set of projects designed to cover all the learning standards of the English language curriculum of Secondary Compulsory Education which are  published at the BOE (March 29th 2022), pages 143 - 154.  With this project you will be able to let your students be autonomous learners and guide them through their learning process.

We strongly recommend to work with them through daily aims to get to the end of the project and accomplish each challenge successfully. This means at the beginning of each lesson you should take five minutes to check where your students are and to tell them where you would like them to get at the end of each task.

Each project is  student-centred and has several areas of interest:

  • In each project, students have to accomplish a task, in order to learn by doing.
  • In each task,  they have to collaboratively design a product. They are expected to actively work with information and communication technologies. There should be a portfolio to show all their knowlegde along this set of tasks. 
  • Students also have to complete a learning diary, using a sharing document ( different tips are offered to the students) at the end of each task. 

Summing up, they are going to work on all the contents of the syllabus of their level with a project-based learning orientation.

Currciular References

This project is part of a set of projects designed to cover all the learning standards of the English language curriculum of Secondary Compulsory Education which are  published at the BOE (March 29th 2022), pages 143 - 154.  With this project you will be able to let your students be autonomous learners and guide them through their learning process.

Key Competences

At the end of the project the student will have worked and developed the key competences which are part of the curriculum.

  1. Linguistic Communication Competence.
  2. Multilingual Compentece.
  3. Competence in Mathematics, Science and Technology and Engineering.
  4. Digital Competence.
  5. Personal, Social and Learning to Learn Competences.
  6. Civic Competence.
  7. Entrepreneurship Competence.
  8. Cultural Awareness and Expression.

Specific competences and evaluation criteria

Competencia Específica 1: Comprender e interpretar el sentido general y los detalles más relevantes de textos expresados de forma clara y en la lengua estándar, buscando fuentes fiables y haciendo uso de estrategias como la inferencia de significados, para responder a necesidades comunicativas concretas.

Criterios de evaluación:

1.1. Extraer y analizar el sentido global y las ideas principales, y seleccionar información pertinente de textos orales, escritos y multimodales sobre temas cotidianos, de relevancia personal o de interés público próximos a la experiencia del alumnado, expresados de forma clara y en la lengua estándar a través de diversos soportes.

1.3. Seleccionar, organizar y aplicar las estrategias y conocimientos más adecuados en cada situación comunicativa para comprender el sentido general, la información esencial y los detalles más relevantes de los textos; inferir significados e interpretar elementos no verbales; y buscar, seleccionar y gestionar información veraz.

Competencia Específica 2: Producir textos originales, de extensión media, sencillos y con una organización clara, usando estrategias tales como la planificación, la compensación o la autorreparación, para expresar de forma creativa, adecuada y coherente mensajes relevantes y responder a propósitos comunicativos concretos.

Criterios de evaluación:

2.1. Expresar oralmente textos sencillos, estructurados, comprensibles, coherentes y adecuados a la situación comunicativa sobre asuntos cotidianos, de relevancia personal o de interés público próximo a la experiencia del alumnado, con el fin de describir, narrar, argumentar e informar, en diferentes soportes, utilizando recursos verbales y no verbales, así como estrategias de planificación, control, compensación y cooperación.

2.2. Redactar y difundir textos de extensión media con aceptable claridad, coherencia, cohesión, corrección y adecuación a la situación comunicativa propuesta, a la tipología textual y a las herramientas analógicas y digitales utilizadas sobre asuntos cotidianos, de relevancia personal o de interés público próximos a la experiencia del alumnado, respetando la propiedad intelectual y evitando el plagio.

2.3. Seleccionar, organizar y aplicar conocimientos y estrategias para planificar, producir, revisar y cooperar en la elaboración de textos coherentes, cohesionados y adecuados a las intenciones comunicativas, las características contextuales, los aspectos socioculturales y la tipología textual, usando los recursos físicos o digitales más adecuados en función de la tarea y de las necesidades del interlocutor o interlocutora potencial a quien se dirige el texto.

Competencia Específica 3: Interactuar con otras personas con creciente autonomía, usando estrategias de cooperación y empleando recursos analógicos y digitales, para responder a propósitos comunicativos concretos en intercambios respetuosos con las normas de cortesía.

Criterios de evaluación:

3.1. Planificar, participar y colaborar activamente, a través de diversos soportes, en situaciones interactivas sobre temas cotidianos, de relevancia personal o de interés público cercanos a la experiencia del alumnado, mostrando iniciativa, empatía y respeto por la cortesía lingüística y la etiqueta digital, así como por las diferentes necesidades, ideas, inquietudes, iniciativas y motivaciones de los interlocutores e interlocutoras.

3.2. Seleccionar, organizar y utilizar estrategias adecuadas para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, solicitar y formular aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, resolver problemas y gestionar situaciones comprometidas.

Competencia Específica 4: Mediar en situaciones cotidianas entre distintas lenguas, usando estrategias y conocimientos sencillos orientados a explicar conceptos o simplificar mensajes, para transmitir información de manera eficaz, clara y responsable.

Criterios de evaluación:

4.1.  Inferir y explicar textos, conceptos y comunicaciones breves y sencillas en situaciones en las que atender a la diversidad, mostrando respeto y empatía por los interlocutores e interlocutoras y por las lenguas empleadas y participando en la solución de problemas de intercomprensión y de entendimiento en el entorno, apoyándose en diversos recursos y soportes.

Competencia Específica 5: Ampliar y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando de forma crítica sobre su funcionamiento y tomando conciencia de las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas.

Criterios de evaluación:

5.1. Registrar y analizar los progresos y dificultades de aprendizaje de la lengua extranjera seleccionando las estrategias más eficaces para superar esas dificultades y consolidar el aprendizaje, realizando actividades de planificación del propio aprendizaje, autoevaluación y coevaluación, como las propuestas en el Portfolio Europeo de las Lenguas (PEL) o en un diario de aprendizaje, haciendo esos progresos y dificultades explícitos y compartiéndolos.

Competencia Específica 6: Valorar críticamente y adecuarse a la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y compartiendo las semejanzas y las diferencias entre lenguas y culturas, para actuar de forma empática y respetuosa en situaciones interculturales.
Criterios de evaluación:

6.3. Aplicar estrategias para defender y apreciar la diversidad lingüística, cultural y artística atendiendo a valores ecosociales y democráticos y respetando los principios de justicia, equidad e igualdad.

Basic Knowledge

A. Comunicación.

  • Autoconfianza e iniciativa. El error como parte integrante del proceso de aprendizaje.
  • Estrategias de uso común para la planificación, ejecución, control y reparación de la comprensión, la producción y la coproducción de textos orales, escritos y multimodales.
  • Conocimientos, destrezas y actitudes que permiten llevar a cabo actividades de mediación en situaciones cotidianas.
  • Funciones comunicativas de uso común adecuadas al ámbito y al contexto comunicativo: describir personas, objetos, lugares, fenómenos y acontecimientos; situar objetos, personas y lugares en el espacio;  dar y pedir instrucciones, consejos y órdenes; ofrecer, aceptar y rechazar ayuda, proposiciones o sugerencias; expresar parcialmente el gusto o el interés y las emociones; expresar la opinión, la posibilidad, la capacidad, la obligación y la prohibición.
  • Léxico de uso común y de interés para el alumnado relativo al campo semántico de la pobreza, hambre, educación de calidad, salud y bienestar.
  • Patrones sonoros, acentuales, rítmicos y de entonación de uso común.
  • Convenciones ortográficas de uso común y significados e intenciones comunicativas asociados a los formatos, patrones y elementos gráficos.
  • Convenciones y estrategias conversacionales de uso común, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, etc.
  • Recursos para el aprendizaje y estrategias de uso común de búsqueda y selección de información: diccionarios, libros de consulta, bibliotecas, recursos digitales e informáticos, etc.
  • Herramientas analógicas y digitales de uso común para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa (aulas virtuales, videoconferencias, herramientas digitales colaborativas, etc.) para el aprendizaje, la comunicación y el desarrollo de proyectos con hablantes o estudiantes de la lengua extranjera.

B. Plurilingüismo.

  • Estrategias y técnicas para responder eficazmente y con niveles crecientes de fluidez, adecuación y corrección a una necesidad comunicativa concreta a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.
  • Estrategias de uso común para identificar, organizar, retener, recuperar y utilizar creativamente unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal.
  • Estrategias y herramientas de uso común para la autoevaluación, la coevaluación y la autorreparación, analógicas y digitales, individuales y cooperativas.
  • Expresiones y léxico específico de uso común para intercambiar ideas sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje).

C. Interculturalidad.

  • Aspectos socioculturales y sociolingüísticos de uso común relativos a la vida cotidiana, las condiciones de vida y las relaciones interpersonales; convenciones sociales de uso común; lenguaje no verbal, cortesía lingüística y etiqueta digital; cultura, normas, actitudes, costumbres y valores propios de países donde se habla la lengua extranjera.
  • Estrategias de uso común para entender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos.

Timing

This project implies the use of about thirteen or fourteen fifty-minute lessons. The timing is, obviously, approximate because it depends on a lot of factors, for example, the learning pace of the students and on their interests and the activities done in class.

The eleven or twelve sessions could be distributed according to this guide:

Pages

Objetives

Sessions
  • Introduction
  • Let's get the ball rolling!
  • To Encourage students to be a changemaker.
  • To show the importance of engineering to meet the 2030 Agenda

 1st session

SDG 14: Life Below Water

To understand Goal 14:

  • To practice oral and written comprehension.
  • To skim and scan a real English article.
  • To acquire vocabulary related to the semantic field: life below water
  • To practice oral mediation by debating about how to solve the current problem we have about overfishing in our oceans.
  • To develope the techological competence by creating a rod.
  • To develope their mathematic competence simulating and ocean with fish.
  • To practice oral and written interaction and meditation by designing and  promoting a product for selling.
  • To develope intercultural and multilingual specific competence by investigating the needs a country can have  to sell them a product.
  • To practice written and oral expresion by explining how to design a product.

  2nd and 3rd session

SDG 15: Life on Land

To undertand Goal 15:

  • To practice oral and written comprehension.
  • To skim and scan a real English article.
  • To develope intercultural and multilingual specific competence when dealing with worm farms.
  • To research for information about endangered species.
  • To acquire vocabulary related to endangered species.
  • To practice oral interaction and mediation when debating about the possibility of aniamls and human beings coexisting pacefully.
  • To develope the written expression by creating a digital poster about endangered species.

 4th and 5th  session

SDG 12: Responsable Consumption and Production

To Undertand Goal 12:

  • To practice oral and written comprehension.
  • To skim and scan a real English article.
  • To practice oral interaction and mediation by debating about the products made by animals that we daily use or wear.
  • To  learn about ecofriendly consumerism to develope oral and written mediation and interaction.
  • To develope their written production by creating a quiz for their family and friends.
  • To develope their oral specific competence by explaining the answers of the quiz.

6th and 7th session

SDG 13: Climate Change

To undertand Goal 13:

  • To practice oral and written comprehension.
  • To skim and scan a real English article.
  • To play a game to know what kind of climate changemaker they are.
  • To acquire vocabulary related to climate change (cognates and false friends).
  • To practice pronunciation of cognates and false friends.
  • To develope their artistic skills by creating an outfit with recycled items.
  • To practice written expression by describing the process of creating a recycled outfit.

8th and 9th session

SDG 17: Partnership for Goals

To understand goal 17

  • To practice oral and written comprehension.
  • To skim and scan a real English article.
  • To develope their intercultural and multiligual specific competence by playing a game by visiting different places all over the world.
  • To  work as a class group to practice oral and written mediation.
  • To develop their oral expression when presenting an outfit in the Fashion Show.
  • To develop their artistic skills by dancing and singing the song 'Jerusalema'.

10th,11th, 12th and 13th session
14th session: collaborative assessment + Project evaluation

Assessing

Rubrics are great for students because they let them know what is expected about them.  Moreover, they  also help teachers authentically monitor a student's learning process and develop and revise a lesson plan.

These are the rubrics which are expected to be used by you as a teacher and also by your students:

  •  1st Task: doing an oral presentation
  •  2nd Task:  designing a digital poster
  •  3rd Task:  doing a quiz
  •  4th Task: creating an outfit with recycled items

The final challenge consists of  organising and Fashion Show. At the end of the show, they will  sing  and dance the song ‘Jesuralema’ with  a new choreography invented by them  to show that working collaboratelly is the only  way to meet  the 2030 AGENDA.

This project is designed to be assessed following this pattern:

  • Teacher's evaluation of each task (there are 4) and the final challenge.
  • Peer evaluation (of the final challenge):  creation of your own assessment sheet in order to evaluate your classmates. Include the items that you consider as appropriate.
  • Self-evaluation (of the final challenge). 
  • Teacher's observation (participation, work class, attitude, etc. )

If your students finish successfully all their  tasks and the final challange of the project, you can recognise their work by giving them:

At the end of the project the student will have been able to:

  • Discuss what it means to be a Changemaker and other aspects about the 2030 Agenda.
  • Respect  life below water
  • Respect life on land
  • Know the meaning of responsible consumption and production
  • Know the meaning of partnership for goals
  • Respect the environment
  • Explain information
  • Remember details
  • Skim and scan articles written in not adapted English
  • Reading awareness
  • Develop research skills and visual design skills.
  • Show interest in the person or object that experiences an action rather than the person or object that performs the action (Passive Voice).
  • Use prepositions such as made from, made by and made with.
  • Recognise false friends
  • Pronounce  cognates words (from Latin and French)
  • Know vocabulary related to life below water, life on land, responsible consumption and production, climate change and partnership.
  • Work collaboratelly- Solve problems
  • Show results with graphics
  • Design a digital poster
  • Do an oral presentation
  • Do a quiz
  • Create artistic products by reclycing
  • Perform

Initial evaluation

The initial evaluation is referred to as the starting point of the teaching and learning process. Therefore, it is carried out at the beginning of each learning period, this is at the start of the school year, term or didactic unit.

This kind of evaluation allows us to identify each students' profile as regards physiological and cognitive maturity, previous knowledge and skills, as well as learning experiences, learning habits, interests, motivation and general attitude towards English.

The instruments available for the initial evaluation vary depending on the specific observation field, ranging from tests, direct observation, different types of activities, students’ control and observation panels, questionnaires and interest lists, to interviews with parents, students and educational psychologists as well as medical reports among others.

Continuous or formative evaluation

The continuous evaluation is regarded as an indispensable tool in order to obtain constant information about the students through the teaching and learning process. That is to say, during the school year, term or didactic unit. Therefore, its results will help improve the educational process. In this way, the notion of evaluation as an activity fully integrated in the teaching plan takes shape, and its formative role is emphasized. Hence, it is possible to assure that the planned activities fulfil the established objectives, accomplish the student’s interests, their level of difficulty is the appropriate and the students’ learning rhythm is the adequate.

On the contrary, it will deal with necessary variations in order to adapt the activities to the reality of the classroom.

One of the most appropriate instruments applied in the continuous evaluation is an assessment record form, intended as a class register of on-going student performance in relation to the blocks of basic knowledge identified in the syllabus.

Final evaluation

Final evaluation is regarded as the evaluation of the results achieved by the students and the teachers at the end of the teaching-learning process.

This, provides valuable information in three different scopes:

  1. Information to students, helping them to monitor their learning process.
  2. Information to teachers on the efficiency of the methods used, helping them in their investigation tasks within the classroom.
  3. Information about the efficiency of the teaching plan and goals.

Teaching Approach: UDL (DUA)

Universal design for learning (UDL) is a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process.

The three UDL principles are engagement, representation, and action and expression.

Specific Competence 1

Multilingualism and interculturality

What?
  • Analyzing and using the linguistic repertoires of different languages
How?
  • Reflecting on its operation.
  • Becoming aware of one's own knowledge.
  • Valuing linguistic and cultural diversity from the foreign language.
What for?
  • To learn new languages or improve the knowledge of them.
  • To develop the multilingual linguistic repertoire and its culture  awareness.

Specific Competence 2

Listening Comprehension

What?
  • Interpreting short and simple oral texts about predictable and unpredictable issues of personal, social, educational and professional fields.
How?
  • Using appropriate knowledge about textual genres, comprehension strategies and active listening.
What for?
  • To understand the overall meaning of the text.
  • To obtain explicit and implicit information

Specific Competence 3

Written Comprehension

What?
  • Interpreting both explicit and implicit information expressed in easy, brief multimodal written texts including frequent structures and vocabulary about predictable and non predictable topics of personal social , educative and professional topics.
  • Interpreting easy, brief, oral texts on predictable and non predictable personal, social, educative and professional levels (fields, backgrounds).
How?
  •  Using strategies that allow students to develop their linguistic repertoire.
What for?

  • To identify them all: the important ideas, the secondary ones, and the details.

Specific Competence 4

Oral Expresion

What?

  • Producing oral texts autonomously and fluently.
How?

  • Planning, producing, and providing useful strategies.

  • Applying strategies to develop their linguistic repertoire.
What for?

  • To express simple, personal, social, educational and professional messages.

Specific Competence 5

Written Expression

What?
  • Producing comprehensible and structured written and multimodal texts autonomously.
How?

  • Applying planning, textualization and revision strategies.

  • Using strategies that allow the development of their linguistic repertoire.
What for?

  • To express simple, personal, social, educational and professional messages.

Specific Competence 6

Oral and written interaction

What?

  • Interacting in a written, multimodal an oral way.

How?

  • Using simple exchanges of information, synchronously and asynchronously.

  • Showing autonomy and initiative.

  • Applying strategies that allow the development of the students' linguistic repertoire.
What for?

  • To respond to communication needs related to the personal, social, educational and professional sphere.

Specific Competence 7

Oral and written mediation

What?

  • Mediating between (among) interlocutors applying strategies of adaptation, simplification, and reformulation of the language.
How?

  • Planning, producing, and providing useful strategies.

  • Using strategies such as reformulation, adaptation, or simplification of the language in relation to  the objective, the situation and the interlocutors or addressees of communication.
What for?

  • To process and to transmit more elaborate information, in personal, social, educational and professional communicative situations.

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