LEARNING SITUATIONS

LEARNING SITUATIONS

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LEARNING SITUATIONS

Defined as SITUATIONS AND ACTIVITIES which entail a series of actions linking key and specific competences, interacting with the different curricular elements by solving tasks and meaningful activities in a creative and cooperative way.

it outlines specific competences by mobilising basic knowledges

It recognises students as the driving force in the learning process

it is the creative and collaborative resolution of a challenge or task.

It complies with the Universal Design for Learning.

It is based on the context

IT presents a REAL APPLICATION

It is planned as a task of growing complexity

DRIVING FORCE OF THE CURRICULAR ENGINE

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STARTING POINT: CURRICULAR ELEMENTS IN SPANISH

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CURRICULAR ELEMENTS.

Goals: StageDeparture Profile Key Competences Specific Competences Contents expressed as Basic Knowledges Assessment Criteria

GOALS

They are achievements students are expected to reach at the end of the stage and whose attainment is linked with key competences.

STAGE GOALS For all school years (RD 217/213-RD 1105)

DU/PU GOALS Personalised (Bloom's Taxonomy

SPECIFIC COMPETENCES (RD 217/243 2022).

• They are the developments that students must put into practice in activities or situations which require basic knowledges of every area. • They are understood as a second level of concretion in competences and entail a basic element between key competences and basic knowledges of the áreas and the assessment criteria. Therefore, specific competences represent the landing of key competences and their operational descriptors for every area.

1. Understand and interpret the main ideas of oral, written and multimodal texts, expressed in a starndar lgg, in analogic and digital support, searching reliable sources and making use of inference strategies to answer the communicative demands proposed.

2. Produce oral , written and multimodal texts of growing extension, clear and well organised using strategies to express ideas in a creative and coherent way

3. Interact actively in oral, written or multimodal way with other people with enough fluency and precision, using cooperative strategies bearing in mind rules of courtesy.

6. Critically value and adapt to the linguistic, cultural and artistic diversity, reflecting and sharing similarities and differences, taking Andalusian culture as starting point.

5. Widen and use linguistic repertoires between different languages reflecting critically about its functioning to increase learning strategies between languages.

4. Mediate between different languages and varieties in oral and written form using strategies to transmit information effectively and create a positive communicative atmosphere.

KEY COMPETENCES

• They are the achievements considered indispensable so that students can progress with success in their training offer and face the main challenges at global and local level. • They are the adaptation to the Spanish Educational System of the key compet. set by the EU concil in 2018 linked with lifelong learning. • There are 8 key competences in new curriculum, 7 in the old one.

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DEPARTURE PROFILE (RD 217-243/2020. ANNEX 1)

-Cornerstone of the curricular building. -It specifies the main aims of the educational system linked with basic education. -It identifies and defines, linked with 21st century challenges, the key competences all our students must acquire at the end of the basic education.

Se concibe, por tanto, como el elemento que debe fundamentar las decisiones curriculares así como las estrategias y las orientaciones metodológicas en la práctica lectiva

Es un marco general que guiará también el sentido de decisiones pedagógicas de un centro, en el diseño de su Proyecto Educativo

el perfil de salida es vital, pues marcará claramente el rumbo de decisiones sobre la titulación del alumnado

OPERATIONAL DESCRIPTORS (RD 217-243/2020. ANNEX 1)

They mark the degree of development of competences. HOW MUCH?.

DESCRIPTORS + KNOWLEDGES= SPECIFIC COMPETENCES

• They specify the progress which is expected in the acquisition of each competence.
• They are progressive and sequenced, reinforcing and specifying the fluency and even pace in training throughout life until the departure profile is achieved.
• Therefore, every key competence is specified into a series of operational descriptors which define the departure profile in secondary education.
• They are the "landing" and specification of key competences in every area.

ASSESSMENT CRITERIA (Order 30th May)

They are the referents which indicate the levels of development expected by students in situations or activities linked with specific competences in every area at a set moment in the teaching and learning process.

ASSESSMENT CRITERIA 1 for 1st ESO (16.=--- SPECIFIC COMPETENCE: 1. Understands and interprets the general sense and specific details of oral, written and multimodal texts using reliable sources to answer for specific communicative needs. assessment criteria 1.1. starts the interpretation and analysis of global sense and specific information.. assessment criteria 1.2. starts the interpretation and value of contentx and discoursive features.... assessment criteria 1.3. starts in the process of select, organise and apply strategies adapted to communicative situations...

NOW IT IS YOUR TURN...

CREATING A LEARNING SITUATION

ADD THE CURRICULAR CONCRETION

JUSTIFY THE PROPOSAL

DESCRIBE THE FINAL PRODUCT OR CHALLENGE

LOCATE THE CENTRE OF INTEREST

Important topic or situation. Motivating Linked with goals Linked with plans and projects.

Competence..what for? Include: 1. Normative curriculum 2. cooperation 3. action 4. Emotion.

1. Open generative questions. 2. Provocations 3. Tasks assigned by others

It must be an OPEN and USEFUL challenge Connecting elements of reality Leading to action (research, act, produce..) According to students' interests Linked with their environment (social and cult.)