LEARNING SITUATIONS

Learning situations

Decree 82/2022 Decree 83/2022 Guidelines for Syllabus Design and Units of work

"Situations and activities that require students to apply both key competences and specific competences, which contribute to the development of these competences" ( Article 2, Decrees 82/2022; 83/2022)

"Real situations or learning scenarios which activate the basic knowledge so that the students can acquire the different competences through their application.” (Annex III, Decree 82/2022)

The aim is to provide opportunities for students to connect and apply what they have learnt in contexts that are close to real life.

Evaluation criteria

Operational descriptors

self-esteem

Active methodologies

Key competences

Effective tool to integrate curricular elements from different subjects

autonomy

Basic knowledge

Objectives

Specific competences

reinforcing students'

critical thinking

responsibility

LEARNING SITUATION

creative way

relevant

in a

through tasks that are

cooperative way

meaningful

ANNEX III, DECREE 82/2022, DECREE 83/202

in order to solve

problems

challenges

Learning situations VS Units of work

2. Segunda prueba. 2.1. Esta prueba tendrá por objeto la comprobación de la aptitud pedagógica del aspirante y su dominio de las técnicas necesarias para el ejercicio docente, y consistirá en la presentación de una programación didáctica y en la preparación y exposición oral de una unidad didáctica. En la realización y desarrollo de la programación y de las unidades didácticas-situaciones de aprendizaje (las unidades didácticas contendrán una o varias situaciones de aprendizaje), su contenido deberá ajustarse a la normativa curricular vigente en Castilla-La Mancha en el curso 2024/2025.

Resolution of the problem or challenge

Learning situation

Unit of work

Tasks or activities

Final product

ULTIMATE PURPOSE

Elements

1. Title

7. Nº of lessons and timing

"guidelines that can be used to design LS" (Annex III, Decree 82/2022)

8. Methodology

2. Learning objectives

9. Resources

3. Justification

10. Tasks and activities

4. Contextualisation

11. Evaluation

5. Currricular foundation

12. Inclusion

6. Interdisciplinarity

1. Title

• Engaging title

• Clear and precise
• Integrating Basic Knowledge
• Linked to Stage Objectives

2. Learning objectives

• Why is the LS appropriate? State clearly:
• Aims of the LS
• Contribution to competence development: SC & KC

3. Justification

• Link of the problem / challenge to the students' experience and reality (daily life or in their geographical or social environment)
• Meaningful and relevant situations

4. Contextualisation

• SC to be developed ("the methodology must inolve interaction and production") + related KC and OD
• EC assessed
• BK targeted

5. Curricular foundation

• Collaboration with other subjects
• Not compulsory according to Annex III, Decrees 82/2002 and 83/2022 "

6. Interdisciplinarity

• "effective way to integrate curricular elements from different subjects"

• "(tasks and activities) can integrate learning from different subjects"

• Art
• ICT
• Science
• P.E., music, ...

• Timing (=unit)
• Nª of lessons:
• at the end of the unit: 2-3 lessons
• throughout the unit

7. Nº of lessons & timing

• Active methodologies:"The acquisition and development of the KC of the leaver’s profile, specified in the SC of each subject, is promoted by methodologies which recognise students as the agents of their own learning." (Annex III, Decrees 82/2022, 83/2022)

• students must take responsibility and work cooperatively and creatively
• variety of tools and working methods
• observation activities, questioning reality and integrating knowledge
• inside or outside the classroom
• different types of groupings

8. Methodology

9. Resources

• Authentic resources in different formats , both analogue and digital

• They are competence-based and have an ultimate purpose: to help students solve the problem or challenge through the development of a final product.

• They should be assessed, as it is essential to evaluate the process (formative assessment)

• According to Decree 82/2002 and 83/2022 (Annex III), they must:
• be flexible and accessible, likely to be adapted to different types of groupings and working methods and tasks, ensuring equality (inclusion)
• be adapted to situations and problems the students are likely to find in their daily lives or in their sociocultural and geographical environment (contextualisation)
• be complex; their resolution must lead to new learning (BAC: prepare for their personal, academic and professional future)
• promote aspects related to common interest, sustainability and democratic coexistence (transversal elements,SDG and 21st century challenges)
• promote decision-making, the critical use of diverse sources of information and the use of a variety of digital tools
• be developed at personal, family, school or social level

• According to Decree 82/2002, they can:
• be aimed at developing both school or extra-curricular projects
• involve new places and times in the school
• integrate learning from different subjects (interdisciplinarity)

10. Tasksand activities

• Measure the degree of competence development
• Applying Evaluation Criteria
• Through different evaluation tools: self-assessment and peer-assessmentare are key
• Importance of formative assessment (not only the final product)

11. Evaluation

• "Aligned with the principles of Universal Design for Learning, the learning situations lay the foundations for lifelong learning, fostering flexible and accessible pedagogical processes that adjust to the needs, characteristics and different learning paces of learners."
• Differentiation
• Offering choices

12. Inclusion

Final products

ORAL

WRITTEN

• Brochure
• Infographic
• Newspaper/magazine article
• Social media post
• Mind map
• Poster
• Advertisement
• Story
• Comic strip
• E-mail
• Song
• Poem

• Podcast
• TV show
• Performance
• Interview
• Commercial
• Presentation
• Social media video
• Tutorial
• Exhibition
• Guided tour
• Song
• Poem

Tasks and activities

• Watching videos
• Reading authentic texts (stories, books, newspapers, magazines, etc)- also digital
• Analysing texts (content and language)
• Discussions
• Internet research
• Linguistic activities (syntax, lexis)
• Interviews
• Enquires
• Surveys

LEARNING SITUATION OR PROJECT?

You work in a travel agency. Plan a 4-day trip to an English-speaking country and convince your clients (classmates) to book your trip

• Context: You are a travel agent pitching a trip.
• Audience: classmates as potential clients
• Problem or challenge: convince them to book your trip
• Final product: presentation, brochure, advert
• Interdisciplinarity (link to other subjects): maths (budget), geography, ICT
• Transversal elements/SDG: 12 responsible consumption and production (eco-friendly transport)

LEARNING SITUATION

1. Plan a 4-day trip to an English-speaking country. Create a presentation.

PROJECT

PROJECT

LEARNING SITUATION OR PROJECT?

Create a magazine article about an inspiring celebrity who has fought discrimination or promoted equality

• Context: The school magazine is looking for interesting and inspiring celebrity profile.
• Audience: school community
• Problem or challenge: discover and share inspiring stories about equality and discrimination

• Final product: magazine article
• Transversal elements/ SDG: 4 gender equality, 10 reduced inequalities

LEARNING SITUATION

2. Make a poster about a celebrity with pictures and basic information about their life. Present your celebrity to your classmates. We will vote for the best poster.

PROJECT

PROJECT

LEARNING SITUATION OR PROJECT?

• Context: A senior association in your town has planned a trip to London this Christmas. Most of the members are not used to travelling abroad and do not speak English.
• Challenge: help them communicate by creating a practical survival English kit that gives them the phrases, tips and resources they need.
• Final product options: Pocket handbook, video guide, phrase cards
• Interdisciplinarity: geography, ICT
• Transversal elements/SDG: 10 reduced inequalities

3. Create a survival English kit to help a group of senior people from your town who is travelling to London this Christmas.

PROJECT

LEARNING SITUATION

LEARNING SITUATION OR PROJECT?

Create an awareness campaign to reduce food waste in your school cafeteria.

• Context: The school cafeteria has noticed high levels of food waste. The school management team has asked you to design a campaign.
• Audience: students, teachers and staff
• Challenge: Encourage the school community to adopt sustainable habits and reduce food waste.
• Final product: posters, informational videos, leaflets...
• Interdisciplinarity: biology (envinronmental impact of food waste), maths (collect and analise data), ICT
• Transveral elements/SDG: 12, 13 climate action, 2 Zero hunger

LEARNING SITUATION

4.Research about food waste in Spain and create a video with your findings.

PROJECT

PROJECT

LEARNING SITUATION

LEARNING SITUATION OR PROJECT?

Promote tourism in your town by creating a guide that showcases your town’s history, landmarks, restaurants and attractions.

• Context: You work in the town tourist office.
• Audience: (potential) visitors to your town
• Challenge: promote tourism in your town
• Final product: printed or digital travel guide, video guide, interactive presentation…
• Interdisciplinarity: history, geography, ICT
• Transveral elements/SDG: 11 sustainable cities and communities

LEARNING SITUATION

5. Create a presentation about your town. Include information about the history, landmarks, restaurants and attractions.

PROJECT

PROJECT

LEARNING SITUATION

LEARNING SITUATION OR PROJECT?

Create interviews that celebrate female role models in science and share their stories with the school community.

• Context: The school day is celebrating the Day of Women in Science
• Audience: school community
• Challenge: Discover and share the stories and advice of women in science at our school in order to inspire the school community, in particular, female students
• Final product: written articles (school magazine), podcast or video interviews (school website)
• Interdisciplinarity: science, ICT
• Transversal elements/SDG: 4 quality education 5 gender equality

LEARNING SITUATION

6.Interview one of your teachers. Write the transcription of the questions and the answers. Prepare a short report for your classmates.

PROJECT

PROJECT

LEARNING SITUATION

LEARNING SITUATION OR PROJECT?

• Context: Students don't watch film these days so the school website wants to feature reviews of popular films to help students discover interesting movies and think critically about what they watch.
• Audience: students, school community
• Challenge: encourage other students school community to watch films.
• Final product: written article, illustrated review (visuals and text), video review (online website)
• Interdisciplinarity: ICT
• Transveral elements/SDG: 4 quality education / other topics (teacher's selection of films)

7.Write a review of a film you have enjoyed to encourage other students to watch it. Then, you will revise your partner's version. The final texts will be published On the school website

PROJECT

LEARNING SITUATION

LEARNING SITUATION OR PROJECT?

• Context: Your school is hosting exchange students from other countries.
• Audience: Exchange students visiting the school
• Challenge: help exchange students settle in and get familiar with the school by creating a welcome guide
• Final product: printed brochure, digital brochure, interactive presentation, infographic, video guide
• Interdisciplinarity: ICT
• Transveral elements/SDG: 4 quality education

8.Create a welcome guide for the exchange students visiting your school. Include information about school facilities, rules and activities.

PROJECT

LEARNING SITUATION

LEARNING SITUATION OR PROJECT?

Create a healthy lifestyle awareness campaign to inform and encourage your school community to adopt healthier habits. Use modal verbs to give advice and recommendations, and present your campaign in an engaging and creative way.

• Context: the school wants to share practical health advice with students to encourage better habits within the "SHP"

• Audience: school community
• Challenge: raise awareness of health and well-being by creating an awareness campaign
• Final product: posters, video clips, presentations…
• Interdisciplinarity: physical education, biology
• Transversal elements/SDG: 3 good health and wellbeing

LEARNING SITUATION

9.Design a poster giving health advice taking into account what we have learnt in texts and videos during the unit. Use modal verbs.

PROJECT

PROJECT

LEARNING SITUATION

LEARNING SITUATION OR PROJECT?

• Context: Global problems affect us all, and understanding them is important
• Audience: school community
• Challenge: inform people about a global issue, encourage them to reflect on its impact and inspire them to take action
• Final product: podcast
• Interdisciplinarity: geography, economics, biology, ICT
• Transveral elements/SDG: depending on the issue.

10. Create a podcast about a global issue to raise awareness among the school community. It will be published on the school’s website.

PROJECT

LEARNING SITUATION

1. Define a real context and real audience (school community, local community, sister school, younger students, families during school events, school …).2. Set a meaningful purpose beyond the classroom. Students must solve a problem or challenge.3. Specify the final product. Multiple options can be offered while maintaining the core challenge or problem.(UDL)4. Make sure you integrate critical thinking, collaboration and creativity.5. Link it to other subjects (through their curricular elements) [not compulsory but advisable]6. Integrate transversal elements and/or sustainable development goals [not compulsory but advisable]

two approaches

TOPICS:TRANSVERSAL ELEMENTS, SUSTAINABLE DEVELOPMENT GOALS AND 21st CENTURY CHALLENGES

• Real situations (service learning):
• intended audience: school community (students, teachers and families); town; younger students
• goal: raising awareness, helping...

• Imaginary situations
• intended audience: classmates as... or imaginary
• goal: creating, inventing, planning or designing (products, stories, cities, games, videogames, restaurants…)

• environment, animal abuse sustainable consumption and sustainable cities...
• mental health, well-being,healthy lifestyle, emotional education...

• children’s rights, equal opportunities, gender equality, personal and cultural diversity, education in values...

• critical and scientific spirit, social business and initiative, creativity...

planning your ls step by step

Curricular elements & learning objectives from the unit: SC (& KC) + BK + EC -> final purpose

Topic of the unit -> transversal elements, SDG, 21st century challenges and/or other subjects

Tasks and activities

Evaluation procedures & tools

Discussions for planningWriting: a scenario Reading: scripts Listening: trailers Writing: script Recording a trailer

Film genres, descriptive adjectives, past tenses SC: 1-6 ; EC:1.2, 2.2, 3.2, 6.3 Create a film

Film about gender equality

Cinema-> film contest at school or in the town

Trailer of a film (+ poster, podcast interview )

TBL + authentic resources

Topic of the unit -> Meaningful and contextualised situations (problem or challenge)

Inclusion

Methodology & resources

Final product

applying task-based learning to a learning situation

• Model: showing samples, identifying key features.
• Groupings: arranging students into heterogenous groups
• Task: brainstorming, drafting. The focus is on tackling the problem or challenge of the LS.
• Planning: revising and organising the ideas into the final product (decisions on structure and format, what content to include, who is going to present each part, how to make it visually appealing)
• Report: the final product is shared or communicated. If it is written, you can add a short presentation to classmates.
• Language analysis: analysing the language used. The goal is learning from language in context (mistakes, areas for improvement…)
• Language practise: practising target language through exercises (fill-in-the-blanks, matching, rewriting…)