Situació d'aprenentatge

3r PRIMÀRIA - lomloe 2023

ANGLÈS
Daniel Bermúdez Boza
Raquel Elena García Flores
1. INTRODUCTION
2. DESCRIPTION OF THE SOCIOEDUCATIONAL CONTEXT
3. THE SCHOOL CONTEXT
4. ANALYSIS OF THE GROUP
5. LEGAL FRAMEWORK
6. DESCRIPTION OF THE LEARNING SITUATION
7. OBJECTIVES
7.1. GENERAL OBJECTIVES
7.2. LEARNING OBJECTIVES
8. COMPETENCIES
8.1. KEY COMPETENCIES
8.2. SPECIFIC COMPETENCIES
8.3. CROSS CURRICULAR COMPETENCIES
9. EVALUATION
9.1. ASSESSMENT CRITERIA RELATED TO THE SPECIFIC COMPETENCIES
9.2. DESCRIPTORS
9.3. EVALUATION INSTRUMENTS
9.4. CORRECTION CRITERIA
9.5. TEACHING ASSESSMENT
9.6. STUDENTS SELF-EVALUATION
10. KNOWLEDGES
10.1. BLOCKS OF CONTENTS
10.2. RELATION OF DIFFERENT KNOWLEDGES
10.3. CONTENTS FOR SUSTAINABLE DEVELOPMENT GOALS
11. METHODOLOGY
11.1. RESOURCES, SEATING ARRANGEMENTS AND MATERIALS
11.2. METHODOLOGICAL STRATEGIES
11.3. USE OF DIGITAL RESOURCES
12. ACTIVITIES
12.1. PLANNING SCHEDULE
12.2. LEARNING ACTIVITIES
12.3. ASSESSMENT ACTIVITIES
13. CLASSROOM MANAGEMENT
14. EDUCATIONAL ATTENTION FOR INLUSIVE EDUCATION
14.1. UNIVERSAL MEASURES (UNIVERSAL DESING FOR LEARNING)
14.2. ADDITIONAL MEASURES
14.3. COEDUCATION AND GENDER EQUALITY
15. RELATIONSHIP AMONG OTHER SUBJECTS
16. CONCLUSION
17. BIBLOGRAPHY
1. INTRODUCTION
The new concept and approaches of education that the new legal framework has established, make
teachers move to different ways of teaching. That is the reason beacuse of the following learning
situation has been created, according to the new regulations, it shows a different way of curricular
map with the relation of new concepts that involve the teaching and learning process in the current
days. Thus, our main goal is to achieve and develop the key competencies by means of the specific
competences and the basic knowledges, and later, to assess the process with the assessment criteria
as the referents of the process. These assessment criteria are related to opperative descriptors which
connect with the key competences and constitute the competence profile. As a conclusión every
curricular element is connected with the rest, and the best way to show all the connections is by
solving a learning situation where students will be involved.

2. DESCRIPTION OF THE SOCIOEDUCATIONAL CONTEXT

The school is located in a new neighbourhood which residents work in the capital city, which is 10
minutes away. Most of them work in the service sector, so in general, they have a middle-low
socioeconomic level. The neighbourhood is well connceted with the capital city, as it is easy to find a
bus stop and underground station.
The catchment area is recently built, there is a new shopping center with a cinema, restaurants and
different shops. Moreover, there is a big-sized park to practice sports, playing and it has a gorgeus
picnic-area to eat.

3. THE SCHOOL CONTEXT

This school is 10 years old, it is made up of two floors, with a huge area for practising football,
basketball, volleyball, tennis and athletics. It also has a gym to practise indoor sports and activities.
The school provides both Infants and Primary Education stages, it is made up of three lines in each
level, so the number of students is high. There are different teachers: Primary education, Infants
education, English teachers, Bilingual English teachers, Special education teachers, Music teachers
and Physical Educaction teachers. It also count with the collaboration of a language assisstant and
the Psychologist team.
The school is inmersed in different projects, the most relevant for this learning situation are: Bilingual
teaching, Coeducation and Growing in Health. Families participate actively in school thorugh these
projects and other activities which would be proposed.

4. ANALYSIS OF THE GROUP

The group of students belong to fifth grade of Primary Education. It is a group of 24 students. In
general, it is a very motivated group, they enjoy group activities and a little talkative though. This fact
provokes some noise in the class, because of that there are described a few meausures in point
number 13, in order to control the classroom. They enjoy playing games together, so it is not
necessary to deal with big social problems as the ones that are usual at this age.
They have a quite good level of competencies for English Language, They feel confident in Reading
and listenig although in writing and speaking but it is important to take into account two children with
special characteristics who need adaptations in order to achieve and develop the competencies.
Later, it is described general and specific adaptations which are based in The Universal Design for
Learning principles.

5. LEGAL FRAMEWORK
The teaching process is a complex practice that requires an organisation and legal referents which
guide all the elements. In this case, it is taken into account the referencies about learning situations.
According to the Resolution EDU/4037/2022, of December 21, for the open call for stabilisation
processes, by means of the selective system by public examination to enter in the public
teaching fuction; the learning situation described in this document must be based on the newest
legal framework for fifth grade.
From the highest law, the Law 3/2020, of December 29, which modifies the Law 3/2006, of May 3, of
Education (LOMLOE), The Crown Decree 157/2022, of March 1, which establishes the organisation
and the basic teaching for Primary Education. Learning situations are situations and activities which
imply actions to develop and achieve key and specific competencies by students.
In our Autonomous Community, the Decree 175/2022, of September 27, of the organisation of the
teachings of Basic Education defines the learning situations in its article 7: They are scenarios where
students find the real life and schools can use to develop the learnings. They set out a concrete
context, a current, past or future reality which can be, in a big sense, a question or a problem. This
question or problema have to be solved and students have to be involved. Learning situations make
possible to be the mean by which a syllabus is organised in every level, area or field. They are based
on contexts related to knowledges and capacities, that are the basis of competencial learning
approach.
It is important to consider the competence profile, which means that students have to develop the
key competencies at the end of Basic Education, and it is the way in which teachers have to asssess
the progress. Therefore, teachers have to organise pedagogic purposes in which these key
competencies are asssessed by means of learning situations.
6. DESCRIPTION OF THE LEARNING SITUATION
The learning situations are the new concept of didactic unit. According to Decree 175/2022, “The
learning situations are scenarios that students can find out in their real life, and schools can use them
in order to develop learning. They set out a particular context, current reality in the past or which is
expected in the future; it could be a question or problem. On the whole, the problems or questions
must be understood, solved and taken part. Learning based on learning situations makes posible to
assemble the syllabus of the level, area or sphere. They have to be based on different contexts that
join knowledges with skill-competencies”.
The learning situation that is presented in this document has the following elements:
  Interactive classbook
 Applications and games: liveworksheets, kahoot, wordwall, Canva, wordle, Google forms,
youtube, cerebriti, vedoque, visual thiking, genially…
 Assessment tools: Corubrics, plickers, addittio…

12. ACTIVITIES
12.1. PLANNING SCHEDULE
In the following chart we can see the planning of the sessions:

1. Learning the 2. Investigation 3. Skills 4.Sociocultural 5. Preparation of

vocabulary review aspects the final task
6. Preparation of final 7. Correction 8. Recording 9. Learning stations 10. Visualisation
task and analysis of the
final task

The full sessions will be described in the defense and ordered in a chart in Annex I.
12.2. LEARNING ACTIVITIES
Learning activities are showed as a didactic transposition in which all the elements are connected:
Learning activity Exercises Resources Cognitive Contexts in Methodology
processes the task

1.Visualisation Listen to the story, listen and IWB Analytical Primary: Their TPR
and presentation discriminate, listen and repeat, Flashcards Practical diet and Cooperative
activity. guessing game, say and point, Computers Critical activities. learning
read and colour, read and The Logical Secondary: Group
circle Internet Reflexive Others’ investigation
Portfolio activities Task Based
Pictures Tertiary: Approach
Games Recording the Communicative
video in a approach
1. Searching Order the sentences, find and different Student
informatio say, search information, scenario: at centred
n activity karaoke, video, role-play. home, in the approach
playgrpund, in Use of digital
a park… resources
2. Review Read and find, questionnaires,
and colour and cut, sing and dance
sociocultu the song, portfolio.
ral activity Learning stations

3. Final task Visualisation of a video about

activiy healthy diet and habits.
Selecting contents.
Elaboration of the script for the
video.