Educational Programming - creado desde un Mapa Mental

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General programmig

Class progremming

Introduction

Objectives of the stage

Key competences

CONTENTS, EVALUATION CRITTERIA AND LEARNING OUTCOMES

METHODOLOGY

TEMPORALIZATION

INTERDISCIPLINARITY

Evaluation

Theorical justification

Contextualization

Personal opinion

General description

Law framework

Autonomus communitties

LOE, LOMCE, RD 126

Course and grade

Pupils' characteristics

Enviroment or social characteristis.

Shudle

Economic level

Type of place

A-N

Understand and appreciate the values ​​and standards of living, learn to act in accordance with them, prepare for active citizenship and respect for human rights and pluralism inherent in a democratic society. SCC, CLC,CAE

Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning, and entrepreneurship. CLC, L2L, SIE

Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in social groups with which they are associated. CLC, SIE, SCC

Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and non-discrimination of people with disabilities. SCC, CLC, L2L

Know and use appropriately the Spanish language and, if any, the co-official language of the Autonomous Community and develop reading habits. CLC, L2L,DC

Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in everyday situations. CLC, L2L

Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and estimates, as well as being able to apply to situations in everyday life. CLC, CMST, SIE

Know the main features of Natural Science, Social Science, Geography, History and Culture. CLC, CMST,CAE

Start using, for learning, the information technology and communication to develop a critical mind to the messages they receive and produce. CLC, SCC

Use representation and artistic expression and start to build visual and audio-visual proposals. CLC, CAE

Rate hygiene and health, accept their own body and that of others, respecting differences and using physical education and sport to encourage both personal and social development. CLC, CMST

Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care. SCC, CLC

Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence, prejudice of any kind and sexist stereotypes. SIE, CLC, L2L, SCC

Promote road safety education and respectful attitudes that affect the prevention of accidents. SCC, DC, CMST

CLC

The COMPETENCE IN LINGUISTIC COMMUNICATION (CLC), is the result of the communicative action within particular social practices, in which the individual interacts with other interlocutors through texts in multiple modalities and formats. These situations and practices may involve the use of one or several languages, in different spheres and either individually or collectively.

CMST

The COMPETENCE IN MATHEMATICS, SCIENCE AND TECHNOLOGY (CMST), induces and strengthens some essential features of the students' training, which are basic for life. In a society where the impact of mathematics, science and technology is determining, the achievement and sustainability of social well-being demands behaviours and personal decision-making closely linked to critical abilities and a reasoned and reasonable vision of others. All these are contributing factors in the competence in mathematics, science and technology.

DC

The DIGITAL COMPETENCE (DC) involves a creative, critical and safe use of information and communication technologies, in order to achieve the objectives related to work, employability, learning, use of free time, and inclusion and participation in society.

L2L

The competence for LEARNING TO LEARN (L2L) is vital for lifelong learning taking place in different contexts, both formal and non-formal or informal ones. This competence is characterised by the ability to start, organize and persist in learning. This requires, first of all, the ability to feel motivated to learn, and, in the second place, the need to foster organization and learning management.

SCC

The SOCIAL AND CIVIC COMPETENCES (SCC) involve the skills and abilities necessary to use their knowledge and attitudes towards society –from different points of view, in a dynamic, changing and complex conception–, in order to interpret phenomena and social problems in increasingly diverse contexts; to build responses, take decisions and solve conflicts, as well as to interact with other people and groups according to norms based on mutual respect and democratic convictions. Furthermore, it also includes actions at a closer level to individuals as part of a civic and social implication.

SIE

The SENSE OF INITIATIVE AND ENTREPRENEURSHIP (SIE), is the ability to transform ideas into actions. That means becoming aware of the situation to be solved, know how to choose, plan and manage their knowledge, and the necessary skills or abilities and attitudes with self-criteria, so as to achieve the desired objective.

CAE

The CULTURAL AWARENESS AND EXPRESSION competence (CAE), involves knowing, understanding, appreciating and valuing the different cultural and artistic demonstrations —with a critical eye and with an open and respectful attitude—, using them as a source of enrichment and personal enjoyment, and considering them as part of peoples' wealth and heritage.

Key competences in the curriculum

Contribution develop competences

BLOCKS OF CONTENTS

CONTENTS COMMON TO ALL BLOCKS

BLOCK 01 UNDERSTANDING ORAL TEXTS

It refers to oral understanding, understood as the basis for learning all languages. Throughout the stage students acquire the skills to understand the teachers, introducing songs or resources of various kinds which will have progressively less strategic support understanding.

BLOCBLOCK 2: PRODUCTION OF ORAL TEXTS

This block includes oral production and develops both speaking and interaction. Both are part of communicative situations, among others, routines, memorized gestural structures and supports that allow the exchange of information within a functional and meaningful context based on the interests of each age.

BLOCK 3: UNDERSTANDING WRITTEN TEXTS

The third block “understanding written text”, which gathers the students develop a range of strategies: to decode texts, linking letters and sounds, to formulate hypotheses about what they read, to reflect on the information, to categorize and to appreciate and enjoy it.

BLOCK 4: PRODUCTION OF WRITTEN TEXTS

In the fourth block of production and interaction of written texts it is underlined the relevance of the teacher´s support who gradually, over the stage, has to vary the type of methodological intervention in order to achieve that students perform processes autonomously and collaboratively.

General and specific methodology of the area

Spaces and times organization

Topic

Cooperative learning

Individual activities

Theory of multiple intelligences

CLIL

PBL

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

Group work

GOOD AND SERVICES PBL

Calendar

Index of units

Teaching process

Learning process

Evluation criteria and achievement indicators

Personal Evluation sheet

Interviews

Test and projects

Personal profile

TOPIC

GAMIFY

CLUE ACTIVITIES

UNITS

LEARINING GOALS