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DIDACTIC GUIDELINES

KEY COMPETENCES

Along the different OERs we will work on the Key competences established by the LOMLOE, the educational law becoming effective on the 2022-2023 school year. One of the aspects it talks about is the competence-based education. Said competences will involve:

  •  knowledge: concepts, ideas, grammar rules...
  •  skills: putting the knowledge into practice to obtain results.
  • attitudes: the willingness to act in the face of ideas, people or situations.   

The key competences identified are: 

  1. Linguistic Communication competence
  2. Plurilingual competence
  3. STEM 
  4. Digital competence
  5. Social and Personal competence and Learning to learn 
  6. Competences in citizenship 
  7. Competence in entrepreneurship
  8. Competence in cultural awareness and expression

Most of them will be, at different levels, worked on along the seven OERs, although the Project will be mainly focused on the LINGUISTIC, PLURILINGUAL, STEM, DIGITAL AND PERSONAL/SOCIAL/LEARNING TO LEARN competences.

The specific competences to develop are:

  • Linguistic Mediation
  • Comprehension
  • Interaction
  • Plurilinguialism Focus
  • Production
  • Interculturalism Focus

OBJECTIVES

The main goal of this project is to reach an integrated communicative competence as well as an intercultural awareness that help students realize, understand and value how important it is to be able to understand and speak English.

At the end of the project the students will have worked towards:

  • Knowing and using vocabulary regarding to travelling.
  • Interacting in games and activities using the vocabulary and structures learned along the different OERs.
  • Interacting with each other using the English language.
  • Cooperating and working together.
  • Recording and being aware of their own progress.
  • Becoming familiar with cultural aspects and developing an intercultural awareness.
  • Interacting with English material and becoming aware of how useful learning English is.
  • Being aware of the importance of knowing other realities and cultures.

METHODOLOGY - TIMING - ATTENTION TO DIVERSITY

This resource is one of the seven Open Educational Resources (OER) from the "A Journey Through English" Project elaborated during a “Licenza por Formación concedida pola Xunta de Galicia, Orde 2 de xuño de 2021”

  •  OER 1: Getting ready
  • OER 2: Visiting an Irish School
  • OER 3: Exploring the Wonders of UK
  • OER 4: Touring USA
  • OER 5: Tasting Canadian life
  • OER 6: Discovering South Africa
  • OER 7: Planning an Australian Holiday

This project is designed to be applied in 5th grade in the English as a foreign language subject (it could be also used in 6th grade).

Along the different OERs students will first activate their previous knowledge and then learn through discovery by solving different activities which will build up for them to create their final tasks.

An active methodology will be used, making the students responsible for their own learning and fostering their reflection, sharing of ideas, decisión-making strategies…  It is also a flexible Project so that it can be adapted to the students needs and the group circumstances.

Basic tasks will be provided for students to build their own knowledge and scaffolding strategies will be used so they go from words to integrating the vocabulary into structures and into creating their own short oral or written texts, dialogues, …

Each OER is divided into 7 parts, each of them containing different tasks.  The timing will depend on the group characteristics and level, on the way we use the different activities, if we use other resources, etc.

Each Open Educational Resource follows this structure:

  • Hello! - Didactic Object objectives and short Introduction (for the teacher)
  • Before the trip - previous Knowledge, vocabulary introduction, scaffolding (1-2 sessions)
  • On the go- language in context, key structures, more key vocabulary (1 session)
  • At destination - Culture, structures and vocabulary practice, learning stations (2- 3 sessions)
  • Travel Journal - revision and final tasks (2-3 sessions minimum)
  •  How did the trip go? - reflection and self assessment (part of a session)
  • Teacher Guidelines - Didactic Guidelines, Didactic Object printables, images authorship.

The timing will depend on many different factors, the distribution proposed above is just an orientation.

Different types of activities/tasks will be provided: interactive ones to do individually, pair work to pactise oral skills, group work when going to the different learning stations... Many of the activities are designed to work in pairs or groups, as a way to promote cooperative learning strategies as well as giving them the opportunity to communicate and interact in the English language…

Also, many of the activities will be presented in 2 or 3 different levels of difficulty as an inclusive learning strategy. Working in cooperative groups, using learning stations and manipulative materials will be also strategies to try to  reach every student no matter what their needs might be.

ASSESMENT

Different types of evaluation will be integrated, depending on the moment:

  • Initial Assessment: done at the beginning to check previous knowledge.
  • Formative evaluation: through the different tasks during all the sessions to see the students’ progress.
  • Final evaluation: at the end. It will include the final tasks and the assessment of their progress through their self-assessment rubric.

The assessment tools will be:

  • Self-evaluation and co-evaluation: self correction of tasks, sharing correction with the classmates, group or individual reflection after a task, recording and critical listening of their work, among the main strategies. The different strategies will be applied depending on the group and situation. A self-assessment rubric is provided at the end of each OER.
  • Direct observation.
  • Final tasks and rubrics to assess them.