1.
IDENTIFICATION
Real & meaningful context: Centre of interest: the students should acknowledge a situation, topic or even a problem
that is considered relevant in their daily work and is motivating in itself.
Num Nº of
Grade: Title or Task: Term:
ber: sessions:
2. JUSTIFICATION / RATIONALE
The objectives of the stage (RD 217/2022 // RD243/2022, article 7 + Decree 102/2023 // Decree 103/2023, article 5)
and both the general and pedagogical principles (RD 217/2022 // RD243/2022 articles 5 & 6 + Decree 102/2023 //
Decree 103/2023, articles 4 and 6) will be considered so as to underpin the arguments that provide the basis for the
proposal (affective development, emotional management, habits of healthy living and body control, communication and
language manifestations, elementary guidelines for co-existence and social relations, the environment in which we live,
the living beings that coexist in it, responsible consumption, ...). Likewise, 21st. century challenges (Appendix I:
Outbound Profile -RD 217/2022): civic disaffection, migration and mobility, mitigating environmental and ecological
damage, void vision and foresight, identities and changing norms in society, increasing inequality of wealth and income,
conflict and war, technological disruption, living in a global society may be called upon to back up your didactic
sequence.
3. DESCRIPTION OF THE FINAL PRODUCT / CHALLENGE / TASK
The description should make explicit what is to be achieved without forgetting important details such as the
context in which it is to be achieved, brief reference to the setting, the means or tools needed, etc. (an outing to...,
an exhibition about..., a montage or collage focusing on..., a book on… a presentation about..., a party to celebrate…, a
decoration of…, a diptych on, etc.).
4. CURRICULAR SPECIFICATION
Order of May 30th 2023
It will be the element to bind the Learning Scenario with the elements of the curriculum. Here, we will include the specific
competences, which will be the starting point or the axis of the specification, the assessment criteria, the core
knowledge and the descriptors of the competence profile to be developed. The latter are those which should serve
as a starting point and lay the foundation for the rest of the curricular decisions, the strategies and methodological
guidelines and serve as a benchmark for the internal and external assessment of student learning, thus making clear that
the activities to be carried out are connected with the ultimate aim of the educational task, the development of
competences and the mobilisation of the core knowledge necessary for this. In short, the "what for".
Didactic Objectives
Specific Pedagogical Principles
(the ones which are Competence
Competences Core Knowledge +
proper of the Learning Profile (KCs)
Interdisciplinarity
Scenario)
5. DIDACTIC SEQUENCING
Brief explanation of "how", "with what", "when", "where", etc., the teaching-learning process is to take place.
The aim is to summarise the tasks and activities to be carried out in order to motivate, develop, consolidate and
implement the educational practice, defining both the scenarios and the resources necessary to carry them out as well as
the interactive pattern. It is advisable to refer to the cognitive processes involved (attention, perception, reasoning,
emoting, learning, synthesizing, rearrangement and manipulation of stored information, memory storage, retrieval, and
metacognition).
TASKS / ACTIVITIES
The Learning Scenario should be structured in a series of steps/phases, including activities and tasks aimed at
generating knowledge and enabling the achievement of the specific competences set.
Step 1: Motivational and approach phase
Step 2: Research and knowledge
Step 3: Creative (challenges) and implementation
Step 4: Dissemination, exposition and learning
Session Title Time Grouping Resources Cognitive Processes
6. MEASURES TO MEET DIVERSITY AND ATTEND TO INDIVIDUAL DIFFERENCES
6.2. Coping with sts’
6.3. Meeting sts’ Learning
Learning pace:
6.1. Specific needs Styles: UDL Principles +
Reinforcement +
Guidelines
Extension Activities
7. EVALUATION OF OUTCOMES AND PROCESS
7.1. LEARNING ASSESSMENT PROCEDURES
Ev. Criteria
Observation Tools
(Order of May 30th 2023)
7.2. ASSESSMENT OF UDL MEASURES TO MEET DIVERSITY
7.3. PROCEDURES FOR THE EVALUATION OF THE TEACHING PRACTICE
Indicator of achievement Tool / Instrument
