Worksheetstopic 21
Total questions: 20
Worksheet time: 2hrs 40mins
According to the new legal framework, a SYLLABUS DESIGN is...
formed by the teaching and learning strategies and activities that teachers carry out with the school students in a specific subject, organised in Learning Situations.
formed by the teaching and learning strategies and activities that teachers carry out with their group of students in a specific subject, organised in Learning Situations.
formed by the teaching and learning strategies and activities that teachers carry out with their group of students gathering all the areas, organised in Learning Situations.
formed by the teaching and learning strategies and activities that teachers carry out with their group of students gathering all the areas, organised in Didactic Unints
What to teach? Focused on the (a) established by the new legal framework: key competences, especific competences, objectives and basic knowledge.
How to teach?
Dealing with the assessment criteria related to the FL teaching
Dealing with the objectives set for primary in the FL teaching
Dealing with the most appropriate methodological principles to teach and learn a FL.
Dealing with the new legal framework for the FL teaching in Primary
The first level of curricular responsability is established by
European framework plus national goverments
Local Council
Autonomous Communities
National and Regional governments
The syllabus design has to include
Key competences, specific competences, objectives, evaluation criteria, operational descriptors as well as pedagogical principles, a specific teaching plan for SEN students and Annual General Programme.
Key competences, specific competences, objectives, evaluation criteria, operational descriptors as well as pedagogical principles and a specific teaching plan for SEN students, that is to say, Attention to Diversity Plan.
Key competences, specific competences, objectives, evaluation criteria, operational descriptors as well as pedagogical principles, a specific teaching plan for SEN students and School Education Project.
Key competences, specific competences, objectives, evaluation criteria, operational descriptors as well as pedagogical principles, a specific teaching plan for SEN students and School Community Plan.
Where Specific Competences for the area of English are defined?
Royal Decree 157/2022 Annex 1
Royal Decree 157/2022 Annex 2
Royal Decree 157/2022 Annex 3
Royal Decree 157/2022 Annex 4
LEARNING SITUATIONS are based on
operational descriptors and they substitute the traditional Didactic Units, based on objectives instead.
contents and they substitute the traditional Didactic Units, based on objectives instead.
basic knowledge and they substitute the traditional Didactic Units, based on objectives instead.
competencies and they substitute the traditional Didactic Units, based on objectives instead.
Further information about Learning Situations can be found in
Royal Decree 157/2022 Annex I.
Royal Decree 157/2022 Annex II.
Royal Decree 157/2022 Annex III.
Royal Decree 157/2022 Annex IV.
OBJECTIVES are achievements
students should have reached at the end of the stage, as a result of the teaching learning experiences intentionally planned for this aim. These achievements are linked to the acquisition of the key competences.
students should have reached at the end of the academic year, as a result of the teaching learning experiences intentionally planned for this aim. These achievements are linked to the acquisition of the key competences.
students should have reached at the end of the stage, as a result of the teaching learning experiences intentionally planned for this aim. These achievements are linked to the acquisition of the specific competences.
students should have reached at the end of each one of the three cycles, as a result of the teaching learning experiences intentionally planned for this aim. These achievements are linked to the acquisition of the specific competences.
What does the Exit Profile assess at the end of Primary?
Operational Descriptors
Specific Competences
Key Competences
Basic Nowledge
Key Competences are an adaptation to the Spanish educational system of the key competences established in the
Recommendation of the Council of the European Union, of May 22th, 2015.
Recommendation of the Council of the European Union, of May 22th, 2016.
Recommendation of the Council of the European Union, of May 22th, 2017.
Recommendation of the Council of the European Union, of May 22th, 2018.
Where are the SPECIFIC COMPETENCES detailed and explained?
Royal Decree 157/2022 Article 10 and Annex II and Decree 61/2022 Annex II
Royal Decree 157/2022 Article 10 and Annex I and Decree 61/2022 Annex I
Royal Decree 157/2022 Article 10 and Annex III and Decree 61/2022 Annex III
Only in Royal Decree 157/2022 Article 10 and Annex II
Decree61/2022 states the contents for the English area. How many block of contents are there?
There are three in each cycle of Primary
There are four in each cycle of Primary
There are five in each cycle of Primary
There are six in each cycle of Primary
What are the names of the four block of contents specified in Decree 61/2022, Annex II?
A. Communication
B. Plurilingualism
C. Cultural awareness and emotions
D. Syntactic and discursive contents
A. Communication
B. Linguistic awareness
C. Interculturalism
D. Syntactic and discursive contents
A. Communication
B. Plurilingualism
C. Interculturalism
D. Grammar
A. Communication
B. Plurilingualism
C. Interculturalism
D. Syntactic and discursive contents
Learning Universal Design (DUA in Spanish) is a
teaching plan that gathers curricular measures in order to adapt pupils' learning rhythm to the Primary stage learning objectives
teaching plan that gathers curricular measures in order to adapt pupils' learning rhythm to the contents of the curriculum
teaching plan that gathers methodological and curricular measures in order to adapt pupils' learning rhythm to their learning process
teaching plan that gathers the SEN students adaptations
In order to justify the Learning Universal Design, what articles in the RD can we take into account?
article 5: general principles
article 6: pedagogical principles
article 5: learning principles
article 6: attention to diversity principles
When planning WHAT TO ASSESS, we have to bear in mind following documents:
Royal Decree 157/2022 Article 14 and Order EFP 279/2022 4th of April
Royal Decree 157/2022 Article 10 and Order EFP 279/2021 4th of April
Royal Decree 157/2022 Article 16 and Order EFP 279/2020 4th of April
Royal Decree 157/2022 Article 12 and Order EFP 279/2019 4th of April
When ATTENTION TO DIVERSITY PLAN is dealt, what documents should we name?
Royal Decree 157/2022 Articles 16, 17, 18, 19 and 20
+
Order 11/2022, 10th of February
+
Order 100/2023, 23rd of January
Royal Decree 157/2022 Articles 16, 17, 18, 19 and 20
+
Order 1/2022, 10th of February
+
Order 130/2023, 23rd of January
Royal Decree 157/2022 Articles 16, 17, 18, 19 and 20
+
Order 21/2022, 10th of February
+
Order 111/2023, 23rd of January
Royal Decree 157/2022 Articles 16, 17, 18, 19 and 20
+
Order 31/2022, 10th of February
+
Order 101/2023, 23rd of January
Where are OPERATIONAL DESCRIPTORS found?
Royal Decree 157/2022 Annex I and Decree 61/2022 Annex I
Royal Decree 157/2022 Annex II and Decree 61/2022 Annex II
Royal Decree 157/2022 Annex III and Decree 61/2022 Annex III
Royal Decree 157/2022 Annex IV and Decree 61/2022 Annex IV
How many OPERATIONAL DESCRIPTORS are there for the English area?
Always three
Always four
Always six
Always fourteen
