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🎵

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Good afternoon everyone. Welcome to Ciudad Escolar.

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Please take your seats as soon as possible.

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Let's start with the lecture.

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Welcome to this first hybrid lecture in Ciudad Escolar.

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In the first practice of the course,

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practice A, the new curriculum for primary and elementary education,

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established in the respective decrees of the Community of Madrid.

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To help us understand the new regulatory framework

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and its application in the Community of Madrid,

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we have with us the company of Eva María Borré Golgado,

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Deputy Director General of the Academic Order of Primary and Elementary Education,

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and two of its advisors, Nélida Rodríguez Peña and Celia Moreno Rodríguez.

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Thank you very much for being here.

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It is important to understand that this practice,

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practice A, the current regulatory framework 1,

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is made up not only of these two hours of lectures,

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but also of content hosted in the virtual area of video lectures

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prepared by colleagues, presentations and readings of decrees

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that you will have to complement this session.

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My name is Ainhoa Jiménez Carvajal.

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You already know me from the first session.

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I am a Teaching Technical Advisor

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in the General Directorate of Innovation and Teaching Training.

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The stages of elementary and elementary education in the Community of Madrid.

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Let's start with the content of the lecture.

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The aspects that are going to be addressed,

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which are considered essential, that every teacher must understand.

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The new curriculum approach in which we find ourselves,

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the knowledge of the new curricular areas

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and the cyclical organization of each of the stages of elementary and elementary education.

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The teacher programming, the evaluation documents,

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the evaluation of teacher practice

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and something very new, which is the implementation of integrated projects.

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And finally, the colleagues have provided us

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three examples of teaching units for elementary and elementary school

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that they will put at the end of the session.

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Without further delay, let's start with the new curriculum approach.

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As you can see here, as a moderator,

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I invite Eva to the table to clarify these new concepts

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that have already begun to become part of the framework

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of all teachers who must handle aspects

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that we all have to understand with a single interpretation

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and that Eva is going to try that you know,

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that you understand, that we are going to give you that single interpretation.

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Good afternoon, everyone.

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Thank you very much, Aynoa.

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First of all, I want to congratulate,

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on behalf of those of us who form the General Directorate

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of Academic Ordering of Elementary and Primary Education,

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we want to congratulate you.

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We are teachers, we have also taken out that opposition at the time

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and we know what it costs.

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We are also happy to see you all here.

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I would also like to thank the General Directorate of Innovation

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and Teacher Training for this invitation to participate in these sessions

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because it gives us the opportunity to clarify concepts,

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to bring the norm closer.

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We are the ones who have elaborated the Decree of Elementary and Primary Education

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and we are now elaborating the Orders of Elementary and Primary Education,

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so it gives us the opportunity to bring it closer to those who are going to implement it.

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On the other hand, we are also aware of the complex moment you have lived

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because you have approved the opposition with a LOMCE system,

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you have presented some didactic programs in the case of child education

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with area objectives, in the case of primary education with learning standards,

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and now, on the other hand, none of that exists.

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Then, for us, you are especially resilient.

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Entering the subject, I am going to try, as Ainhoa said,

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I am going to try to clarify the new concepts

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that have become part of this curriculum approach.

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Some are new, completely new in their nomenclature.

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Others, like the evaluation criteria, are not new,

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but they respond to a different approach.

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We cannot match them.

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Then, ultimately, it is more complex to understand those called in the same way as the previous ones

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than the completely new ones.

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I am going to try.

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The first one is the output profile.

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The output profile, as you can see in the slide we have here,

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has the shape of a mountain or a ladder.

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It is in the first step, the first point in the upper part of the mountain or the pyramid.

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The output profile can be defined as the key competent level

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expected at the end of the primary education stage.

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You know that the output profile is mandatory for all of Spain

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at the levels of secondary education,

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but the Madrid community, in the annex of Decree 61-2022,

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has determined the expected output profile for the students of primary education.

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Why do I say that the output profile is the key competent level?

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It is closely linked to the second of the concepts, which are the key competences.

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For each of the key competences that are in that output profile,

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operative descriptors are described.

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Each key competence is determined by 3, 5 or 6 operative descriptors,

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which are the performances or abilities that a student must have

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at the end of 6th grade for that key competence.

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Up to there, I think that everything is given to us,

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it comes in the decree, you can consult it.

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Up to there, the teachers have nothing to do.

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It is given to us by the regulations.

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The output profile is the expected key competence level

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and all teachers have to observe that key competence level

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at the end of 6th grade.

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But what happens?

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Can you imagine that here in Spain the government would have decided

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that areas are organized in areas of digital competence,

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areas of entrepreneurship?

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No.

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What happens?

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That they have maintained the same organization in areas of learning fields.

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In such a way that, for example, in primary education,

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there are three areas that we know,

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but in primary education we have the areas of always.

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Mathematics, language...

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I won't dare to say it, but I have to say it,

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they haven't dared.

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So, we would have to invent the third element.

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The third element are the specific competences of the areas,

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of each area.

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Each of the areas defines specific competences,

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which are those performances that the student has to achieve

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or those capacities that he has to achieve after having passed through that area.

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That is, after having studied the subject, for example, of mathematics.

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I'm going to give you an example.

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Example.

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Specific competence 6 of the area of mathematics.

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Competence is a summary.

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It communicates and represents concepts, procedures and mathematical results.

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It is clear, as it cannot be otherwise,

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that for the student to be able to perform that competence,

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that of communicating and representing mathematics,

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he has to have known the area of mathematics.

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He has to have studied it.

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If he studies physical education, he cannot be competent.

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So, thinking about whether the objective of primary education

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is to achieve an output profile,

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which is determined in Annex 1,

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but then, on the other hand, the organization is by areas,

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how is it related?

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We had to invent something, right?

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We had to establish that relationship between what we want,

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what we have to observe,

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because the output profile, you know, marks,

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I haven't said it, but I think you know it,

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the output profile marks the way to ESO,

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guides the way to ESO.

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So, how do we relate that output profile

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that we have to observe as teachers

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to determine the way to ESO and the areas?

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Through the operative descriptors.

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In the description of each one,

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of the specific competences of each area,

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because you know that in all areas

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the specific competences are defined,

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the last row says

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this specific competence is associated with the...

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connects, it says, connects with the operative descriptors...

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So, in the previous case,

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the specific competence 6

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communicates and represents mathematical concepts and results.

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If you go, the last thing it says,

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and you have to look for this in the Royal Decree,

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because what is written in the Royal Decree

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is not repeated in the Decree,

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and this area is from the Royal Decree,

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it says, this competence,

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the 6 of mathematics,

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connects with the operative descriptors

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CCL1, TCL3, STEM2, STEM4, STEM...

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CD1, CD5, of course,

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with the typical ones of digital competence

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and science competence.

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That is the puzzle

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that the educational administration has fitted.

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All this is given to us by rule,

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it is not modifiable, it does not require,

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it is not necessary that you,

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in the programs, think

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I'm going to put

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which are the associated operative descriptors...

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This is given to us, it is not touched.

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It is a difference

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of the educational administration,

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since it has mounted this puzzle.

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Well, the next question,

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and with it we are going to go down another level,

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if the specific competence

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is the same for the whole area,

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for all the courses of the area,

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in child education there are 6 courses,

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in primary education there are another 6 courses,

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and, on the other hand, it is the same specific competence.

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If the specific competence is the same,

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how do I value, as a teacher,

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the degree of development

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of a specific competence

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throughout the courses?

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No, throughout the cycles.

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How do I value

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the degree of development of that specific competence?

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How?

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Through the next element,

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which are the evaluation criteria.

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Be careful with the evaluation criteria,

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because it has the same name

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as a curricular element of the previous approach

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and it has absolutely nothing to do with it.

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The evaluation criteria,

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in the previous example,

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remember what the competence was,

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which was mathematics,

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communicates and represents

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concepts, procedures

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and mathematical results.

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It will be different, therefore,

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the evaluation criteria in the first cycle

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than in the third cycle.

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And so, in the first cycle,

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the reference to evaluate the degree of development

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of the specific competence

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is to explain the processes

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followed in the resolution of problems

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verbally or graphically.

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Imagine a child of first and second grade,

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to explain problems

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verbally or graphically.

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And in the third cycle,

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the reference,

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to see if that specific competence

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has been achieved,

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is to communicate in different formats

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the conjectures and mathematical processes

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in an adequate mathematical language.

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For this, the evaluation criteria

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serve as a reference

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to assess the development

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of the specific competence,

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which is learning.

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We go down another level,

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but learning

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does not come from infused science.

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Learning

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requires a product,

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an object of learning.

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What is the object of learning?

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What does the teacher teach

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and the student learns?

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What is the didactic act?

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It has four elements,

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the one who teaches, the one who learns,

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the environment and the object.

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The contents

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have to be mobilized.

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The most appropriate word

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is to mobilize.

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They have to be mobilized.

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Imagine that we put them in a shaker

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and the contents have to be mobilized

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that the curriculum says

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are for that cycle and not for another.

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Sometimes we mobilize

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other contents that we like,

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not the ones in the curriculum.

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Sometimes we mobilize

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the ones of the next cycle.

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We mobilize those of the curriculum.

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And there you enter.

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I go down to the bottom

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the most important one

268
00:13:53,000 --> 00:13:55,000
in which you are.

269
00:13:55,000 --> 00:13:57,000
How do we mobilize those contents?

270
00:13:57,000 --> 00:13:59,000
How do we cover them?

271
00:13:59,000 --> 00:14:01,000
The centers are the ones who have

272
00:14:01,000 --> 00:14:03,000
the responsibility to decide

273
00:14:03,000 --> 00:14:05,000
those most appropriate pedagogical methods.

274
00:14:05,000 --> 00:14:07,000
And the teachers,

275
00:14:07,000 --> 00:14:09,000
the teaching teams,

276
00:14:09,000 --> 00:14:11,000
in coordination,

277
00:14:11,000 --> 00:14:13,000
what they have to do

278
00:14:13,000 --> 00:14:15,000
learning situations,

279
00:14:15,000 --> 00:14:17,000
activities,

280
00:14:17,000 --> 00:14:19,000
performances,

281
00:14:19,000 --> 00:14:21,000
learning teaching situations.

282
00:14:21,000 --> 00:14:23,000
If you notice,

283
00:14:23,000 --> 00:14:25,000
the correct name is learning teaching situations

284
00:14:25,000 --> 00:14:27,000
because there are several actors,

285
00:14:27,000 --> 00:14:29,000
not just one.

286
00:14:29,000 --> 00:14:31,000
And those learning situations,

287
00:14:31,000 --> 00:14:33,000
activities, tasks,

288
00:14:33,000 --> 00:14:35,000
as we want to call them,

289
00:14:35,000 --> 00:14:37,000
have to be competent,

290
00:14:37,000 --> 00:14:39,000
have to be significant,

291
00:14:39,000 --> 00:14:41,000
have to leave a mark

292
00:14:41,000 --> 00:14:43,000
a teacher

293
00:14:43,000 --> 00:14:45,000
who has put a grain of sand

294
00:14:45,000 --> 00:14:47,000
and a student

295
00:14:47,000 --> 00:14:49,000
who has learned.

296
00:14:49,000 --> 00:14:51,000
And learning has to be transferable

297
00:14:51,000 --> 00:14:53,000
in future situations.

298
00:14:53,000 --> 00:14:55,000
That is the difference

299
00:14:55,000 --> 00:14:57,000
with

300
00:14:57,000 --> 00:14:59,000
memory learning.

301
00:14:59,000 --> 00:15:01,000
If you notice,

302
00:15:01,000 --> 00:15:03,000
nothing new under the sun.

303
00:15:03,000 --> 00:15:05,000
The learning standards

304
00:15:05,000 --> 00:15:07,000
of LOMCE

305
00:15:07,000 --> 00:15:09,000
were also this.

306
00:15:09,000 --> 00:15:11,000
For many years,

307
00:15:11,000 --> 00:15:13,000
since LOMCE,

308
00:15:13,000 --> 00:15:15,000
we have been trying to show

309
00:15:15,000 --> 00:15:17,000
what learning by competence is.

310
00:15:17,000 --> 00:15:19,000
Let's see if now that you are here,

311
00:15:19,000 --> 00:15:21,000
3,000 people listening to us,

312
00:15:21,000 --> 00:15:23,000
you can take it to the centers

313
00:15:23,000 --> 00:15:25,000
and you can raise it because it is you.

314
00:15:25,000 --> 00:15:27,000
We are not going to teach you

315
00:15:27,000 --> 00:15:29,000
to do learning situations

316
00:15:29,000 --> 00:15:31,000
because you are the ones who know

317
00:15:31,000 --> 00:15:33,000
how to do learning situations.

318
00:15:33,000 --> 00:15:35,000
You have approved the opposition

319
00:15:35,000 --> 00:15:37,000
and surely you know

320
00:15:37,000 --> 00:15:39,000
that what we are going to teach

321
00:15:39,000 --> 00:15:41,000
is to make didactic units.

322
00:15:41,000 --> 00:15:43,000
In short,

323
00:15:43,000 --> 00:15:45,000
you are the base of the pyramid.

324
00:15:45,000 --> 00:15:47,000
Without it,

325
00:15:47,000 --> 00:15:49,000
there would be absolutely nothing.

326
00:15:49,000 --> 00:15:51,000
But also everything

327
00:15:51,000 --> 00:15:53,000
that you raise

328
00:15:53,000 --> 00:15:55,000
is to give an answer

329
00:15:55,000 --> 00:15:57,000
to what is above,

330
00:15:57,000 --> 00:15:59,000
to the established curriculum.

331
00:15:59,000 --> 00:16:01,000
And I hope I have tried at least.

332
00:16:01,000 --> 00:16:03,000
With the examples,

333
00:16:03,000 --> 00:16:05,000
surely everything will be better.

334
00:16:05,000 --> 00:16:07,000
Now let's move on to children's education.

335
00:16:07,000 --> 00:16:09,000
Very well.

336
00:16:09,000 --> 00:16:11,000
All of us here

337
00:16:11,000 --> 00:16:13,000
know that we can

338
00:16:13,000 --> 00:16:15,000
at some point

339
00:16:15,000 --> 00:16:17,000
teach, teach children,

340
00:16:17,000 --> 00:16:19,000
help, replace a classmate.

341
00:16:19,000 --> 00:16:21,000
Celia,

342
00:16:21,000 --> 00:16:23,000
could you please explain to us

343
00:16:23,000 --> 00:16:25,000
how the stage is organized

344
00:16:25,000 --> 00:16:27,000
and what are the main innovations

345
00:16:27,000 --> 00:16:29,000
introduced by the regulations?

346
00:16:29,000 --> 00:16:31,000
Good afternoon.

347
00:16:31,000 --> 00:16:33,000
As you can see in the image,

348
00:16:33,000 --> 00:16:35,000
the school is at the center

349
00:16:35,000 --> 00:16:37,000
of the learning process

350
00:16:37,000 --> 00:16:39,000
and the teachers take the role

351
00:16:39,000 --> 00:16:41,000
of guides of that process.

352
00:16:41,000 --> 00:16:43,000
That is why the educational action

353
00:16:43,000 --> 00:16:45,000
has to be focused

354
00:16:45,000 --> 00:16:47,000
on proposing learning situations

355
00:16:47,000 --> 00:16:49,000
from a global point of view

356
00:16:49,000 --> 00:16:51,000
and always taking into account

357
00:16:51,000 --> 00:16:53,000
the rhythms

358
00:16:53,000 --> 00:16:55,000
and evolutionary moments

359
00:16:55,000 --> 00:16:57,000
of our students.

360
00:16:57,000 --> 00:16:59,000
In the configuration of the three areas,

361
00:16:59,000 --> 00:17:01,000
each one of them

362
00:17:01,000 --> 00:17:03,000
has a complementarity

363
00:17:03,000 --> 00:17:05,000
with the other two.

364
00:17:05,000 --> 00:17:07,000
We cannot forget that the purpose

365
00:17:07,000 --> 00:17:09,000
of children's education

366
00:17:09,000 --> 00:17:11,000
is to contribute to the integral,

367
00:17:11,000 --> 00:17:13,000
harmonious and global development

368
00:17:13,000 --> 00:17:15,000
of our students

369
00:17:15,000 --> 00:17:17,000
from a physical,

370
00:17:17,000 --> 00:17:19,000
cognitive, artistic and affective point of view.

371
00:17:19,000 --> 00:17:21,000
In that sense, in Area 1,

372
00:17:21,000 --> 00:17:23,000
on growth in harmony,

373
00:17:23,000 --> 00:17:25,000
we will focus on the personal

374
00:17:25,000 --> 00:17:27,000
and social development of the students,

375
00:17:27,000 --> 00:17:29,000
on physical development,

376
00:17:29,000 --> 00:17:31,000
the acquisition of healthy habits

377
00:17:31,000 --> 00:17:33,000
and the management of emotions.

378
00:17:37,000 --> 00:17:39,000
How do our children's education students learn?

379
00:17:39,000 --> 00:17:41,000
Through observation,

380
00:17:41,000 --> 00:17:43,000
exploration

381
00:17:43,000 --> 00:17:45,000
and experimentation

382
00:17:45,000 --> 00:17:47,000
of the environment in which they live.

383
00:17:47,000 --> 00:17:49,000
We connect in that sense with Area 2,

384
00:17:49,000 --> 00:17:51,000
discovery and exploration of the environment,

385
00:17:51,000 --> 00:17:53,000
in which we will develop

386
00:17:53,000 --> 00:17:55,000
specific competences

387
00:17:55,000 --> 00:17:57,000
focused on the relationship

388
00:17:57,000 --> 00:17:59,000
between the different objects

389
00:17:59,000 --> 00:18:01,000
of the environment

390
00:18:01,000 --> 00:18:03,000
that surrounds our students

391
00:18:03,000 --> 00:18:05,000
and the development of creative thinking

392
00:18:05,000 --> 00:18:07,000
that will allow them

393
00:18:07,000 --> 00:18:09,000
to pose possible solutions

394
00:18:09,000 --> 00:18:11,000
to challenges that arise.

395
00:18:11,000 --> 00:18:13,000
With all these learnings,

396
00:18:13,000 --> 00:18:15,000
our children's education students

397
00:18:15,000 --> 00:18:17,000
build their own image

398
00:18:17,000 --> 00:18:19,000
and through the different languages

399
00:18:19,000 --> 00:18:21,000
they will represent reality

400
00:18:21,000 --> 00:18:23,000
and relate to the people

401
00:18:23,000 --> 00:18:25,000
that surround them.

402
00:18:25,000 --> 00:18:27,000
We connect again with the last area,

403
00:18:27,000 --> 00:18:29,000
which is communication and representation

404
00:18:29,000 --> 00:18:31,000
of reality,

405
00:18:31,000 --> 00:18:33,000
and in this area we will find

406
00:18:33,000 --> 00:18:35,000
blocks of content related to

407
00:18:35,000 --> 00:18:37,000
different types of language,

408
00:18:37,000 --> 00:18:39,000
artistic and visual language,

409
00:18:39,000 --> 00:18:41,000
musical language,

410
00:18:41,000 --> 00:18:43,000
body language.

411
00:18:43,000 --> 00:18:45,000
You know that the area is organized

412
00:18:45,000 --> 00:18:47,000
in two cycles

413
00:18:47,000 --> 00:18:49,000
and that the curriculum

414
00:18:49,000 --> 00:18:51,000
established in Decree 36-2022

415
00:18:51,000 --> 00:18:53,000
of June 8

416
00:18:53,000 --> 00:18:55,000
establishes the same specific competences

417
00:18:55,000 --> 00:18:57,000
for the two cycles of the stage,

418
00:18:57,000 --> 00:18:59,000
but they are not

419
00:18:59,000 --> 00:19:01,000
the same evaluation criteria

420
00:19:01,000 --> 00:19:03,000
or the same blocks of content.

421
00:19:03,000 --> 00:19:05,000
The first cycle

422
00:19:05,000 --> 00:19:07,000
will have some blocks of content,

423
00:19:07,000 --> 00:19:09,000
has some blocks of content,

424
00:19:09,000 --> 00:19:11,000
some specific evaluation criteria

425
00:19:11,000 --> 00:19:13,000
and the second,

426
00:19:13,000 --> 00:19:15,000
its own. I say this because, for example,

427
00:19:15,000 --> 00:19:17,000
in the area of communication and representation

428
00:19:17,000 --> 00:19:19,000
of reality, you will find the block J,

429
00:19:19,000 --> 00:19:21,000
foreign language,

430
00:19:21,000 --> 00:19:23,000
where a first approach

431
00:19:23,000 --> 00:19:25,000
of our students to the foreign language

432
00:19:25,000 --> 00:19:27,000
is initiated,

433
00:19:27,000 --> 00:19:29,000
mainly in an oral way,

434
00:19:29,000 --> 00:19:31,000
and it will be what will set the foundations

435
00:19:31,000 --> 00:19:33,000
to work the plurilingual competition

436
00:19:33,000 --> 00:19:35,000
in the primary education stage,

437
00:19:35,000 --> 00:19:37,000
we will talk a little about it later.

438
00:19:39,000 --> 00:19:41,000
It is interesting that we have this very present,

439
00:19:41,000 --> 00:19:43,000
that the specific competences,

440
00:19:43,000 --> 00:19:45,000
as Eva said, which are the skills

441
00:19:45,000 --> 00:19:47,000
and the capacities that we intend

442
00:19:47,000 --> 00:19:49,000
that our students develop,

443
00:19:49,000 --> 00:19:51,000
will be the same for the two cycles of the stage,

444
00:19:51,000 --> 00:19:53,000
but the criteria of evaluation

445
00:19:53,000 --> 00:19:55,000
will not be the same,

446
00:19:55,000 --> 00:19:57,000
nor the blocks of content

447
00:19:57,000 --> 00:19:59,000
that we will find.

448
00:19:59,000 --> 00:20:01,000
Great, thank you very much, Celia.

449
00:20:01,000 --> 00:20:03,000
We will continue with primary education.

450
00:20:03,000 --> 00:20:05,000
The stage of primary education

451
00:20:05,000 --> 00:20:07,000
has also been affected by the changes

452
00:20:07,000 --> 00:20:09,000
derived from the LOMLOE and its development regulations.

453
00:20:09,000 --> 00:20:11,000
In the Community of Madrid,

454
00:20:11,000 --> 00:20:13,000
the curricular areas determined by the Government

455
00:20:13,000 --> 00:20:15,000
are added in two,

456
00:20:15,000 --> 00:20:17,000
to reinforce two basic pillars

457
00:20:17,000 --> 00:20:19,000
of the Community of Madrid,

458
00:20:19,000 --> 00:20:21,000
which are the teaching of languages

459
00:20:21,000 --> 00:20:23,000
and the commitment to the digital competition.

460
00:20:23,000 --> 00:20:25,000
Nelida, we thank you for presenting

461
00:20:25,000 --> 00:20:27,000
this new organization of the stage,

462
00:20:27,000 --> 00:20:29,000
especially the novelties

463
00:20:29,000 --> 00:20:31,000
and how it can affect the teacher's role.

464
00:20:31,000 --> 00:20:33,000
Thank you very much. Can you hear me?

465
00:20:35,000 --> 00:20:37,000
Hello, good afternoon.

466
00:20:37,000 --> 00:20:39,000
The student of primary education

467
00:20:39,000 --> 00:20:41,000
will go through the areas of learning

468
00:20:41,000 --> 00:20:43,000
that are established in Decree 61-2022,

469
00:20:43,000 --> 00:20:45,000
which specifies Decree 157-2022.

470
00:20:45,000 --> 00:20:47,000
These are the areas

471
00:20:47,000 --> 00:20:49,000
that you will be able to teach

472
00:20:49,000 --> 00:20:51,000
and that you already know.

473
00:20:51,000 --> 00:20:53,000
All of them will contribute

474
00:20:53,000 --> 00:20:55,000
to the development of key competences

475
00:20:55,000 --> 00:20:57,000
through specific competences.

476
00:20:57,000 --> 00:20:59,000
What are the areas

477
00:20:59,000 --> 00:21:01,000
that are taught in primary education

478
00:21:01,000 --> 00:21:03,000
in the Community of Madrid?

479
00:21:03,000 --> 00:21:05,000
Well, the areas of Spanish language

480
00:21:05,000 --> 00:21:07,000
and literature and mathematics,

481
00:21:07,000 --> 00:21:09,000
which have an instrumental character

482
00:21:09,000 --> 00:21:11,000
due to the incidence and implication

483
00:21:11,000 --> 00:21:13,000
that they have with the rest of the areas,

484
00:21:13,000 --> 00:21:15,000
thus being necessary

485
00:21:15,000 --> 00:21:17,000
for the learning of these.

486
00:21:17,000 --> 00:21:19,000
It should be proposed to the student

487
00:21:19,000 --> 00:21:21,000
in each of the cycles

488
00:21:21,000 --> 00:21:23,000
and in each of the courses

489
00:21:23,000 --> 00:21:25,000
activities that have, in the end,

490
00:21:25,000 --> 00:21:27,000
the domain of expression

491
00:21:27,000 --> 00:21:29,000
and oral and written comprehension,

492
00:21:29,000 --> 00:21:31,000
reading or logical-mathematical reasoning.

493
00:21:31,000 --> 00:21:33,000
As we know, the area of Spanish language

494
00:21:33,000 --> 00:21:35,000
and literature aims

495
00:21:35,000 --> 00:21:37,000
to develop basic strategies

496
00:21:37,000 --> 00:21:39,000
related to speaking, listening,

497
00:21:39,000 --> 00:21:41,000
reading, writing,

498
00:21:41,000 --> 00:21:43,000
essential for any of the areas.

499
00:21:43,000 --> 00:21:45,000
It also happens with mathematics,

500
00:21:45,000 --> 00:21:47,000
which is related to the majority

501
00:21:47,000 --> 00:21:49,000
of fields of knowledge,

502
00:21:49,000 --> 00:21:51,000
from science to the interpretation

503
00:21:51,000 --> 00:21:53,000
of different languages, such as

504
00:21:53,000 --> 00:21:55,000
musical language.

505
00:21:55,000 --> 00:21:57,000
The area of English foreign language,

506
00:21:57,000 --> 00:21:59,000
which pursues to promote and expand

507
00:21:59,000 --> 00:22:01,000
the communicative possibilities of the student

508
00:22:01,000 --> 00:22:03,000
and that will also be instrumental

509
00:22:03,000 --> 00:22:05,000
in the bilingual centers of the community.

510
00:22:05,000 --> 00:22:07,000
The area of physical education,

511
00:22:07,000 --> 00:22:09,000
which covers from the knowledge

512
00:22:09,000 --> 00:22:11,000
of the body itself to the adoption

513
00:22:11,000 --> 00:22:13,000
of a healthy lifestyle

514
00:22:13,000 --> 00:22:15,000
or the care of the environments

515
00:22:15,000 --> 00:22:17,000
in which physical activity is practiced.

516
00:22:17,000 --> 00:22:19,000
The area of artistic education,

517
00:22:19,000 --> 00:22:21,000
which is the only one that can be taught

518
00:22:21,000 --> 00:22:23,000
by two teachers,

519
00:22:23,000 --> 00:22:25,000
depending on the block

520
00:22:25,000 --> 00:22:27,000
we are talking about, music and dance,

521
00:22:27,000 --> 00:22:29,000
which will be taught

522
00:22:29,000 --> 00:22:31,000
by the music specialist

523
00:22:31,000 --> 00:22:33,000
and plastic and visual education,

524
00:22:33,000 --> 00:22:35,000
which does not need a specialty.

525
00:22:35,000 --> 00:22:37,000
In the community of Madrid,

526
00:22:37,000 --> 00:22:39,000
the area of knowledge of the natural,

527
00:22:39,000 --> 00:22:41,000
social and cultural environment

528
00:22:41,000 --> 00:22:43,000
is divided into two areas,

529
00:22:43,000 --> 00:22:45,000
natural sciences and social sciences.

530
00:22:45,000 --> 00:22:47,000
In natural sciences,

531
00:22:47,000 --> 00:22:49,000
it is striking that the contents

532
00:22:49,000 --> 00:22:51,000
are grouped only in two blocks,

533
00:22:51,000 --> 00:22:53,000
according to the scientific culture,

534
00:22:53,000 --> 00:22:55,000
focused on the scientific field

535
00:22:55,000 --> 00:22:57,000
and research,

536
00:22:57,000 --> 00:22:59,000
and the one of technology and digitization,

537
00:22:59,000 --> 00:23:01,000
which pursues that the student

538
00:23:01,000 --> 00:23:03,000
manages in a basic way

539
00:23:03,000 --> 00:23:05,000
digital tools and resources

540
00:23:05,000 --> 00:23:07,000
as a means of learning

541
00:23:07,000 --> 00:23:09,000
and responsibly.

542
00:23:09,000 --> 00:23:11,000
In the same way,

543
00:23:11,000 --> 00:23:13,000
it happens with social sciences.

544
00:23:13,000 --> 00:23:15,000
There is a single block,

545
00:23:15,000 --> 00:23:17,000
societies and territories,

546
00:23:17,000 --> 00:23:19,000
approaching the knowledge

547
00:23:19,000 --> 00:23:21,000
of the Madrid environment,

548
00:23:21,000 --> 00:23:23,000
of the whole of Spain,

549
00:23:23,000 --> 00:23:25,000
of the physical, social, European

550
00:23:25,000 --> 00:23:27,000
and the rest of the world.

551
00:23:27,000 --> 00:23:29,000
The community of Madrid has also established

552
00:23:29,000 --> 00:23:31,000
that the area of education

553
00:23:31,000 --> 00:23:33,000
of civics and ethics

554
00:23:33,000 --> 00:23:35,000
is divided into a fifth of primary education.

555
00:23:35,000 --> 00:23:37,000
As surely

556
00:23:37,000 --> 00:23:39,000
you have already had

557
00:23:39,000 --> 00:23:41,000
to divide it,

558
00:23:41,000 --> 00:23:43,000
it is sought that the students

559
00:23:43,000 --> 00:23:45,000
commit themselves to the values,

560
00:23:45,000 --> 00:23:47,000
principles and norms of democracy

561
00:23:47,000 --> 00:23:49,000
recognized in the Spanish Constitution,

562
00:23:49,000 --> 00:23:51,000
in the European Union

563
00:23:51,000 --> 00:23:53,000
and in the different international treaties.

564
00:23:53,000 --> 00:23:55,000
One of the differences,

565
00:23:55,000 --> 00:23:57,000
one of the fundamental

566
00:23:57,000 --> 00:23:59,000
novelties with which we find

567
00:23:59,000 --> 00:24:01,000
this new curriculum development

568
00:24:01,000 --> 00:24:03,000
is the possibility of completing

569
00:24:03,000 --> 00:24:05,000
the training offer

570
00:24:05,000 --> 00:24:07,000
in all or some of the six

571
00:24:07,000 --> 00:24:09,000
primary courses with the areas

572
00:24:09,000 --> 00:24:11,000
of second foreign language

573
00:24:11,000 --> 00:24:13,000
and robotics technology.

574
00:24:13,000 --> 00:24:15,000
Second foreign language

575
00:24:15,000 --> 00:24:17,000
closely linked with the

576
00:24:17,000 --> 00:24:19,000
multilingual competition

577
00:24:19,000 --> 00:24:21,000
can be German,

578
00:24:21,000 --> 00:24:23,000
French, Portuguese

579
00:24:23,000 --> 00:24:25,000
or Italian.

580
00:24:25,000 --> 00:24:27,000
There are three blocks

581
00:24:27,000 --> 00:24:29,000
of common content

582
00:24:29,000 --> 00:24:31,000
and a block that depends

583
00:24:31,000 --> 00:24:33,000
on the foreign language

584
00:24:33,000 --> 00:24:35,000
that is taught.

585
00:24:35,000 --> 00:24:37,000
And the technology and robotics,

586
00:24:37,000 --> 00:24:39,000
with the purpose of responding

587
00:24:39,000 --> 00:24:41,000
to the needs of a society

588
00:24:41,000 --> 00:24:43,000
in full technological development

589
00:24:43,000 --> 00:24:45,000
and that can also connect

590
00:24:45,000 --> 00:24:47,000
with the digitalization plans

591
00:24:47,000 --> 00:24:49,000
that are being carried out in the centers

592
00:24:49,000 --> 00:24:51,000
and I'm sure it sounds familiar to all of you.

593
00:24:51,000 --> 00:24:53,000
What are we going to find,

594
00:24:53,000 --> 00:24:55,000
therefore, in each of the areas?

595
00:24:55,000 --> 00:24:57,000
On the one hand,

596
00:24:57,000 --> 00:24:59,000
including what Eva has said,

597
00:24:59,000 --> 00:25:01,000
we are going to find the specific competences

598
00:25:01,000 --> 00:25:03,000
that are common

599
00:25:03,000 --> 00:25:05,000
to the three cycles

600
00:25:05,000 --> 00:25:07,000
and that have evaluation criteria

601
00:25:07,000 --> 00:25:09,000
that do change depending on the cycle.

602
00:25:09,000 --> 00:25:11,000
And on the other hand, the contents,

603
00:25:11,000 --> 00:25:13,000
knowledge, skills and attitudes

604
00:25:13,000 --> 00:25:15,000
organized by blocks.

605
00:25:15,000 --> 00:25:17,000
Those blocks are also

606
00:25:17,000 --> 00:25:19,000
common in the three cycles.

607
00:25:19,000 --> 00:25:21,000
What changes are the contents.

608
00:25:21,000 --> 00:25:23,000
Now, yes,

609
00:25:23,000 --> 00:25:25,000
it is very important

610
00:25:25,000 --> 00:25:27,000
to also understand the examples

611
00:25:27,000 --> 00:25:29,000
that we are going to put in the didactic units

612
00:25:29,000 --> 00:25:31,000
or how the programming is carried out,

613
00:25:31,000 --> 00:25:33,000
never lose sight of the cycle

614
00:25:33,000 --> 00:25:35,000
in this curriculum.

615
00:25:35,000 --> 00:25:37,000
Phenomenal. Thank you very much, Nelida.

616
00:25:37,000 --> 00:25:39,000
Of special interest,

617
00:25:39,000 --> 00:25:41,000
one of the main objectives of this

618
00:25:41,000 --> 00:25:43,000
paper is

619
00:25:43,000 --> 00:25:45,000
to awaken in you the need

620
00:25:45,000 --> 00:25:47,000
to create, to carry out

621
00:25:47,000 --> 00:25:49,000
adequate didactic programs.

622
00:25:49,000 --> 00:25:51,000
The examples will be presented at the end

623
00:25:51,000 --> 00:25:53,000
of the didactic unit modules.

624
00:25:53,000 --> 00:25:55,000
We hope they will be clarifying.

625
00:25:55,000 --> 00:25:57,000
But first of all, I would like Eva

626
00:25:57,000 --> 00:25:59,000
to answer this question.

627
00:25:59,000 --> 00:26:01,000
Why is it necessary to carry out didactic programs?

628
00:26:01,000 --> 00:26:03,000
It is a good question.

629
00:26:03,000 --> 00:26:05,000
It is necessary,

630
00:26:05,000 --> 00:26:07,000
obligatory, responsible

631
00:26:07,000 --> 00:26:09,000
and also

632
00:26:09,000 --> 00:26:11,000
calm.

633
00:26:11,000 --> 00:26:13,000
Why?

634
00:26:13,000 --> 00:26:15,000
If you see the slide,

635
00:26:15,000 --> 00:26:17,000
related to what I was saying

636
00:26:17,000 --> 00:26:19,000
before, it has to do with

637
00:26:19,000 --> 00:26:21,000
teaching,

638
00:26:21,000 --> 00:26:23,000
the teacher who teaches,

639
00:26:23,000 --> 00:26:25,000
the student who learns

640
00:26:25,000 --> 00:26:27,000
and the object of learning.

641
00:26:27,000 --> 00:26:29,000
In article 91

642
00:26:29,000 --> 00:26:31,000
of the LOE,

643
00:26:31,000 --> 00:26:33,000
which you surely know very well,

644
00:26:33,000 --> 00:26:35,000
it is described what are the functions

645
00:26:35,000 --> 00:26:37,000
of the teacher of any teaching.

646
00:26:37,000 --> 00:26:39,000
And among the functions is

647
00:26:39,000 --> 00:26:41,000
the teaching

648
00:26:41,000 --> 00:26:43,000
of the areas, in this case,

649
00:26:43,000 --> 00:26:45,000
assigned.

650
00:26:45,000 --> 00:26:47,000
As it is a teacher's function

651
00:26:47,000 --> 00:26:49,000
to teach the assigned areas,

652
00:26:49,000 --> 00:26:51,000
what do we have to teach of those areas?

653
00:26:51,000 --> 00:26:53,000
What did we say? The curriculum

654
00:26:53,000 --> 00:26:55,000
of the educational administration,

655
00:26:55,000 --> 00:26:57,000
the curriculum marked by the educational administration.

656
00:26:57,000 --> 00:26:59,000
What happens? The educational administration

657
00:26:59,000 --> 00:27:01,000
of the community of Madrid, both in child education

658
00:27:01,000 --> 00:27:03,000
and in primary education,

659
00:27:03,000 --> 00:27:05,000
has established the curriculum by cycles.

660
00:27:05,000 --> 00:27:07,000
So,

661
00:27:07,000 --> 00:27:09,000
it is essential

662
00:27:09,000 --> 00:27:11,000
to program and contextualize

663
00:27:11,000 --> 00:27:13,000
each of the

664
00:27:13,000 --> 00:27:15,000
courses, in principle,

665
00:27:15,000 --> 00:27:17,000
that curriculum that is marked by cycles.

666
00:27:17,000 --> 00:27:19,000
The curriculum has to be marked,

667
00:27:19,000 --> 00:27:21,000
the curriculum has to be programmed

668
00:27:21,000 --> 00:27:23,000
for the courses and then we also know

669
00:27:23,000 --> 00:27:25,000
that within the courses, for the

670
00:27:25,000 --> 00:27:27,000
quarters, which is not the same to propose

671
00:27:27,000 --> 00:27:29,000
a programming for the first quarter

672
00:27:29,000 --> 00:27:31,000
than for the last quarter,

673
00:27:31,000 --> 00:27:33,000
except, for example, in the first year of primary school.

674
00:27:33,000 --> 00:27:35,000
That is

675
00:27:35,000 --> 00:27:37,000
in addition to the function

676
00:27:37,000 --> 00:27:39,000
of teaching, which is recognized in article 91,

677
00:27:39,000 --> 00:27:41,000
expressly

678
00:27:41,000 --> 00:27:43,000
says that it is also the function

679
00:27:43,000 --> 00:27:45,000
of the teaching staff to program.

680
00:27:45,000 --> 00:27:47,000
In fact, it is the first word.

681
00:27:47,000 --> 00:27:49,000
Article 91 says that among the functions of the teaching staff

682
00:27:49,000 --> 00:27:51,000
are the programming

683
00:27:51,000 --> 00:27:53,000
and the teaching of the areas.

684
00:27:53,000 --> 00:27:55,000
Then the programming is ahead

685
00:27:55,000 --> 00:27:57,000
than the teaching.

686
00:27:57,000 --> 00:27:59,000
If we don't program, we can't teach.

687
00:27:59,000 --> 00:28:01,000
That programming,

688
00:28:01,000 --> 00:28:03,000
also, if we look at

689
00:28:03,000 --> 00:28:05,000
section 2 of that same article

690
00:28:05,000 --> 00:28:07,000
of the OE, we have to do it

691
00:28:07,000 --> 00:28:09,000
in collaboration,

692
00:28:09,000 --> 00:28:11,000
in coordination with the rest of the teaching staff.

693
00:28:11,000 --> 00:28:13,000
And so it says,

694
00:28:13,000 --> 00:28:15,000
the teachers will perform the functions

695
00:28:15,000 --> 00:28:17,000
exposed under the principle of

696
00:28:17,000 --> 00:28:19,000
collaboration and teamwork.

697
00:28:19,000 --> 00:28:21,000
The teachers

698
00:28:21,000 --> 00:28:23,000
in practice, as you are,

699
00:28:23,000 --> 00:28:25,000
you are part

700
00:28:25,000 --> 00:28:27,000
of that team that is now

701
00:28:27,000 --> 00:28:29,000
performing the programs, which

702
00:28:29,000 --> 00:28:31,000
surely will ask you,

703
00:28:31,000 --> 00:28:33,000
if you have just passed, you have to know how to do the programs

704
00:28:33,000 --> 00:28:35,000
and they will demand them,

705
00:28:35,000 --> 00:28:37,000
and you will be nervous because you will say,

706
00:28:37,000 --> 00:28:39,000
we are in practice, how do I do the programming?

707
00:28:39,000 --> 00:28:41,000
Resilient.

708
00:28:41,000 --> 00:28:43,000
In short,

709
00:28:43,000 --> 00:28:45,000
you are part

710
00:28:45,000 --> 00:28:47,000
of all this mess.

711
00:28:47,000 --> 00:28:49,000
We hope to help you

712
00:28:49,000 --> 00:28:51,000
with this, but

713
00:28:51,000 --> 00:28:53,000
if we don't program, we are lost.

714
00:28:53,000 --> 00:28:55,000
Also remember

715
00:28:55,000 --> 00:28:57,000
that article 121

716
00:28:57,000 --> 00:28:59,000
of the OE

717
00:28:59,000 --> 00:29:01,000
says, it is related to the educational project,

718
00:29:01,000 --> 00:29:03,000
that the curriculum

719
00:29:03,000 --> 00:29:05,000
will be included

720
00:29:05,000 --> 00:29:07,000
in the educational projects of each center.

721
00:29:07,000 --> 00:29:09,000
Then,

722
00:29:09,000 --> 00:29:11,000
why do we have to program?

723
00:29:11,000 --> 00:29:13,000
I start with

724
00:29:13,000 --> 00:29:15,000
calm, tranquility,

725
00:29:15,000 --> 00:29:17,000
knowing what we do, because

726
00:29:17,000 --> 00:29:19,000
if we don't organize, there is a very good saying,

727
00:29:19,000 --> 00:29:21,000
I learned it when I was

728
00:29:21,000 --> 00:29:23,000
in school, first organize

729
00:29:23,000 --> 00:29:25,000
and then work, that's why

730
00:29:25,000 --> 00:29:27,000
programming is necessary. Fantastic.

731
00:29:27,000 --> 00:29:29,000
This is just the beginning,

732
00:29:29,000 --> 00:29:31,000
so far, few news, but we are going to land

733
00:29:31,000 --> 00:29:33,000
a little with child education,

734
00:29:33,000 --> 00:29:35,000
with the pedagogical proposal in child education.

735
00:29:35,000 --> 00:29:37,000
Celia, could you please

736
00:29:37,000 --> 00:29:39,000
tell us those elements of the

737
00:29:39,000 --> 00:29:41,000
pedagogical proposal in child education?

738
00:29:41,000 --> 00:29:43,000
As you know,

739
00:29:43,000 --> 00:29:45,000
the pedagogical proposal

740
00:29:45,000 --> 00:29:47,000
is the institutional document

741
00:29:47,000 --> 00:29:49,000
in which the curriculum is specified

742
00:29:49,000 --> 00:29:51,000
in Decree 36,

743
00:29:51,000 --> 00:29:53,000
2022, June 8,

744
00:29:53,000 --> 00:29:55,000
for both cycles of the stage.

745
00:29:55,000 --> 00:29:57,000
The pedagogical proposal is included

746
00:29:57,000 --> 00:29:59,000
in the educational project of the center

747
00:29:59,000 --> 00:30:01,000
and the elaboration corresponds

748
00:30:01,000 --> 00:30:03,000
to the teachers

749
00:30:03,000 --> 00:30:05,000
who teach the three areas

750
00:30:05,000 --> 00:30:07,000
of the stage. From our point of view,

751
00:30:07,000 --> 00:30:09,000
these are the elements that should be included

752
00:30:09,000 --> 00:30:11,000
in a pedagogical proposal in

753
00:30:11,000 --> 00:30:13,000
child education. The first

754
00:30:13,000 --> 00:30:15,000
is the set of units of programming

755
00:30:15,000 --> 00:30:17,000
of the two cycles

756
00:30:17,000 --> 00:30:19,000
of the stage.

757
00:30:19,000 --> 00:30:21,000
The set of units of programming of the two cycles of the stage.

758
00:30:21,000 --> 00:30:23,000
What I wanted to say is that the centers

759
00:30:23,000 --> 00:30:25,000
that have implanted both cycles

760
00:30:25,000 --> 00:30:27,000
will have the set of units of programming

761
00:30:27,000 --> 00:30:29,000
of the first cycle and the set of units

762
00:30:29,000 --> 00:30:31,000
of programming of the second.

763
00:30:31,000 --> 00:30:33,000
The centers that have implanted only the second cycle

764
00:30:33,000 --> 00:30:35,000
will have the set of units of programming

765
00:30:35,000 --> 00:30:37,000
of the second cycle.

766
00:30:37,000 --> 00:30:39,000
But that set of units of programming

767
00:30:39,000 --> 00:30:41,000
will include the specific competencies,

768
00:30:41,000 --> 00:30:43,000
the evaluation criteria associated with them

769
00:30:43,000 --> 00:30:45,000
and the prescriptive

770
00:30:45,000 --> 00:30:47,000
contents for each

771
00:30:47,000 --> 00:30:49,000
of the cycles. In addition,

772
00:30:49,000 --> 00:30:51,000
in each unit of didactic programming

773
00:30:51,000 --> 00:30:53,000
we will have to include

774
00:30:53,000 --> 00:30:55,000
the type of activities

775
00:30:55,000 --> 00:30:57,000
or learning situations that will be

776
00:30:57,000 --> 00:30:59,000
concretized in actions

777
00:30:59,000 --> 00:31:01,000
that will allow our students

778
00:31:01,000 --> 00:31:03,000
to develop those specific

779
00:31:03,000 --> 00:31:05,000
competencies that are marked

780
00:31:05,000 --> 00:31:07,000
and we must also collect

781
00:31:07,000 --> 00:31:09,000
the material resources

782
00:31:09,000 --> 00:31:11,000
of each of the units of

783
00:31:11,000 --> 00:31:13,000
programming that we have organized

784
00:31:13,000 --> 00:31:15,000
for each cycle.

785
00:31:15,000 --> 00:31:17,000
Then we have the treatment of

786
00:31:17,000 --> 00:31:19,000
transversal contents. As you know,

787
00:31:19,000 --> 00:31:21,000
transversal contents are the knowledge,

788
00:31:21,000 --> 00:31:23,000
skills and attitudes that

789
00:31:23,000 --> 00:31:25,000
transversally we will integrate

790
00:31:25,000 --> 00:31:27,000
in the learning teaching process

791
00:31:27,000 --> 00:31:29,000
in the three areas of the stage.

792
00:31:29,000 --> 00:31:31,000
Remember that in Infantil we talk

793
00:31:31,000 --> 00:31:33,000
about a global vision.

794
00:31:33,000 --> 00:31:35,000
These knowledge of stresses

795
00:31:35,000 --> 00:31:37,000
and attitudes are related

796
00:31:37,000 --> 00:31:39,000
to education in values,

797
00:31:39,000 --> 00:31:41,000
prevention of non-violence,

798
00:31:41,000 --> 00:31:43,000
prevention of accidents, acquisition of

799
00:31:43,000 --> 00:31:45,000
healthy life habits, respect,

800
00:31:45,000 --> 00:31:47,000
empathy.

801
00:31:47,000 --> 00:31:49,000
Next element, the pedagogical

802
00:31:49,000 --> 00:31:51,000
methods that are fundamental for this

803
00:31:51,000 --> 00:31:53,000
competitive approach we are talking about.

804
00:31:53,000 --> 00:31:55,000
If we have a specific competency

805
00:31:55,000 --> 00:31:57,000
like, for example, identifying the

806
00:31:57,000 --> 00:31:59,000
characteristics of materials and objects

807
00:31:59,000 --> 00:32:01,000
and establishing relations between them,

808
00:32:01,000 --> 00:32:03,000
how can a student

809
00:32:03,000 --> 00:32:05,000
of Infantil

810
00:32:05,000 --> 00:32:07,000
develop this specific competency?

811
00:32:07,000 --> 00:32:09,000
Through experimentation

812
00:32:09,000 --> 00:32:11,000
and manipulation.

813
00:32:11,000 --> 00:32:13,000
It is essential that

814
00:32:13,000 --> 00:32:15,000
in the stage of Infantil education the pedagogical

815
00:32:15,000 --> 00:32:17,000
methods are based on the game,

816
00:32:17,000 --> 00:32:19,000
observation, manipulation

817
00:32:19,000 --> 00:32:21,000
and experimentation.

818
00:32:21,000 --> 00:32:23,000
Always, as we say,

819
00:32:23,000 --> 00:32:25,000
with an affect of trust, of climate,

820
00:32:25,000 --> 00:32:27,000
respecting their rhythms, their evolutive moments.

821
00:32:27,000 --> 00:32:29,000
The next element

822
00:32:29,000 --> 00:32:31,000
would be the planning of spaces.

823
00:32:33,000 --> 00:32:35,000
We must always be very aware

824
00:32:35,000 --> 00:32:37,000
in the case of students of Infantil

825
00:32:37,000 --> 00:32:39,000
that these spaces must meet their physiological

826
00:32:39,000 --> 00:32:41,000
needs, their affective needs,

827
00:32:41,000 --> 00:32:43,000
their needs of autonomy,

828
00:32:43,000 --> 00:32:45,000
of control, of space,

829
00:32:45,000 --> 00:32:47,000
of orientation.

830
00:32:47,000 --> 00:32:49,000
The organization of times is exactly the same.

831
00:32:49,000 --> 00:32:51,000
In Infantil education we talk about

832
00:32:51,000 --> 00:32:53,000
routines, the school day is organized

833
00:32:53,000 --> 00:32:55,000
in routines. It will also help them

834
00:32:55,000 --> 00:32:57,000
to acquire that temporal notion,

835
00:32:57,000 --> 00:32:59,000
that temporal perception

836
00:32:59,000 --> 00:33:01,000
of being able to anticipate which routine goes

837
00:33:01,000 --> 00:33:03,000
before and which routine goes after.

838
00:33:03,000 --> 00:33:05,000
The strategies to

839
00:33:05,000 --> 00:33:07,000
address the individual differences

840
00:33:07,000 --> 00:33:09,000
of our students

841
00:33:09,000 --> 00:33:11,000
that we must be very present

842
00:33:11,000 --> 00:33:13,000
and that can also be concretized in

843
00:33:13,000 --> 00:33:15,000
methodological, organizational

844
00:33:15,000 --> 00:33:17,000
or curricular measures

845
00:33:17,000 --> 00:33:19,000
and that will also minimize

846
00:33:19,000 --> 00:33:21,000
the possible barriers

847
00:33:21,000 --> 00:33:23,000
that our students may find.

848
00:33:23,000 --> 00:33:25,000
Participation barriers,

849
00:33:25,000 --> 00:33:27,000
learning barriers, and that also

850
00:33:27,000 --> 00:33:29,000
guarantee adequate attention to all students.

851
00:33:29,000 --> 00:33:31,000
And finally,

852
00:33:31,000 --> 00:33:33,000
the collaboration action with families.

853
00:33:33,000 --> 00:33:35,000
In the stage of Infantil education

854
00:33:35,000 --> 00:33:37,000
the family is a fundamental pillar

855
00:33:37,000 --> 00:33:39,000
because we, as teachers,

856
00:33:39,000 --> 00:33:41,000
must ensure that this transition

857
00:33:41,000 --> 00:33:43,000
between the family environment and the school

858
00:33:43,000 --> 00:33:45,000
is as positive as possible

859
00:33:45,000 --> 00:33:47,000
and in a climate of affect,

860
00:33:47,000 --> 00:33:49,000
of security and trust

861
00:33:49,000 --> 00:33:51,000
that favors the development

862
00:33:51,000 --> 00:33:53,000
of children in this stage.

863
00:33:53,000 --> 00:33:55,000
So those would be the curricular elements.

864
00:33:55,000 --> 00:33:57,000
Thank you very much, Celia.

865
00:33:57,000 --> 00:33:59,000
Let's move on to Primary Education.

866
00:33:59,000 --> 00:34:01,000
Are they the same elements?

867
00:34:01,000 --> 00:34:03,000
Are they the same elements?

868
00:34:03,000 --> 00:34:05,000
It seems that they coincide if we observe the slide.

869
00:34:05,000 --> 00:34:07,000
But, Nelida, could you bring up

870
00:34:07,000 --> 00:34:09,000
the approach that you manage

871
00:34:09,000 --> 00:34:11,000
regarding teacher programming

872
00:34:11,000 --> 00:34:13,000
in the stage of Primary Education

873
00:34:13,000 --> 00:34:15,000
from the Academic Subdirection?

874
00:34:15,000 --> 00:34:17,000
I think so. Let's see.

875
00:34:17,000 --> 00:34:19,000
Let's see.

876
00:34:19,000 --> 00:34:21,000
Programming and teaching of areas,

877
00:34:21,000 --> 00:34:23,000
as Eva said, is entrusted to the teacher, right?

878
00:34:23,000 --> 00:34:25,000
Okay.

879
00:34:25,000 --> 00:34:27,000
We find, on the one hand,

880
00:34:27,000 --> 00:34:29,000
the didactic programming of an area

881
00:34:29,000 --> 00:34:31,000
in a cycle.

882
00:34:31,000 --> 00:34:33,000
For example, the didactic programming

883
00:34:33,000 --> 00:34:35,000
of mathematics, of natural sciences

884
00:34:35,000 --> 00:34:37,000
in the first cycle.

885
00:34:37,000 --> 00:34:39,000
Okay.

886
00:34:39,000 --> 00:34:41,000
We also find the set

887
00:34:41,000 --> 00:34:43,000
of didactic programming of areas

888
00:34:43,000 --> 00:34:45,000
in a cycle.

889
00:34:45,000 --> 00:34:47,000
That is, in the first cycle,

890
00:34:47,000 --> 00:34:49,000
the programming of the first cycle

891
00:34:49,000 --> 00:34:51,000
will have the programming

892
00:34:51,000 --> 00:34:53,000
of the area of natural sciences,

893
00:34:53,000 --> 00:34:55,000
mathematics, social sciences.

894
00:34:55,000 --> 00:34:57,000
Okay.

895
00:34:57,000 --> 00:34:59,000
And the sum of all those programming

896
00:34:59,000 --> 00:35:01,000
of the first cycle, second cycle and third cycle

897
00:35:01,000 --> 00:35:03,000
will be the didactic programming of the stage.

898
00:35:03,000 --> 00:35:05,000
If we imagine a cardboard box

899
00:35:05,000 --> 00:35:07,000
that says

900
00:35:07,000 --> 00:35:09,000
didactic programming

901
00:35:09,000 --> 00:35:11,000
of the stage of Primary Education

902
00:35:11,000 --> 00:35:13,000
and we open that box,

903
00:35:13,000 --> 00:35:15,000
we will find three boxes.

904
00:35:15,000 --> 00:35:17,000
The programming of the first cycle,

905
00:35:17,000 --> 00:35:19,000
the second cycle and the third cycle.

906
00:35:19,000 --> 00:35:21,000
And in each of those boxes we will find

907
00:35:21,000 --> 00:35:23,000
that of natural sciences, social sciences, mathematics,

908
00:35:23,000 --> 00:35:25,000
language, okay?

909
00:35:25,000 --> 00:35:27,000
Those are the three levels of programming.

910
00:35:27,000 --> 00:35:29,000
What elements should

911
00:35:29,000 --> 00:35:31,000
a didactic programming

912
00:35:31,000 --> 00:35:33,000
of each area

913
00:35:33,000 --> 00:35:35,000
in a cycle incorporate?

914
00:35:35,000 --> 00:35:37,000
Well,

915
00:35:37,000 --> 00:35:39,000
it has to include

916
00:35:39,000 --> 00:35:41,000
the sequencing of didactic units.

917
00:35:41,000 --> 00:35:43,000
It has to include

918
00:35:43,000 --> 00:35:45,000
the didactic programming units

919
00:35:45,000 --> 00:35:47,000
sequenced for each course

920
00:35:47,000 --> 00:35:49,000
and cycle.

921
00:35:49,000 --> 00:35:51,000
What do these didactic

922
00:35:51,000 --> 00:35:53,000
programming units include?

923
00:35:53,000 --> 00:35:55,000
Well, then we will see examples

924
00:35:55,000 --> 00:35:57,000
that I think you will also have posted

925
00:35:57,000 --> 00:35:59,000
and with templates and everything

926
00:35:59,000 --> 00:36:01,000
that will surely come in handy.

927
00:36:01,000 --> 00:36:03,000
But first we are going to do

928
00:36:03,000 --> 00:36:05,000
a little retrospective exercise.

929
00:36:05,000 --> 00:36:07,000
What we are working on in the centres

930
00:36:07,000 --> 00:36:09,000
right now in many cases

931
00:36:09,000 --> 00:36:11,000
are the didactic units

932
00:36:11,000 --> 00:36:13,000
that we have done

933
00:36:13,000 --> 00:36:15,000
trying to adjust the norm,

934
00:36:15,000 --> 00:36:17,000
right?

935
00:36:17,000 --> 00:36:19,000
But let's think about them,

936
00:36:19,000 --> 00:36:21,000
about what we are working on right now.

937
00:36:21,000 --> 00:36:23,000
Well, in a didactic unit

938
00:36:23,000 --> 00:36:25,000
we have to find,

939
00:36:25,000 --> 00:36:27,000
first of all,

940
00:36:27,000 --> 00:36:29,000
the relationship of specific competences

941
00:36:29,000 --> 00:36:31,000
that it encompasses

942
00:36:31,000 --> 00:36:33,000
and the evaluation criteria

943
00:36:33,000 --> 00:36:35,000
associated with them.

944
00:36:35,000 --> 00:36:37,000
We also have to find the content blocks

945
00:36:37,000 --> 00:36:39,000
of the cycle

946
00:36:39,000 --> 00:36:41,000
and that will be mobilized.

947
00:36:41,000 --> 00:36:43,000
The activities

948
00:36:43,000 --> 00:36:45,000
or learning situations

949
00:36:45,000 --> 00:36:47,000
that will be concretized in actions

950
00:36:47,000 --> 00:36:49,000
that allow the development

951
00:36:49,000 --> 00:36:51,000
of the competences and the mobilization

952
00:36:51,000 --> 00:36:53,000
of these contents.

953
00:36:53,000 --> 00:36:55,000
The specific and specific resources

954
00:36:55,000 --> 00:36:57,000
and the evaluation instruments.

955
00:36:57,000 --> 00:36:59,000
That's it.

956
00:37:01,000 --> 00:37:03,000
No normative justification

957
00:37:03,000 --> 00:37:05,000
in a didactic unit.

958
00:37:05,000 --> 00:37:07,000
A didactic unit is not a learning situation

959
00:37:07,000 --> 00:37:09,000
and it is not necessary

960
00:37:09,000 --> 00:37:11,000
to put a paragraph with all the history

961
00:37:11,000 --> 00:37:13,000
of education. No.

962
00:37:13,000 --> 00:37:15,000
There are didactic units

963
00:37:15,000 --> 00:37:17,000
that are an impromptu work

964
00:37:17,000 --> 00:37:19,000
that is not necessary

965
00:37:19,000 --> 00:37:21,000
because this is no longer a useful instrument.

966
00:37:21,000 --> 00:37:23,000
In addition,

967
00:37:23,000 --> 00:37:25,000
in didactic programs

968
00:37:25,000 --> 00:37:27,000
there is the treatment

969
00:37:27,000 --> 00:37:29,000
of transversal contents,

970
00:37:29,000 --> 00:37:31,000
which are the same as Celia said,

971
00:37:31,000 --> 00:37:33,000
but in this case they are in Article 11

972
00:37:33,000 --> 00:37:35,000
of Decree 61.

973
00:37:35,000 --> 00:37:37,000
The agreed pedagogical methods.

974
00:37:39,000 --> 00:37:41,000
And here the methodologies

975
00:37:41,000 --> 00:37:43,000
that will be used in the area are reflected.

976
00:37:43,000 --> 00:37:45,000
From work

977
00:37:45,000 --> 00:37:47,000
through projects,

978
00:37:47,000 --> 00:37:49,000
from research to action, etc.

979
00:37:49,000 --> 00:37:51,000
Maybe this is a wonderful opportunity

980
00:37:51,000 --> 00:37:53,000
to put into practice all the active methodologies

981
00:37:53,000 --> 00:37:55,000
that many of us

982
00:37:55,000 --> 00:37:57,000
have prepared in it

983
00:37:57,000 --> 00:37:59,000
and that on many occasions

984
00:37:59,000 --> 00:38:01,000
we have to carry out.

985
00:38:03,000 --> 00:38:05,000
And the strategies

986
00:38:05,000 --> 00:38:07,000
for adequate attention

987
00:38:07,000 --> 00:38:09,000
to the individual differences

988
00:38:09,000 --> 00:38:11,000
of the student.

989
00:38:11,000 --> 00:38:13,000
How are we going to deal with the individual differences

990
00:38:13,000 --> 00:38:15,000
of the students in that area?

991
00:38:15,000 --> 00:38:17,000
We will have to reflect the support measures

992
00:38:17,000 --> 00:38:19,000
such as flexible groupings,

993
00:38:19,000 --> 00:38:21,000
curriculum adaptations, enrichment measures,

994
00:38:21,000 --> 00:38:23,000
modification of evaluation instruments,

995
00:38:23,000 --> 00:38:25,000
whatever we do within the framework of the normative.

996
00:38:25,000 --> 00:38:27,000
And the qualification criteria

997
00:38:27,000 --> 00:38:29,000
of the programming.

998
00:38:29,000 --> 00:38:31,000
That is, what value does the teaching unit have

999
00:38:31,000 --> 00:38:33,000
within all the qualification?

1000
00:38:35,000 --> 00:38:37,000
The value that each teaching unit has

1001
00:38:37,000 --> 00:38:39,000
in the qualification of the area.

1002
00:38:39,000 --> 00:38:41,000
In the total of the area.

1003
00:38:41,000 --> 00:38:43,000
Okay?

1004
00:38:43,000 --> 00:38:45,000
In addition to developing programs

1005
00:38:45,000 --> 00:38:47,000
to teach teaching and other functions

1006
00:38:47,000 --> 00:38:49,000
of the teacher, one of them is to evaluate

1007
00:38:49,000 --> 00:38:51,000
the learning teaching process

1008
00:38:51,000 --> 00:38:53,000
and capture it in evaluation documents.

1009
00:38:53,000 --> 00:38:55,000
Celia and Elida, could you please

1010
00:38:55,000 --> 00:38:57,000
tell us which documents

1011
00:38:57,000 --> 00:38:59,000
from this course

1012
00:38:59,000 --> 00:39:01,000
will have to be completed by the teachers

1013
00:39:01,000 --> 00:39:03,000
of child and primary education respectively?

1014
00:39:03,000 --> 00:39:05,000
Well, we start with child education.

1015
00:39:05,000 --> 00:39:07,000
The evaluation documents

1016
00:39:07,000 --> 00:39:09,000
in the stage of child education

1017
00:39:09,000 --> 00:39:11,000
are the academic file

1018
00:39:11,000 --> 00:39:13,000
and the final learning report.

1019
00:39:13,000 --> 00:39:15,000
We are not going to talk today about the academic file

1020
00:39:15,000 --> 00:39:17,000
because we are going to talk about the evaluation documents

1021
00:39:17,000 --> 00:39:19,000
which are the responsibility of the tutor.

1022
00:39:19,000 --> 00:39:21,000
In the case of all of you.

1023
00:39:21,000 --> 00:39:23,000
The final learning report

1024
00:39:23,000 --> 00:39:25,000
will have to be completed,

1025
00:39:25,000 --> 00:39:27,000
signed with the approval of the director of the center

1026
00:39:27,000 --> 00:39:29,000
and will be included in the academic file

1027
00:39:29,000 --> 00:39:31,000
of the student.

1028
00:39:31,000 --> 00:39:33,000
If you hear the final learning report

1029
00:39:33,000 --> 00:39:35,000
you will probably say

1030
00:39:35,000 --> 00:39:37,000
well, this does not sound right.

1031
00:39:37,000 --> 00:39:39,000
It does not sound right because it was collected

1032
00:39:39,000 --> 00:39:41,000
well, it was and it is.

1033
00:39:41,000 --> 00:39:43,000
Until the new order comes out.

1034
00:39:43,000 --> 00:39:45,000
It is collected in Order 680

1035
00:39:45,000 --> 00:39:47,000
2009, February 19.

1036
00:39:47,000 --> 00:39:49,000
We already had a final learning report.

1037
00:39:49,000 --> 00:39:51,000
But it is not

1038
00:39:51,000 --> 00:39:53,000
the same as we are going to have.

1039
00:39:53,000 --> 00:39:55,000
We have a new decree with a new

1040
00:39:55,000 --> 00:39:57,000
curriculum approach and therefore

1041
00:39:57,000 --> 00:39:59,000
we have elaborated a new final learning report.

1042
00:39:59,000 --> 00:40:01,000
What differences

1043
00:40:01,000 --> 00:40:03,000
do we find between the two documents?

1044
00:40:03,000 --> 00:40:05,000
In the old one,

1045
00:40:05,000 --> 00:40:07,000
we are going to call it old,

1046
00:40:07,000 --> 00:40:09,000
we talked about the degree of achievement of the objectives

1047
00:40:09,000 --> 00:40:11,000
of the stage. In the new

1048
00:40:11,000 --> 00:40:13,000
final learning report,

1049
00:40:13,000 --> 00:40:15,000
we are going to review the degree of achievement

1050
00:40:15,000 --> 00:40:17,000
of the specific competencies

1051
00:40:17,000 --> 00:40:19,000
of each of the areas

1052
00:40:19,000 --> 00:40:21,000
for each of our students.

1053
00:40:21,000 --> 00:40:23,000
With which it is different

1054
00:40:23,000 --> 00:40:25,000
because we have

1055
00:40:25,000 --> 00:40:27,000
the items that you are going to find

1056
00:40:27,000 --> 00:40:29,000
of each of the areas are specific competencies

1057
00:40:29,000 --> 00:40:31,000
related to

1058
00:40:31,000 --> 00:40:33,000
identify, interpret,

1059
00:40:33,000 --> 00:40:35,000
recognize, participate,

1060
00:40:35,000 --> 00:40:37,000
that is, competential issues,

1061
00:40:37,000 --> 00:40:39,000
as we said before,

1062
00:40:39,000 --> 00:40:41,000
skills, capacities,

1063
00:40:41,000 --> 00:40:43,000
performance that our students have to achieve.

1064
00:40:45,000 --> 00:40:47,000
What other differences do we find

1065
00:40:47,000 --> 00:40:49,000
between the two reports?

1066
00:40:49,000 --> 00:40:51,000
In the old one, we had a section

1067
00:40:51,000 --> 00:40:53,000
in which the student's situation

1068
00:40:53,000 --> 00:40:55,000
and the measures adopted were collected.

1069
00:40:55,000 --> 00:40:57,000
We are not going to have it in the new report

1070
00:40:57,000 --> 00:40:59,000
because that information is already collected

1071
00:40:59,000 --> 00:41:01,000
in the student's academic report.

1072
00:41:01,000 --> 00:41:03,000
As we said, the new report is included

1073
00:41:03,000 --> 00:41:05,000
in the student's academic report.

1074
00:41:07,000 --> 00:41:09,000
Well, you will see it.

1075
00:41:09,000 --> 00:41:11,000
It is very beautiful, personally.

1076
00:41:11,000 --> 00:41:13,000
I think it is a useful document

1077
00:41:13,000 --> 00:41:15,000
that will make life easier

1078
00:41:15,000 --> 00:41:17,000
for teachers

1079
00:41:17,000 --> 00:41:19,000
and that is also an objective document

1080
00:41:19,000 --> 00:41:21,000
that allows us to be connected

1081
00:41:21,000 --> 00:41:23,000
with the new competential approach.

1082
00:41:23,000 --> 00:41:25,000
It is achieved or in process.

1083
00:41:25,000 --> 00:41:27,000
We have also eliminated

1084
00:41:27,000 --> 00:41:29,000
the not achieved.

1085
00:41:29,000 --> 00:41:31,000
In the end, the childhood education stage,

1086
00:41:31,000 --> 00:41:33,000
as we always say, has to meet

1087
00:41:33,000 --> 00:41:35,000
the different rhythms and evolutionary moments

1088
00:41:35,000 --> 00:41:37,000
of the students.

1089
00:41:37,000 --> 00:41:39,000
There are things that start in the stage

1090
00:41:39,000 --> 00:41:41,000
and that continue in the primary education stage.

1091
00:41:41,000 --> 00:41:43,000
If you have not achieved it, you are in the process.

1092
00:41:43,000 --> 00:41:45,000
Fundamentally,

1093
00:41:45,000 --> 00:41:47,000
that is it.

1094
00:41:47,000 --> 00:41:49,000
The degree of achievement

1095
00:41:49,000 --> 00:41:51,000
of the specific competencies

1096
00:41:51,000 --> 00:41:53,000
of each of the areas for each of our students

1097
00:41:53,000 --> 00:41:55,000
at the end of the childhood education stage.

1098
00:41:55,000 --> 00:41:57,000
Nelly, I think

1099
00:41:57,000 --> 00:41:59,000
she is going to tell you a little more

1100
00:41:59,000 --> 00:42:01,000
about the primary education stage.

1101
00:42:01,000 --> 00:42:03,000
Well, in a previous way,

1102
00:42:03,000 --> 00:42:05,000
you already know that now the qualifications

1103
00:42:05,000 --> 00:42:07,000
are qualitative.

1104
00:42:07,000 --> 00:42:09,000
They are expressed in qualitative terms.

1105
00:42:09,000 --> 00:42:11,000
Insufficient, sufficient,

1106
00:42:11,000 --> 00:42:13,000
noteworthy and outstanding.

1107
00:42:13,000 --> 00:42:15,000
The qualification of the area of artistic education

1108
00:42:15,000 --> 00:42:17,000
is the arithmetic average

1109
00:42:17,000 --> 00:42:19,000
of the two blocks.

1110
00:42:19,000 --> 00:42:21,000
An average made

1111
00:42:21,000 --> 00:42:23,000
in a quantitative way

1112
00:42:23,000 --> 00:42:25,000
that then has to be expressed

1113
00:42:25,000 --> 00:42:27,000
qualitatively.

1114
00:42:27,000 --> 00:42:29,000
As Celia said,

1115
00:42:29,000 --> 00:42:31,000
because these documents are reflected

1116
00:42:31,000 --> 00:42:33,000
in the slide,

1117
00:42:33,000 --> 00:42:35,000
because they are your responsibility.

1118
00:42:35,000 --> 00:42:37,000
So, well,

1119
00:42:37,000 --> 00:42:39,000
on the one hand, there are the acts.

1120
00:42:39,000 --> 00:42:41,000
I'm sure you've seen them

1121
00:42:41,000 --> 00:42:43,000
quite a few times,

1122
00:42:43,000 --> 00:42:45,000
which are extended at the end of the course.

1123
00:42:45,000 --> 00:42:47,000
In them, the nominal relationship

1124
00:42:47,000 --> 00:42:49,000
of the student,

1125
00:42:49,000 --> 00:42:51,000
of the group, the results,

1126
00:42:51,000 --> 00:42:53,000
the decisions in relation

1127
00:42:53,000 --> 00:42:55,000
to the promotion.

1128
00:42:55,000 --> 00:42:57,000
They are the tutors, the ones you sign

1129
00:42:57,000 --> 00:42:59,000
and the director visas them.

1130
00:42:59,000 --> 00:43:01,000
They are not valid if they have

1131
00:43:01,000 --> 00:43:03,000
barriers or amendments.

1132
00:43:03,000 --> 00:43:05,000
The personal report for transfer,

1133
00:43:05,000 --> 00:43:07,000
which is carried out in the case of the transfer

1134
00:43:07,000 --> 00:43:09,000
of the person from the centre

1135
00:43:09,000 --> 00:43:11,000
before the end of the school year.

1136
00:43:11,000 --> 00:43:13,000
It will be elaborated by the tutor

1137
00:43:13,000 --> 00:43:15,000
in collaboration

1138
00:43:15,000 --> 00:43:17,000
with the rest of the tutors.

1139
00:43:17,000 --> 00:43:19,000
It will contain information

1140
00:43:19,000 --> 00:43:21,000
related to the follow-up of the assessment

1141
00:43:21,000 --> 00:43:23,000
of learning throughout the course,

1142
00:43:23,000 --> 00:43:25,000
the educational measures of attention

1143
00:43:25,000 --> 00:43:27,000
to individual differences,

1144
00:43:27,000 --> 00:43:29,000
as well as all the observations

1145
00:43:29,000 --> 00:43:31,000
that you consider appropriate.

1146
00:43:33,000 --> 00:43:35,000
The final cycle report.

1147
00:43:35,000 --> 00:43:37,000
This is one of the

1148
00:43:37,000 --> 00:43:39,000
main novelties.

1149
00:43:41,000 --> 00:43:43,000
At the end of each cycle,

1150
00:43:43,000 --> 00:43:45,000
a report must be carried out

1151
00:43:45,000 --> 00:43:47,000
on the degree of development

1152
00:43:47,000 --> 00:43:49,000
of the key competences,

1153
00:43:49,000 --> 00:43:51,000
as well as the need to propose

1154
00:43:51,000 --> 00:43:53,000
educational measures of attention

1155
00:43:53,000 --> 00:43:55,000
to the individual needs of the student.

1156
00:43:55,000 --> 00:43:57,000
This report

1157
00:43:57,000 --> 00:43:59,000
is complemented by you,

1158
00:43:59,000 --> 00:44:01,000
by Professor Tutor,

1159
00:44:01,000 --> 00:44:03,000
in collaboration with the rest

1160
00:44:03,000 --> 00:44:05,000
of the tutors.

1161
00:44:05,000 --> 00:44:07,000
Where is this report model?

1162
00:44:07,000 --> 00:44:09,000
It is in the standard.

1163
00:44:09,000 --> 00:44:11,000
In fact, I can take advantage

1164
00:44:11,000 --> 00:44:13,000
and say that the standard,

1165
00:44:13,000 --> 00:44:15,000
the order in which primary education

1166
00:44:15,000 --> 00:44:17,000
is regulated,

1167
00:44:17,000 --> 00:44:19,000
is already posted on the transparency portal

1168
00:44:19,000 --> 00:44:21,000
and we hope that you can all

1169
00:44:21,000 --> 00:44:23,000
consult it from today.

1170
00:44:23,000 --> 00:44:25,000
There you will be able to see

1171
00:44:25,000 --> 00:44:27,000
in the annexes the final cycle report

1172
00:44:27,000 --> 00:44:29,000
and also the final stage report.

1173
00:44:29,000 --> 00:44:31,000
The final stage report

1174
00:44:31,000 --> 00:44:33,000
is practically the same

1175
00:44:33,000 --> 00:44:35,000
as the cycle report,

1176
00:44:35,000 --> 00:44:37,000
but in this case

1177
00:44:37,000 --> 00:44:39,000
it will mark the student's

1178
00:44:39,000 --> 00:44:41,000
exit profile.

1179
00:44:41,000 --> 00:44:43,000
It evaluates the degree of development

1180
00:44:43,000 --> 00:44:45,000
of the key competences at the end

1181
00:44:45,000 --> 00:44:47,000
of the sixth course.

1182
00:44:47,000 --> 00:44:49,000
Both in the final cycle report

1183
00:44:49,000 --> 00:44:51,000
and in the stage report,

1184
00:44:51,000 --> 00:44:53,000
the degree of acquisition

1185
00:44:53,000 --> 00:44:55,000
of the key competences

1186
00:44:55,000 --> 00:44:57,000
must be evaluated.

1187
00:44:57,000 --> 00:44:59,000
But how?

1188
00:44:59,000 --> 00:45:01,000
The key competences of the plurilingual

1189
00:45:01,000 --> 00:45:03,000
have been achieved or not?

1190
00:45:03,000 --> 00:45:05,000
It is so broad.

1191
00:45:05,000 --> 00:45:07,000
How do we decide it?

1192
00:45:07,000 --> 00:45:09,000
Through the operative descriptors.

1193
00:45:09,000 --> 00:45:11,000
Have I worked on the operative descriptors?

1194
00:45:11,000 --> 00:45:13,000
Yes, we have worked on them

1195
00:45:13,000 --> 00:45:15,000
when we have worked on the specific competences

1196
00:45:15,000 --> 00:45:17,000
in the programs.

1197
00:45:17,000 --> 00:45:19,000
It is all in the standard

1198
00:45:19,000 --> 00:45:21,000
and in the end,

1199
00:45:21,000 --> 00:45:23,000
as teachers,

1200
00:45:23,000 --> 00:45:25,000
we have to establish

1201
00:45:25,000 --> 00:45:27,000
how to work on all these elements.

1202
00:45:27,000 --> 00:45:29,000
All right.

1203
00:45:29,000 --> 00:45:31,000
Here are the evaluation documents.

1204
00:45:31,000 --> 00:45:33,000
I think there are a lot of them.

1205
00:45:33,000 --> 00:45:35,000
You can see the documents.

1206
00:45:35,000 --> 00:45:37,000
They are in the annexes of the order

1207
00:45:37,000 --> 00:45:39,000
that is in the portal of transparency.

1208
00:45:39,000 --> 00:45:41,000
Phenomenal. Thank you very much, Celia Nelida.

1209
00:45:41,000 --> 00:45:43,000
In order to evaluate

1210
00:45:43,000 --> 00:45:45,000
the student's learning,

1211
00:45:45,000 --> 00:45:47,000
the evaluation of the teacher's own practice

1212
00:45:47,000 --> 00:45:49,000
is also added,

1213
00:45:49,000 --> 00:45:51,000
that reflection that helps us improve.

1214
00:45:51,000 --> 00:45:53,000
Let's continue

1215
00:45:53,000 --> 00:45:55,000
with the evaluation of the teacher's practice.

1216
00:45:55,000 --> 00:45:57,000
Eva, do the aspects

1217
00:45:57,000 --> 00:45:59,000
to be evaluated in child education

1218
00:45:59,000 --> 00:46:01,000
and in primary education coincide?

1219
00:46:01,000 --> 00:46:03,000
Yes, in this case,

1220
00:46:03,000 --> 00:46:05,000
the aspects to be evaluated coincide.

1221
00:46:05,000 --> 00:46:07,000
Why?

1222
00:46:07,000 --> 00:46:09,000
Because they are supported in article 91

1223
00:46:09,000 --> 00:46:11,000
of the Law,

1224
00:46:11,000 --> 00:46:13,000
where it says that one of the functions

1225
00:46:13,000 --> 00:46:15,000
of the teacher is the evaluation

1226
00:46:15,000 --> 00:46:17,000
of the teacher's practice.

1227
00:46:17,000 --> 00:46:19,000
All of us, regardless of the teaching,

1228
00:46:19,000 --> 00:46:21,000
have to evaluate what we do

1229
00:46:21,000 --> 00:46:23,000
in order to improve.

1230
00:46:23,000 --> 00:46:25,000
It is also essential

1231
00:46:25,000 --> 00:46:27,000
that this evaluation, like the other functions

1232
00:46:27,000 --> 00:46:29,000
in article 91,

1233
00:46:29,000 --> 00:46:31,000
is done as a team,

1234
00:46:31,000 --> 00:46:33,000
since you know that it is section 2.

1235
00:46:33,000 --> 00:46:35,000
All the functions of the teacher

1236
00:46:35,000 --> 00:46:37,000
have to be done as a team.

1237
00:46:37,000 --> 00:46:39,000
When evaluating the teacher's practice,

1238
00:46:39,000 --> 00:46:41,000
what you have in this slide

1239
00:46:41,000 --> 00:46:43,000
is essential.

1240
00:46:43,000 --> 00:46:45,000
First, we have to see

1241
00:46:45,000 --> 00:46:47,000
the appropriate design

1242
00:46:47,000 --> 00:46:49,000
of the activities.

1243
00:46:49,000 --> 00:46:51,000
That is, that activity,

1244
00:46:51,000 --> 00:46:53,000
that I have proposed,

1245
00:46:53,000 --> 00:46:55,000
does it serve to mobilize

1246
00:46:55,000 --> 00:46:57,000
the contents that I have

1247
00:46:57,000 --> 00:46:59,000
in that unit of didactic programming

1248
00:46:59,000 --> 00:47:01,000
or not?

1249
00:47:01,000 --> 00:47:03,000
Be careful, because we are

1250
00:47:03,000 --> 00:47:05,000
very used, the teachers,

1251
00:47:05,000 --> 00:47:07,000
and I say this from experience,

1252
00:47:07,000 --> 00:47:09,000
to carry out learning situations,

1253
00:47:09,000 --> 00:47:11,000
activities, as we would like to call it

1254
00:47:11,000 --> 00:47:13,000
20 years ago, it was the same as now.

1255
00:47:13,000 --> 00:47:15,000
We are very used to doing these things

1256
00:47:15,000 --> 00:47:17,000
because, oh, how interesting it seems to us.

1257
00:47:17,000 --> 00:47:19,000
It is that it does not mobilize

1258
00:47:19,000 --> 00:47:21,000
those contents, leave it for another time.

1259
00:47:23,000 --> 00:47:25,000
That is the first thing

1260
00:47:25,000 --> 00:47:27,000
that we have to evaluate

1261
00:47:27,000 --> 00:47:29,000
with our colleagues,

1262
00:47:29,000 --> 00:47:31,000
if the activities are suitable

1263
00:47:31,000 --> 00:47:33,000
or not for the contents

1264
00:47:33,000 --> 00:47:35,000
that we are going to mobilize.

1265
00:47:35,000 --> 00:47:37,000
The second question is whether

1266
00:47:37,000 --> 00:47:39,000
spaces and times have been planned.

1267
00:47:39,000 --> 00:47:41,000
That is, the appropriate organization

1268
00:47:41,000 --> 00:47:43,000
of spaces and times.

1269
00:47:43,000 --> 00:47:45,000
For example, let's imagine

1270
00:47:45,000 --> 00:47:47,000
that we are in a children's education class

1271
00:47:47,000 --> 00:47:49,000
and we are now,

1272
00:47:49,000 --> 00:47:51,000
those of you who are working,

1273
00:47:51,000 --> 00:47:53,000
well, you have already started Christmas

1274
00:47:53,000 --> 00:47:55,000
and some of us will be finishing autumn.

1275
00:47:55,000 --> 00:47:57,000
In autumn, we have proposed

1276
00:47:57,000 --> 00:47:59,000
a corner in which

1277
00:47:59,000 --> 00:48:01,000
we place

1278
00:48:01,000 --> 00:48:03,000
all kinds of leaves

1279
00:48:03,000 --> 00:48:05,000
that children bring

1280
00:48:05,000 --> 00:48:07,000
or we tell them, paint this green leaf

1281
00:48:07,000 --> 00:48:09,000
and paint this brown leaf.

1282
00:48:09,000 --> 00:48:11,000
This is autumn and this is spring.

1283
00:48:11,000 --> 00:48:13,000
We have to organize

1284
00:48:13,000 --> 00:48:15,000
suitable spaces for the content

1285
00:48:15,000 --> 00:48:17,000
and if we have to set up a corner of autumn

1286
00:48:17,000 --> 00:48:19,000
with everything it involves,

1287
00:48:19,000 --> 00:48:21,000
we set up the corner of autumn

1288
00:48:21,000 --> 00:48:23,000
and we do not stay in what is a graphic representation

1289
00:48:23,000 --> 00:48:25,000
of autumn, which is a date.

1290
00:48:25,000 --> 00:48:27,000
Another of the questions

1291
00:48:27,000 --> 00:48:29,000
that we have to evaluate

1292
00:48:29,000 --> 00:48:31,000
and that is also indisputable,

1293
00:48:31,000 --> 00:48:33,000
for me essential,

1294
00:48:33,000 --> 00:48:35,000
in the case of primary school,

1295
00:48:35,000 --> 00:48:37,000
is the adequacy

1296
00:48:37,000 --> 00:48:39,000
of the evaluation instruments.

1297
00:48:39,000 --> 00:48:41,000
Let's go back,

1298
00:48:41,000 --> 00:48:43,000
we get serious,

1299
00:48:43,000 --> 00:48:45,000
to the evaluation criteria

1300
00:48:45,000 --> 00:48:47,000
of the example of mathematics.

1301
00:48:47,000 --> 00:48:49,000
The criteria we had

1302
00:48:49,000 --> 00:48:51,000
were, in the first cycle,

1303
00:48:51,000 --> 00:48:53,000
to explain the processes

1304
00:48:53,000 --> 00:48:55,000
in the resolution of problems

1305
00:48:55,000 --> 00:48:57,000
verbally or graphically

1306
00:48:57,000 --> 00:48:59,000
and in the third cycle

1307
00:48:59,000 --> 00:49:01,000
was to communicate in different formats

1308
00:49:01,000 --> 00:49:03,000
the mathematical processes.

1309
00:49:03,000 --> 00:49:05,000
You, primary school teachers,

1310
00:49:05,000 --> 00:49:07,000
do you think that with a written math exam

1311
00:49:07,000 --> 00:49:09,000
you can evaluate,

1312
00:49:09,000 --> 00:49:11,000
explain

1313
00:49:11,000 --> 00:49:13,000
the problems

1314
00:49:13,000 --> 00:49:15,000
verbally or graphically?

1315
00:49:15,000 --> 00:49:17,000
No,

1316
00:49:17,000 --> 00:49:19,000
at least not verbally.

1317
00:49:19,000 --> 00:49:21,000
We will have to do an oral practice.

1318
00:49:21,000 --> 00:49:23,000
We are used to it.

1319
00:49:23,000 --> 00:49:25,000
This is the first evaluation

1320
00:49:25,000 --> 00:49:27,000
that we have to do.

1321
00:49:27,000 --> 00:49:29,000
We are evaluating the child

1322
00:49:29,000 --> 00:49:31,000
to explain

1323
00:49:31,000 --> 00:49:33,000
if that instrument is valid,

1324
00:49:33,000 --> 00:49:35,000
because no one says that exams are not valid,

1325
00:49:35,000 --> 00:49:37,000
but they are valid for something else.

1326
00:49:37,000 --> 00:49:39,000
But if what I am trying

1327
00:49:39,000 --> 00:49:41,000
is to evaluate

1328
00:49:41,000 --> 00:49:43,000
if the child knows how to explain verbally,

1329
00:49:43,000 --> 00:49:45,000
I will have to listen

1330
00:49:45,000 --> 00:49:47,000
to that child to explain verbally.

1331
00:49:47,000 --> 00:49:49,000
It is essential.

1332
00:49:51,000 --> 00:49:53,000
Finally,

1333
00:49:53,000 --> 00:49:55,000
the strategies to

1334
00:49:55,000 --> 00:49:57,000
deal with the individual

1335
00:49:57,000 --> 00:49:59,000
differences of the student.

1336
00:49:59,000 --> 00:50:01,000
All the children I have in the class

1337
00:50:01,000 --> 00:50:03,000
are all participants

1338
00:50:03,000 --> 00:50:05,000
of the didactic act of the learning process.

1339
00:50:05,000 --> 00:50:07,000
I propose activities for everyone.

1340
00:50:09,000 --> 00:50:11,000
I come

1341
00:50:11,000 --> 00:50:13,000
somewhat close to the universal design

1342
00:50:13,000 --> 00:50:15,000
of learning,

1343
00:50:15,000 --> 00:50:17,000
as far as I can.

1344
00:50:17,000 --> 00:50:19,000
What cannot be, cannot be.

1345
00:50:19,000 --> 00:50:21,000
What cannot be, cannot be.

1346
00:50:21,000 --> 00:50:23,000
But as far as I can, I try.

1347
00:50:23,000 --> 00:50:25,000
That is one of the questions.

1348
00:50:27,000 --> 00:50:29,000
I coordinate with the classmates

1349
00:50:29,000 --> 00:50:31,000
for all the functions

1350
00:50:31,000 --> 00:50:33,000
of the teacher

1351
00:50:33,000 --> 00:50:35,000
that have to be the team,

1352
00:50:35,000 --> 00:50:37,000
but also,

1353
00:50:37,000 --> 00:50:39,000
as I said in the slide,

1354
00:50:39,000 --> 00:50:41,000
I coordinate with the classmates

1355
00:50:41,000 --> 00:50:43,000
of other stages.

1356
00:50:43,000 --> 00:50:45,000
The children's order,

1357
00:50:45,000 --> 00:50:47,000
we hope you can see it soon,

1358
00:50:47,000 --> 00:50:49,000
in the transparency portal,

1359
00:50:49,000 --> 00:50:51,000
the primary one, as Nelly said,

1360
00:50:51,000 --> 00:50:53,000
you can see it from today.

1361
00:50:53,000 --> 00:50:55,000
The order says that coordination

1362
00:50:55,000 --> 00:50:57,000
between the stages is obligatory,

1363
00:50:57,000 --> 00:50:59,000
but it will not be your responsibility,

1364
00:50:59,000 --> 00:51:01,000
but the directors of the centres

1365
00:51:01,000 --> 00:51:03,000
will have to

1366
00:51:03,000 --> 00:51:05,000
make that coordination possible.

1367
00:51:05,000 --> 00:51:07,000
So, take advantage

1368
00:51:07,000 --> 00:51:09,000
of this evaluation

1369
00:51:09,000 --> 00:51:11,000
and the feedback you receive

1370
00:51:11,000 --> 00:51:13,000
from it will help you

1371
00:51:13,000 --> 00:51:15,000
to improve the practice,

1372
00:51:15,000 --> 00:51:17,000
which is what it is all about.

1373
00:51:17,000 --> 00:51:19,000
Fantastic, Eva.

1374
00:51:19,000 --> 00:51:21,000
Thank you very much

1375
00:51:21,000 --> 00:51:23,000
for this clarification.

1376
00:51:23,000 --> 00:51:25,000
Now the interesting part begins,

1377
00:51:25,000 --> 00:51:27,000
the integrated projects.

1378
00:51:27,000 --> 00:51:29,000
This novel subject

1379
00:51:29,000 --> 00:51:31,000
will begin in the next course.

1380
00:51:31,000 --> 00:51:33,000
It is of great interest,

1381
00:51:33,000 --> 00:51:35,000
so Nelida, can you tell us

1382
00:51:35,000 --> 00:51:37,000
a bit more about the implementation

1383
00:51:37,000 --> 00:51:39,000
of the integrated projects?

1384
00:51:39,000 --> 00:51:41,000
Well, when

1385
00:51:41,000 --> 00:51:43,000
you are given the final destination

1386
00:51:43,000 --> 00:51:45,000
next year,

1387
00:51:45,000 --> 00:51:47,000
you will find

1388
00:51:51,000 --> 00:51:53,000
that the centres

1389
00:51:53,000 --> 00:51:55,000
can design and implement

1390
00:51:55,000 --> 00:51:57,000
integrated projects.

1391
00:51:59,000 --> 00:52:01,000
It is possible that, as I said,

1392
00:52:01,000 --> 00:52:03,000
they have already decided

1393
00:52:03,000 --> 00:52:05,000
that they will carry out

1394
00:52:05,000 --> 00:52:07,000
integrated projects,

1395
00:52:07,000 --> 00:52:09,000
but it is also possible

1396
00:52:09,000 --> 00:52:11,000
that you can propose them.

1397
00:52:11,000 --> 00:52:13,000
Well, in the use of autonomy

1398
00:52:13,000 --> 00:52:15,000
at the beginning of each course.

1399
00:52:15,000 --> 00:52:17,000
This is very important.

1400
00:52:17,000 --> 00:52:19,000
At the beginning of each course.

1401
00:52:19,000 --> 00:52:21,000
We are not in the middle of a course

1402
00:52:21,000 --> 00:52:23,000
and we think that now we are going to work

1403
00:52:23,000 --> 00:52:25,000
on the origin of books and then we do it.

1404
00:52:25,000 --> 00:52:27,000
No.

1405
00:52:27,000 --> 00:52:29,000
Everything is much more planned.

1406
00:52:29,000 --> 00:52:31,000
At the beginning of each school course,

1407
00:52:31,000 --> 00:52:33,000
you can agree on the implementation

1408
00:52:33,000 --> 00:52:35,000
of one or several integrated projects.

1409
00:52:35,000 --> 00:52:37,000
They revolve around a common theme

1410
00:52:37,000 --> 00:52:39,000
or axis.

1411
00:52:39,000 --> 00:52:41,000
They will integrate

1412
00:52:41,000 --> 00:52:43,000
transversal content

1413
00:52:43,000 --> 00:52:45,000
and, in addition,

1414
00:52:45,000 --> 00:52:47,000
they will mobilize content

1415
00:52:47,000 --> 00:52:49,000
from different areas

1416
00:52:49,000 --> 00:52:51,000
and, therefore, they are aimed at

1417
00:52:51,000 --> 00:52:53,000
the acquisition of specific competences

1418
00:52:53,000 --> 00:52:55,000
from different areas.

1419
00:52:55,000 --> 00:52:57,000
It is interdisciplinary

1420
00:52:57,000 --> 00:52:59,000
because, as I just said,

1421
00:52:59,000 --> 00:53:01,000
specific competences

1422
00:53:01,000 --> 00:53:03,000
from different areas are worked on,

1423
00:53:03,000 --> 00:53:05,000
but also from different

1424
00:53:05,000 --> 00:53:07,000
cycles, even.

1425
00:53:07,000 --> 00:53:09,000
Even from different stages,

1426
00:53:09,000 --> 00:53:11,000
because you can make an integrated project

1427
00:53:11,000 --> 00:53:13,000
of children's education and primary education.

1428
00:53:13,000 --> 00:53:15,000
In the project itself,

1429
00:53:15,000 --> 00:53:17,000
the affected areas will be included,

1430
00:53:17,000 --> 00:53:19,000
the treated contents, as well as the type

1431
00:53:19,000 --> 00:53:21,000
or learning situations

1432
00:53:21,000 --> 00:53:23,000
that will be carried out in practice.

1433
00:53:23,000 --> 00:53:25,000
They must be included

1434
00:53:25,000 --> 00:53:27,000
in the general annual planning

1435
00:53:27,000 --> 00:53:29,000
as an independent planning.

1436
00:53:29,000 --> 00:53:31,000
Just as in the PGA we include

1437
00:53:31,000 --> 00:53:33,000
the garden, the fun breaks,

1438
00:53:33,000 --> 00:53:35,000
or the concretization of the digitalization plan,

1439
00:53:35,000 --> 00:53:37,000
we include the integrated projects.

1440
00:53:37,000 --> 00:53:39,000
And, well,

1441
00:53:39,000 --> 00:53:41,000
it requires flexible organization

1442
00:53:41,000 --> 00:53:43,000
of spaces and times.

1443
00:53:43,000 --> 00:53:45,000
It must be taken into account, of course,

1444
00:53:45,000 --> 00:53:47,000
that they can be dedicated to the integrated project

1445
00:53:47,000 --> 00:53:49,000
between 0.75 and 2 hours per week,

1446
00:53:49,000 --> 00:53:51,000
which means one or two sessions per week,

1447
00:53:51,000 --> 00:53:53,000
making sure that the two sessions

1448
00:53:53,000 --> 00:53:55,000
do not coincide with reading sessions

1449
00:53:55,000 --> 00:53:57,000
in the same area.

1450
00:53:57,000 --> 00:53:59,000
And this is a bit of a summary

1451
00:53:59,000 --> 00:54:01,000
of what an integrated project is.

1452
00:54:01,000 --> 00:54:03,000
Fantastic. Thank you very much for the clarification.

1453
00:54:03,000 --> 00:54:05,000
We will see.

1454
00:54:05,000 --> 00:54:07,000
Now what? Now the good starts.

1455
00:54:07,000 --> 00:54:09,000
The most practical. The teaching units.

1456
00:54:09,000 --> 00:54:11,000
Eva, Celia and Nelida,

1457
00:54:11,000 --> 00:54:13,000
we are looking forward to it.

1458
00:54:13,000 --> 00:54:15,000
We really want to see what you have prepared.

1459
00:54:15,000 --> 00:54:17,000
All these documents, as I told you

1460
00:54:17,000 --> 00:54:19,000
at the beginning of the presentation,

1461
00:54:19,000 --> 00:54:21,000
we will post them in the virtual classroom

1462
00:54:21,000 --> 00:54:23,000
so that you can reflect

1463
00:54:23,000 --> 00:54:25,000
so that you can understand each other

1464
00:54:25,000 --> 00:54:27,000
a little better.

1465
00:54:27,000 --> 00:54:29,000
They have prepared a Genialy.

1466
00:54:29,000 --> 00:54:31,000
Well, let's start with the children's education.

1467
00:54:31,000 --> 00:54:33,000
We have prepared one for children's education,

1468
00:54:33,000 --> 00:54:35,000
another for primary education

1469
00:54:35,000 --> 00:54:37,000
of natural sciences and another for primary education

1470
00:54:37,000 --> 00:54:39,000
of foreign languages.

1471
00:54:39,000 --> 00:54:41,000
Let's start with the children's education.

1472
00:54:41,000 --> 00:54:43,000
This format

1473
00:54:43,000 --> 00:54:45,000
that you have here is orientative.

1474
00:54:45,000 --> 00:54:47,000
It is an orientative model

1475
00:54:47,000 --> 00:54:49,000
that contemplates all the elements

1476
00:54:49,000 --> 00:54:51,000
that have to include

1477
00:54:51,000 --> 00:54:53,000
each of the teaching units.

1478
00:54:53,000 --> 00:54:55,000
Remember that the teaching units

1479
00:54:55,000 --> 00:54:57,000
were one of the boxes,

1480
00:54:57,000 --> 00:54:59,000
that there were six boxes

1481
00:54:59,000 --> 00:55:01,000
in the pedagogical proposal

1482
00:55:01,000 --> 00:55:03,000
of children's education.

1483
00:55:03,000 --> 00:55:05,000
Well, each of the teaching units

1484
00:55:05,000 --> 00:55:07,000
in this case of children's education

1485
00:55:07,000 --> 00:55:09,000
has to include

1486
00:55:09,000 --> 00:55:11,000
at least these elements

1487
00:55:11,000 --> 00:55:13,000
and they are related in this way.

1488
00:55:13,000 --> 00:55:15,000
As we have been talking about the same thing all afternoon,

1489
00:55:15,000 --> 00:55:17,000
I think it is a little easier.

1490
00:55:17,000 --> 00:55:19,000
The difference,

1491
00:55:19,000 --> 00:55:21,000
although in children's education

1492
00:55:21,000 --> 00:55:23,000
and primary education

1493
00:55:23,000 --> 00:55:25,000
has some similar curricular elements,

1494
00:55:25,000 --> 00:55:27,000
the difference with children's education

1495
00:55:27,000 --> 00:55:29,000
is that every time

1496
00:55:29,000 --> 00:55:31,000
we program in children's education,

1497
00:55:31,000 --> 00:55:33,000
we program a programming unit

1498
00:55:33,000 --> 00:55:35,000
for this time of three weeks

1499
00:55:35,000 --> 00:55:37,000
and all the time

1500
00:55:37,000 --> 00:55:39,000
during those three weeks

1501
00:55:39,000 --> 00:55:41,000
a unit is being developed.

1502
00:55:41,000 --> 00:55:43,000
While, for example,

1503
00:55:43,000 --> 00:55:45,000
in primary education you will see

1504
00:55:45,000 --> 00:55:47,000
a programming unit

1505
00:55:47,000 --> 00:55:49,000
only for the area of mathematics,

1506
00:55:49,000 --> 00:55:51,000
then it will be only for the time

1507
00:55:51,000 --> 00:55:53,000
that there is mathematics.

1508
00:55:53,000 --> 00:55:55,000
But in the case of children's education

1509
00:55:55,000 --> 00:55:57,000
this teaching unit responds

1510
00:55:57,000 --> 00:55:59,000
to all the reading time

1511
00:55:59,000 --> 00:56:01,000
of those three weeks

1512
00:56:01,000 --> 00:56:03,000
that this teaching unit lasts.

1513
00:56:03,000 --> 00:56:05,000
Therefore, the teaching units

1514
00:56:05,000 --> 00:56:07,000
of children's education

1515
00:56:07,000 --> 00:56:09,000
have to cover

1516
00:56:09,000 --> 00:56:11,000
specific competences,

1517
00:56:11,000 --> 00:56:13,000
evaluation criteria and contents,

1518
00:56:13,000 --> 00:56:15,000
because they are related,

1519
00:56:15,000 --> 00:56:17,000
of the three areas of the stage.

1520
00:56:17,000 --> 00:56:19,000
That is the main difference

1521
00:56:19,000 --> 00:56:21,000
with primary education.

1522
00:56:21,000 --> 00:56:23,000
So, when you go to the centres

1523
00:56:23,000 --> 00:56:25,000
and the director gives you

1524
00:56:25,000 --> 00:56:27,000
the same programming model

1525
00:56:27,000 --> 00:56:29,000
for children's education

1526
00:56:29,000 --> 00:56:31,000
than for primary education,

1527
00:56:31,000 --> 00:56:33,000
you say, look, no.

1528
00:56:33,000 --> 00:56:35,000
In children's education

1529
00:56:35,000 --> 00:56:37,000
three areas are programmed at the same time.

1530
00:56:37,000 --> 00:56:39,000
It is global

1531
00:56:39,000 --> 00:56:41,000
and it has to be done this way,

1532
00:56:41,000 --> 00:56:43,000
because in primary education

1533
00:56:43,000 --> 00:56:45,000
programming is done by area.

1534
00:56:45,000 --> 00:56:47,000
Therefore, the first box

1535
00:56:47,000 --> 00:56:49,000
you have here is that of areas

1536
00:56:49,000 --> 00:56:51,000
in this unit, which is

1537
00:56:51,000 --> 00:56:53,000
Who takes care of my neighborhood?

1538
00:56:53,000 --> 00:56:55,000
It is a unit for four years,

1539
00:56:55,000 --> 00:56:57,000
second cycle, second course,

1540
00:56:57,000 --> 00:56:59,000
first quarter.

1541
00:56:59,000 --> 00:57:01,000
It can be focused on the first days of September,

1542
00:57:01,000 --> 00:57:03,000
first three weeks of October,

1543
00:57:03,000 --> 00:57:05,000
before autumn,

1544
00:57:05,000 --> 00:57:07,000
Who takes care of my neighborhood?

1545
00:57:07,000 --> 00:57:09,000
A three-week timing.

1546
00:57:09,000 --> 00:57:11,000
Therefore, the specific competencies

1547
00:57:11,000 --> 00:57:13,000
that are closer,

1548
00:57:13,000 --> 00:57:15,000
because, of course,

1549
00:57:15,000 --> 00:57:17,000
those of us in children's education,

1550
00:57:17,000 --> 00:57:19,000
I am a teacher of children's education,

1551
00:57:19,000 --> 00:57:21,000
we know that in children's education

1552
00:57:21,000 --> 00:57:23,000
every minute

1553
00:57:23,000 --> 00:57:25,000
we are working all at once

1554
00:57:25,000 --> 00:57:27,000
and it is almost impossible to differentiate it,

1555
00:57:27,000 --> 00:57:29,000
but the specific competencies

1556
00:57:29,000 --> 00:57:31,000
that with this unit,

1557
00:57:31,000 --> 00:57:33,000
which you can imagine,

1558
00:57:33,000 --> 00:57:35,000
Who takes care of my neighborhood?

1559
00:57:35,000 --> 00:57:37,000
are more developed

1560
00:57:37,000 --> 00:57:39,000
in Area 1.

1561
00:57:39,000 --> 00:57:41,000
Notice that Area 1

1562
00:57:41,000 --> 00:57:43,000
has four specific competencies

1563
00:57:43,000 --> 00:57:45,000
in the decree.

1564
00:57:45,000 --> 00:57:47,000
In Area 1, which has four specific competencies,

1565
00:57:47,000 --> 00:57:49,000
we cover three of them.

1566
00:57:49,000 --> 00:57:51,000
In Area 2, which has

1567
00:57:51,000 --> 00:57:53,000
three specific competencies,

1568
00:57:53,000 --> 00:57:55,000
we cover two of them with this unit

1569
00:57:55,000 --> 00:57:57,000
and in Area 3,

1570
00:57:57,000 --> 00:57:59,000
which has five specific competencies,

1571
00:57:59,000 --> 00:58:01,000
we cover

1572
00:58:01,000 --> 00:58:03,000
two of them.

1573
00:58:03,000 --> 00:58:05,000
We can open

1574
00:58:05,000 --> 00:58:07,000
a specific competition,

1575
00:58:07,000 --> 00:58:09,000
you will be able to do this,

1576
00:58:09,000 --> 00:58:11,000
I don't know if they will be able to do it at home,

1577
00:58:11,000 --> 00:58:13,000
when they can, yes?

1578
00:58:13,000 --> 00:58:15,000
We open a specific competition.

1579
00:58:15,000 --> 00:58:17,000
I don't know which one we have opened.

1580
00:58:17,000 --> 00:58:19,000
We have opened the one to apply models.

1581
00:58:19,000 --> 00:58:21,000
Well, with any of the specific competencies

1582
00:58:21,000 --> 00:58:23,000
that you have open,

1583
00:58:23,000 --> 00:58:25,000
the specific competencies

1584
00:58:25,000 --> 00:58:27,000
that are in the decree

1585
00:58:27,000 --> 00:58:29,000
are exactly reflected.

1586
00:58:29,000 --> 00:58:31,000
Not a word can be changed.

1587
00:58:31,000 --> 00:58:33,000
Each specific competition

1588
00:58:33,000 --> 00:58:35,000
is associated,

1589
00:58:35,000 --> 00:58:37,000
because we are going to evaluate it

1590
00:58:37,000 --> 00:58:39,000
in the second cycle,

1591
00:58:39,000 --> 00:58:41,000
and also in four years,

1592
00:58:41,000 --> 00:58:43,000
with different evaluation criteria.

1593
00:58:43,000 --> 00:58:45,000
We are going to open,

1594
00:58:45,000 --> 00:58:47,000
in the case of Area 3,

1595
00:58:47,000 --> 00:58:49,000
the evaluation criteria

1596
00:58:49,000 --> 00:58:51,000
in Area 3 is 2.1.

1597
00:58:55,000 --> 00:58:57,000
In Area 3, the specific competition

1598
00:58:57,000 --> 00:58:59,000
is 2.1.

1599
00:58:59,000 --> 00:59:01,000
So, I have here

1600
00:59:01,000 --> 00:59:03,000
Competencies 3,

1601
00:59:03,000 --> 00:59:05,000
2.1

1602
00:59:05,000 --> 00:59:07,000
says to interpret effectively

1603
00:59:07,000 --> 00:59:09,000
the messages and communicative intentions

1604
00:59:09,000 --> 00:59:11,000
with the others.

1605
00:59:11,000 --> 00:59:13,000
Very well.

1606
00:59:13,000 --> 00:59:15,000
We have selected,

1607
00:59:15,000 --> 00:59:17,000
the same thing happens,

1608
00:59:17,000 --> 00:59:19,000
this evaluation criteria is stuck

1609
00:59:19,000 --> 00:59:21,000
to the one in the decree,

1610
00:59:21,000 --> 00:59:23,000
although it may have taken only one part,

1611
00:59:23,000 --> 00:59:25,000
and not the rest.

1612
00:59:25,000 --> 00:59:27,000
What I can't do is change it.

1613
00:59:27,000 --> 00:59:29,000
Because the other part,

1614
00:59:29,000 --> 00:59:31,000
I don't know if it is the example,

1615
00:59:31,000 --> 00:59:33,000
because I don't know all the criteria.

1616
00:59:33,000 --> 00:59:35,000
Maybe we leave the other part

1617
00:59:35,000 --> 00:59:37,000
to evaluate that specific competition

1618
00:59:37,000 --> 00:59:39,000
in five years or in another unit

1619
00:59:39,000 --> 00:59:41,000
of didactic programming.

1620
00:59:41,000 --> 00:59:43,000
The specific competencies

1621
00:59:43,000 --> 00:59:45,000
cannot be changed,

1622
00:59:45,000 --> 00:59:47,000
the evaluation criteria can be shortened,

1623
00:59:47,000 --> 00:59:49,000
they are the references,

1624
00:59:49,000 --> 00:59:51,000
but they cannot be changed either.

1625
00:59:53,000 --> 00:59:55,000
Related to those

1626
00:59:55,000 --> 00:59:57,000
specific competencies

1627
00:59:57,000 --> 00:59:59,000
that we intend to develop,

1628
00:59:59,000 --> 01:00:01,000
that we have selected,

1629
01:00:01,000 --> 01:00:03,000
and with those criteria

1630
01:00:03,000 --> 01:00:05,000
to evaluate the degree of development

1631
01:00:05,000 --> 01:00:07,000
of the specific competencies,

1632
01:00:07,000 --> 01:00:09,000
what contents do I mobilize?

1633
01:00:09,000 --> 01:00:11,000
We select the contents.

1634
01:00:11,000 --> 01:00:13,000
Unlike the previous model,

1635
01:00:13,000 --> 01:00:15,000
the previous approach,

1636
01:00:15,000 --> 01:00:17,000
the contents are not associated

1637
01:00:17,000 --> 01:00:19,000
with anything at all.

1638
01:00:19,000 --> 01:00:21,000
They are free.

1639
01:00:21,000 --> 01:00:23,000
In the second cycle of child education,

1640
01:00:23,000 --> 01:00:25,000
I have a lot of content

1641
01:00:25,000 --> 01:00:27,000
that I can

1642
01:00:27,000 --> 01:00:29,000
appropriate

1643
01:00:29,000 --> 01:00:31,000
to put them in this unit.

1644
01:00:31,000 --> 01:00:33,000
Let's open, for example,

1645
01:00:33,000 --> 01:00:35,000
imagine that it includes my neighborhood,

1646
01:00:35,000 --> 01:00:37,000
we open

1647
01:00:37,000 --> 01:00:39,000
Area 1,

1648
01:00:39,000 --> 01:00:41,000
Block C,

1649
01:00:41,000 --> 01:00:43,000
the knowledge of stress

1650
01:00:43,000 --> 01:00:45,000
or altitude that I have there.

1651
01:00:45,000 --> 01:00:47,000
Area 1, Block C,

1652
01:00:47,000 --> 01:00:49,000
Habits and responsibilities

1653
01:00:49,000 --> 01:00:51,000
with the environment,

1654
01:00:51,000 --> 01:00:53,000
with food, hygiene and rest,

1655
01:00:53,000 --> 01:00:55,000
maintenance of cleanliness

1656
01:00:55,000 --> 01:00:57,000
and order in the environment.

1657
01:00:57,000 --> 01:00:59,000
That is one of the contents

1658
01:00:59,000 --> 01:01:01,000
that I have chosen

1659
01:01:01,000 --> 01:01:03,000
to mobilize.

1660
01:01:03,000 --> 01:01:05,000
Why?

1661
01:01:05,000 --> 01:01:07,000
Because it allows me

1662
01:01:07,000 --> 01:01:09,000
to develop those specific competencies

1663
01:01:09,000 --> 01:01:11,000
and it goes with the unit.

1664
01:01:11,000 --> 01:01:13,000
Of course, I am not doing the unit of the circus,

1665
01:01:13,000 --> 01:01:15,000
I am doing it in the neighborhood.

1666
01:01:15,000 --> 01:01:17,000
So, let's open

1667
01:01:17,000 --> 01:01:19,000
the other content,

1668
01:01:19,000 --> 01:01:21,000
for example,

1669
01:01:21,000 --> 01:01:23,000
Area 2, Block C,

1670
01:01:23,000 --> 01:01:25,000
Area 2,

1671
01:01:25,000 --> 01:01:27,000
inquiry of the physical environment.

1672
01:01:27,000 --> 01:01:29,000
It would be the influence of people's actions

1673
01:01:29,000 --> 01:01:31,000
in the physical environment

1674
01:01:31,000 --> 01:01:33,000
and in the heritage,

1675
01:01:33,000 --> 01:01:35,000
climate change, respect for the cultural heritage

1676
01:01:35,000 --> 01:01:37,000
present in the physical environment.

1677
01:01:37,000 --> 01:01:39,000
It is clear. Who takes care of my neighborhood?

1678
01:01:39,000 --> 01:01:41,000
The first one who has to take care of the neighborhood is the child.

1679
01:01:41,000 --> 01:01:43,000
He has to take care of his family

1680
01:01:43,000 --> 01:01:45,000
and he has to involve

1681
01:01:45,000 --> 01:01:47,000
the whole community in the neighborhood.

1682
01:01:47,000 --> 01:01:49,000
We have to take care of the neighborhood,

1683
01:01:49,000 --> 01:01:51,000
the natural, the social, the heritage.

1684
01:01:51,000 --> 01:01:53,000
So, these contents

1685
01:01:53,000 --> 01:01:55,000
are exactly the ones in the curriculum.

1686
01:01:57,000 --> 01:01:59,000
I could have cut them,

1687
01:01:59,000 --> 01:02:01,000
because I could have left the rest of Spain

1688
01:02:01,000 --> 01:02:03,000
and the universe,

1689
01:02:03,000 --> 01:02:05,000
for another teaching unit,

1690
01:02:05,000 --> 01:02:07,000
but I cannot change them

1691
01:02:07,000 --> 01:02:09,000
or put other contents

1692
01:02:09,000 --> 01:02:11,000
that are not in the curriculum.

1693
01:02:11,000 --> 01:02:13,000
These are the ones I have to mobilize.

1694
01:02:13,000 --> 01:02:15,000
And if I don't like them,

1695
01:02:15,000 --> 01:02:17,000
I choose others for this teaching unit.

1696
01:02:17,000 --> 01:02:19,000
But in all teaching units

1697
01:02:19,000 --> 01:02:21,000
of the second cycle,

1698
01:02:21,000 --> 01:02:23,000
all the contents

1699
01:02:23,000 --> 01:02:25,000
of the curriculum of the second cycle will have to be there,

1700
01:02:25,000 --> 01:02:27,000
because our responsibility is that, as teachers,

1701
01:02:27,000 --> 01:02:29,000
to show the curriculum

1702
01:02:29,000 --> 01:02:31,000
from the Madrid community to the student

1703
01:02:31,000 --> 01:02:33,000
and to leave a mark and that the student is competent.

1704
01:02:35,000 --> 01:02:37,000
When it comes to

1705
01:02:37,000 --> 01:02:39,000
making your teaching programs,

1706
01:02:39,000 --> 01:02:41,000
if we click here

1707
01:02:41,000 --> 01:02:43,000
in all these little crosses

1708
01:02:43,000 --> 01:02:45,000
we have all the competences, criteria,

1709
01:02:45,000 --> 01:02:47,000
because all the windows open

1710
01:02:47,000 --> 01:02:49,000
and the teaching unit is made completely.

1711
01:02:49,000 --> 01:02:51,000
When you do it in the school,

1712
01:02:51,000 --> 01:02:53,000
you have to realize that

1713
01:02:53,000 --> 01:02:55,000
if you have to copy 80 times

1714
01:02:55,000 --> 01:02:57,000
all the specific competences

1715
01:02:57,000 --> 01:02:59,000
in all the teaching units,

1716
01:02:59,000 --> 01:03:01,000
it is a mess.

1717
01:03:01,000 --> 01:03:03,000
If it is in the decree,

1718
01:03:03,000 --> 01:03:05,000
it would only serve to put

1719
01:03:05,000 --> 01:03:07,000
the number of the competences,

1720
01:03:07,000 --> 01:03:09,000
the criteria of the competences,

1721
01:03:09,000 --> 01:03:11,000
that the competences are associated.

1722
01:03:11,000 --> 01:03:13,000
Unless something changes.

1723
01:03:13,000 --> 01:03:15,000
You have to put the contents

1724
01:03:15,000 --> 01:03:17,000
because the contents

1725
01:03:17,000 --> 01:03:19,000
are not associated with any number.

1726
01:03:19,000 --> 01:03:21,000
You choose the ones you want.

1727
01:03:21,000 --> 01:03:23,000
In fact, in the decree, the contents are not associated

1728
01:03:23,000 --> 01:03:25,000
with any number.

1729
01:03:25,000 --> 01:03:27,000
Let's go to the most interesting part.

1730
01:03:27,000 --> 01:03:29,000
Once we have made that relationship,

1731
01:03:29,000 --> 01:03:31,000
activities, types, learning situations,

1732
01:03:31,000 --> 01:03:33,000
we are going to open the first performance.

1733
01:03:33,000 --> 01:03:35,000
We call it performances,

1734
01:03:35,000 --> 01:03:37,000
so that there are no fights between those who defend

1735
01:03:37,000 --> 01:03:39,000
activities, learning situations, performances.

1736
01:03:39,000 --> 01:03:41,000
The performances that involve a set of tasks.

1737
01:03:41,000 --> 01:03:43,000
Every performance,

1738
01:03:43,000 --> 01:03:45,000
we have said,

1739
01:03:45,000 --> 01:03:47,000
has a competitive development.

1740
01:03:47,000 --> 01:03:49,000
We have thought, as it cannot be otherwise,

1741
01:03:49,000 --> 01:03:51,000
among the performances,

1742
01:03:51,000 --> 01:03:53,000
performance 1,

1743
01:03:53,000 --> 01:03:55,000
research project in collaboration with the family

1744
01:03:55,000 --> 01:03:57,000
on the resources of the neighborhood,

1745
01:03:57,000 --> 01:03:59,000
services provided and natural, social and cultural heritage,

1746
01:03:59,000 --> 01:04:01,000
presentations of conclusions to the class group.

1747
01:04:01,000 --> 01:04:03,000
A research project with the family

1748
01:04:03,000 --> 01:04:05,000
on the neighborhood.

1749
01:04:05,000 --> 01:04:07,000
Performance 2, situations that invite

1750
01:04:07,000 --> 01:04:09,000
the establishment of relationships and connections

1751
01:04:09,000 --> 01:04:11,000
between the different trades

1752
01:04:11,000 --> 01:04:13,000
and the relevance of each one of them

1753
01:04:13,000 --> 01:04:15,000
in the care and life of the neighborhood.

1754
01:04:15,000 --> 01:04:17,000
Performance 3, rain of ideas

1755
01:04:17,000 --> 01:04:19,000
and elaboration of a list agreed

1756
01:04:19,000 --> 01:04:21,000
and reflected on social norms.

1757
01:04:21,000 --> 01:04:23,000
Performance 4,

1758
01:04:23,000 --> 01:04:25,000
participation in exploration activities

1759
01:04:25,000 --> 01:04:27,000
and so on,

1760
01:04:27,000 --> 01:04:29,000
up to 7 performances that we have marked

1761
01:04:29,000 --> 01:04:31,000
that can be more.

1762
01:04:31,000 --> 01:04:41,000
I wanted to focus on performance 5,

1763
01:04:41,000 --> 01:04:43,000
representation of some signs of identity,

1764
01:04:43,000 --> 01:04:45,000
traditions or customs of the neighborhood

1765
01:04:45,000 --> 01:04:47,000
in different languages

1766
01:04:47,000 --> 01:04:49,000
and forms of expression.

1767
01:04:49,000 --> 01:04:51,000
Here I take all the blocks.

1768
01:04:51,000 --> 01:04:53,000
It can be from the musical point of view,

1769
01:04:53,000 --> 01:04:55,000
plastic, body expression.

1770
01:04:55,000 --> 01:04:57,000
Of course, performance 7,

1771
01:04:57,000 --> 01:04:59,000
activities of recognition

1772
01:04:59,000 --> 01:05:01,000
and oral production of words,

1773
01:05:01,000 --> 01:05:03,000
small phrases or songs

1774
01:05:03,000 --> 01:05:05,000
related to the neighborhood

1775
01:05:05,000 --> 01:05:07,000
in a foreign language.

1776
01:05:07,000 --> 01:05:09,000
Because the foreign language

1777
01:05:09,000 --> 01:05:11,000
is not an area of child education,

1778
01:05:11,000 --> 01:05:13,000
it has to be programmed

1779
01:05:13,000 --> 01:05:15,000
in the didactic units of child education.

1780
01:05:15,000 --> 01:05:17,000
The teacher who teaches the foreign language

1781
01:05:17,000 --> 01:05:19,000
will be able to participate in the programming,

1782
01:05:19,000 --> 01:05:21,000
but it has to be programmed here,

1783
01:05:21,000 --> 01:05:23,000
it is not outside,

1784
01:05:23,000 --> 01:05:25,000
it is not one more area.

1785
01:05:25,000 --> 01:05:27,000
We are going to claim those of child education

1786
01:05:27,000 --> 01:05:29,000
that has its place and its own moment.

1787
01:05:29,000 --> 01:05:31,000
Specific material resources,

1788
01:05:31,000 --> 01:05:33,000
those of the neighborhood.

1789
01:05:33,000 --> 01:05:35,000
We are not going to imagine

1790
01:05:35,000 --> 01:05:37,000
other stories here.

1791
01:05:37,000 --> 01:05:39,000
Why don't we put evaluation instruments

1792
01:05:39,000 --> 01:05:41,000
in child education?

1793
01:05:41,000 --> 01:05:43,000
In child education we do not put evaluation instruments

1794
01:05:43,000 --> 01:05:45,000
because there is no qualification in child education.

1795
01:05:45,000 --> 01:05:47,000
As there is no qualification,

1796
01:05:47,000 --> 01:05:49,000
we do not have to give a sufficient one,

1797
01:05:49,000 --> 01:05:51,000
but the only thing there is,

1798
01:05:51,000 --> 01:05:53,000
is a document in which we inform

1799
01:05:53,000 --> 01:05:55,000
the evaluation of the student's evolution

1800
01:05:55,000 --> 01:05:57,000
throughout the stage.

1801
01:05:57,000 --> 01:05:59,000
It is not necessary an evaluation instrument

1802
01:05:59,000 --> 01:06:01,000
because the rule says

1803
01:06:01,000 --> 01:06:03,000
that systematic observation

1804
01:06:03,000 --> 01:06:05,000
will be the technique.

1805
01:06:05,000 --> 01:06:07,000
What will we have in child education?

1806
01:06:07,000 --> 01:06:09,000
A record,

1807
01:06:09,000 --> 01:06:11,000
because those of you who are in child education

1808
01:06:11,000 --> 01:06:13,000
know that in child education everything is evaluation.

1809
01:06:13,000 --> 01:06:15,000
A record of what we observe

1810
01:06:15,000 --> 01:06:17,000
in the student

1811
01:06:17,000 --> 01:06:19,000
to later communicate to the family.

1812
01:06:19,000 --> 01:06:21,000
It is not necessary to invent

1813
01:06:21,000 --> 01:06:23,000
evaluation instruments

1814
01:06:23,000 --> 01:06:25,000
because we are constantly evaluating.

1815
01:06:25,000 --> 01:06:27,000
The rule also does not take it.

1816
01:06:27,000 --> 01:06:29,000
Let's continue with the primary schools.

1817
01:06:29,000 --> 01:06:31,000
Let's continue with the next slide.

1818
01:06:31,000 --> 01:06:33,000
Great.

1819
01:06:33,000 --> 01:06:35,000
Here...

1820
01:06:35,000 --> 01:06:37,000
That's it.

1821
01:06:37,000 --> 01:06:39,000
We already have another proposal for a didactic unit.

1822
01:06:39,000 --> 01:06:41,000
Indeed,

1823
01:06:41,000 --> 01:06:43,000
we have made the didactic unit

1824
01:06:43,000 --> 01:06:45,000
of programming.

1825
01:06:45,000 --> 01:06:47,000
We have sat down,

1826
01:06:47,000 --> 01:06:49,000
you will all have it,

1827
01:06:49,000 --> 01:06:51,000
and we liked this format for the presentation

1828
01:06:51,000 --> 01:06:53,000
because it allows you to see

1829
01:06:53,000 --> 01:06:55,000
the connection of all the elements

1830
01:06:55,000 --> 01:06:57,000
in a clear way,

1831
01:06:57,000 --> 01:06:59,000
but, of course, everything could not be put there

1832
01:06:59,000 --> 01:07:01,000
because then you do not see anything.

1833
01:07:01,000 --> 01:07:03,000
I think the idea of ​​the deployable is quite right.

1834
01:07:03,000 --> 01:07:05,000
In this case,

1835
01:07:05,000 --> 01:07:07,000
it is a didactic unit of programming

1836
01:07:07,000 --> 01:07:09,000
of the second primary school.

1837
01:07:09,000 --> 01:07:11,000
It is the area of ​​sciences of nature.

1838
01:07:11,000 --> 01:07:13,000
It is entitled, I take care of my body.

1839
01:07:13,000 --> 01:07:15,000
I'm sure some of you are

1840
01:07:15,000 --> 01:07:17,000
involved right now in something similar.

1841
01:07:17,000 --> 01:07:19,000
Well,

1842
01:07:19,000 --> 01:07:21,000
as we have been saying,

1843
01:07:21,000 --> 01:07:23,000
it is a competent curriculum.

1844
01:07:23,000 --> 01:07:25,000
This means that

1845
01:07:25,000 --> 01:07:27,000
we start from the specific competencies.

1846
01:07:27,000 --> 01:07:29,000
As teachers,

1847
01:07:29,000 --> 01:07:31,000
we are the ones who are going to select

1848
01:07:31,000 --> 01:07:33,000
the specific competencies that we want

1849
01:07:33,000 --> 01:07:35,000
the students to do.

1850
01:07:35,000 --> 01:07:37,000
As we have already said, it is in the decree.

1851
01:07:39,000 --> 01:07:41,000
Once we have selected the competencies,

1852
01:07:41,000 --> 01:07:43,000
now I tell you if we open any.

1853
01:07:43,000 --> 01:07:45,000
Once we have selected the competencies,

1854
01:07:45,000 --> 01:07:47,000
we would have to take into account

1855
01:07:47,000 --> 01:07:49,000
the associated evaluation criteria.

1856
01:07:49,000 --> 01:07:51,000
If we open the specific

1857
01:07:51,000 --> 01:07:53,000
competency number 4,

1858
01:07:55,000 --> 01:07:57,000
know and become aware of the body,

1859
01:07:57,000 --> 01:07:59,000
as well as of the emotions and feelings

1860
01:07:59,000 --> 01:08:01,000
of one's own and others,

1861
01:08:01,000 --> 01:08:03,000
applying scientific knowledge

1862
01:08:03,000 --> 01:08:05,000
to promote physical and mental health,

1863
01:08:05,000 --> 01:08:07,000
we can open, for example,

1864
01:08:07,000 --> 01:08:09,000
the evaluation criteria 4.1

1865
01:08:09,000 --> 01:08:11,000
and we see that

1866
01:08:11,000 --> 01:08:13,000
it is associated with the criterion

1867
01:08:13,000 --> 01:08:15,000
of identifying one's own emotions

1868
01:08:15,000 --> 01:08:17,000
and those of others,

1869
01:08:17,000 --> 01:08:19,000
understanding family and school relationships

1870
01:08:19,000 --> 01:08:21,000
to which they belong and recognizing

1871
01:08:21,000 --> 01:08:23,000
the actions that favor

1872
01:08:23,000 --> 01:08:25,000
these relationships.

1873
01:08:25,000 --> 01:08:27,000
Well, once we have selected

1874
01:08:27,000 --> 01:08:29,000
the competencies,

1875
01:08:29,000 --> 01:08:31,000
we have selected the associated criteria,

1876
01:08:31,000 --> 01:08:33,000
we must choose the contents

1877
01:08:35,000 --> 01:08:37,000
of either of the two blocks.

1878
01:08:37,000 --> 01:08:39,000
What contents are we going to mobilize?

1879
01:08:39,000 --> 01:08:41,000
In this case, we are going to open,

1880
01:08:41,000 --> 01:08:43,000
for example,

1881
01:08:45,000 --> 01:08:47,000
in scientific culture,

1882
01:08:51,000 --> 01:08:53,000
in this case,

1883
01:08:53,000 --> 01:08:55,000
basic needs of living beings,

1884
01:08:55,000 --> 01:08:57,000
including the human being, classification and identification

1885
01:08:57,000 --> 01:08:59,000
of living beings, identification of the

1886
01:08:59,000 --> 01:09:01,000
main parts of the body,

1887
01:09:01,000 --> 01:09:03,000
description in general,

1888
01:09:03,000 --> 01:09:05,000
healthy habits...

1889
01:09:05,000 --> 01:09:07,000
So far,

1890
01:09:07,000 --> 01:09:09,000
the role of the teacher

1891
01:09:09,000 --> 01:09:11,000
is to select the elements

1892
01:09:11,000 --> 01:09:13,000
of the unit

1893
01:09:13,000 --> 01:09:15,000
according to what we are going to work on.

1894
01:09:15,000 --> 01:09:17,000
How?

1895
01:09:17,000 --> 01:09:19,000
It is now

1896
01:09:19,000 --> 01:09:21,000
when our creative part comes in,

1897
01:09:21,000 --> 01:09:23,000
the creative part of the unit,

1898
01:09:23,000 --> 01:09:25,000
and as teachers we design

1899
01:09:25,000 --> 01:09:27,000
the learning situations and activities

1900
01:09:27,000 --> 01:09:29,000
that we are going to develop.

1901
01:09:29,000 --> 01:09:31,000
If there is something that characterizes

1902
01:09:31,000 --> 01:09:33,000
a competitive curriculum, it is teamwork.

1903
01:09:33,000 --> 01:09:35,000
It is necessary to take into account,

1904
01:09:35,000 --> 01:09:37,000
as Eva said before,

1905
01:09:37,000 --> 01:09:39,000
the teammates.

1906
01:09:39,000 --> 01:09:41,000
It is essential to work as a team.

1907
01:09:41,000 --> 01:09:43,000
The learning situations

1908
01:09:43,000 --> 01:09:45,000
or activities of this kind,

1909
01:09:45,000 --> 01:09:47,000
which have a set of actions,

1910
01:09:47,000 --> 01:09:49,000
in this case,

1911
01:09:49,000 --> 01:09:51,000
we are going to open the action number 1.

1912
01:09:53,000 --> 01:09:55,000
If you take a look,

1913
01:09:55,000 --> 01:09:57,000
I think this was also the research.

1914
01:09:57,000 --> 01:09:59,000
Research by teams

1915
01:09:59,000 --> 01:10:01,000
with digital resources on issues

1916
01:10:01,000 --> 01:10:03,000
related to devices, locomotor,

1917
01:10:03,000 --> 01:10:05,000
digestive, etc.

1918
01:10:05,000 --> 01:10:07,000
Action number 2.

1919
01:10:09,000 --> 01:10:11,000
Activity of discrimination,

1920
01:10:11,000 --> 01:10:13,000
classification, identification.

1921
01:10:13,000 --> 01:10:15,000
Now, as teachers,

1922
01:10:15,000 --> 01:10:17,000
each one will have to select

1923
01:10:17,000 --> 01:10:19,000
which activities of discrimination, classification,

1924
01:10:19,000 --> 01:10:21,000
are the most suitable

1925
01:10:21,000 --> 01:10:23,000
for your students.

1926
01:10:23,000 --> 01:10:25,000
Or action number 3,

1927
01:10:27,000 --> 01:10:29,000
which is the search for information

1928
01:10:29,000 --> 01:10:31,000
in digital media

1929
01:10:31,000 --> 01:10:33,000
about healthy foods,

1930
01:10:33,000 --> 01:10:35,000
among other unhealthy foods,

1931
01:10:35,000 --> 01:10:37,000
including sugar,

1932
01:10:37,000 --> 01:10:39,000
and recognition of them

1933
01:10:39,000 --> 01:10:41,000
in actions and varied proposals.

1934
01:10:41,000 --> 01:10:43,000
Now you have to decide

1935
01:10:43,000 --> 01:10:45,000
which proposals.

1936
01:10:45,000 --> 01:10:47,000
Let's see how much sugar

1937
01:10:47,000 --> 01:10:49,000
the shakes we bring at recess have.

1938
01:10:49,000 --> 01:10:51,000
Let's compare them with a bag of sweets

1939
01:10:51,000 --> 01:10:53,000
or a packet of cookies.

1940
01:10:53,000 --> 01:10:55,000
Let's take so many grams of sugar

1941
01:10:55,000 --> 01:10:57,000
and put them in a mural.

1942
01:10:57,000 --> 01:10:59,000
Let's see,

1943
01:10:59,000 --> 01:11:01,000
there are many resources,

1944
01:11:01,000 --> 01:11:03,000
all that you use,

1945
01:11:03,000 --> 01:11:05,000
as Eva said.

1946
01:11:05,000 --> 01:11:07,000
And in the unit of Primary

1947
01:11:07,000 --> 01:11:09,000
Didactic Programming

1948
01:11:09,000 --> 01:11:11,000
we will find the evaluation instruments.

1949
01:11:11,000 --> 01:11:13,000
Be careful,

1950
01:11:13,000 --> 01:11:15,000
these evaluation instruments,

1951
01:11:15,000 --> 01:11:17,000
when we have made

1952
01:11:17,000 --> 01:11:19,000
the units of Programming,

1953
01:11:19,000 --> 01:11:21,000
we have realized

1954
01:11:21,000 --> 01:11:23,000
that the evaluation instruments

1955
01:11:23,000 --> 01:11:25,000
have to be completely connected

1956
01:11:25,000 --> 01:11:27,000
and it is the evaluation criteria

1957
01:11:27,000 --> 01:11:29,000
that will give you the clue to use this instrument.

1958
01:11:29,000 --> 01:11:31,000
If we open, for example,

1959
01:11:31,000 --> 01:11:33,000
the instrument 1,

1960
01:11:33,000 --> 01:11:35,000
there you can see

1961
01:11:35,000 --> 01:11:37,000
oral and graphic productions

1962
01:11:37,000 --> 01:11:39,000
as a team,

1963
01:11:39,000 --> 01:11:41,000
with the result of the proposed research

1964
01:11:41,000 --> 01:11:43,000
that includes the general steps

1965
01:11:43,000 --> 01:11:45,000
followed. My goodness, what a complication,

1966
01:11:45,000 --> 01:11:47,000
that includes the general steps followed.

1967
01:11:47,000 --> 01:11:49,000
Yes, it is that in the evaluation criteria

1968
01:11:49,000 --> 01:11:51,000
it is reflected

1969
01:11:51,000 --> 01:11:53,000
that the child has to

1970
01:11:53,000 --> 01:11:55,000
express

1971
01:11:55,000 --> 01:11:57,000
the result of the research

1972
01:11:57,000 --> 01:11:59,000
including the general steps

1973
01:11:59,000 --> 01:12:01,000
followed.

1974
01:12:01,000 --> 01:12:03,000
So, what we are going to evaluate is that.

1975
01:12:03,000 --> 01:12:05,000
So, we will have to look for an instrument

1976
01:12:05,000 --> 01:12:07,000
that serves to evaluate

1977
01:12:07,000 --> 01:12:09,000
that criterion.

1978
01:12:09,000 --> 01:12:11,000
The qualification criteria, well, in this case

1979
01:12:11,000 --> 01:12:13,000
they are a bit random, right?

1980
01:12:13,000 --> 01:12:15,000
A little...

1981
01:12:15,000 --> 01:12:17,000
It is a little personal evaluation,

1982
01:12:17,000 --> 01:12:19,000
this would also depend on the decisions

1983
01:12:19,000 --> 01:12:21,000
of the Center.

1984
01:12:21,000 --> 01:12:23,000
The second evaluation instrument,

1985
01:12:23,000 --> 01:12:25,000
for example,

1986
01:12:25,000 --> 01:12:27,000
oral and written productions

1987
01:12:27,000 --> 01:12:29,000
of identification, classification and description

1988
01:12:29,000 --> 01:12:31,000
of living beings.

1989
01:12:31,000 --> 01:12:33,000
Here, in the oral and written productions,

1990
01:12:33,000 --> 01:12:35,000
a lot of possibilities come in.

1991
01:12:35,000 --> 01:12:37,000
Well, this is a unit

1992
01:12:37,000 --> 01:12:39,000
of didactic programming.

1993
01:12:39,000 --> 01:12:41,000
I think it is clear

1994
01:12:41,000 --> 01:12:43,000
the idea that I have told you before,

1995
01:12:43,000 --> 01:12:45,000
that a unit of didactic programming

1996
01:12:45,000 --> 01:12:47,000
first is a useful instrument,

1997
01:12:47,000 --> 01:12:49,000
it is a living instrument and it is something

1998
01:12:49,000 --> 01:12:51,000
that can be used

1999
01:12:51,000 --> 01:12:53,000
to analyze

2000
01:12:53,000 --> 01:12:55,000
the generic environment,

2001
01:12:55,000 --> 01:12:57,000
because it is not necessary, right?

2002
01:12:57,000 --> 01:12:59,000
So now, it has been very quick,

2003
01:12:59,000 --> 01:13:01,000
but as you have everything uploaded,

2004
01:13:01,000 --> 01:13:03,000
when you see it, you will see it much clearer.

2005
01:13:03,000 --> 01:13:05,000
And so we can move on

2006
01:13:05,000 --> 01:13:07,000
to English.

2007
01:13:07,000 --> 01:13:09,000
Well, the last one

2008
01:13:09,000 --> 01:13:11,000
is the one we have prepared for

2009
01:13:11,000 --> 01:13:13,000
English as a foreign language.

2010
01:13:13,000 --> 01:13:15,000
Before telling you a little more

2011
01:13:15,000 --> 01:13:17,000
concretely

2012
01:13:17,000 --> 01:13:19,000
about how we have organized it,

2013
01:13:19,000 --> 01:13:21,000
well, first tell you that this,

2014
01:13:21,000 --> 01:13:23,000
which may seem like this from the outside,

2015
01:13:23,000 --> 01:13:25,000
my goodness,

2016
01:13:25,000 --> 01:13:27,000
and if you do not look for me,

2017
01:13:27,000 --> 01:13:29,000
in a few months you will look for me and say,

2018
01:13:29,000 --> 01:13:31,000
I was not right,

2019
01:13:31,000 --> 01:13:33,000
but I assure you that when you start

2020
01:13:33,000 --> 01:13:35,000
to develop the units, you will understand

2021
01:13:35,000 --> 01:13:37,000
the connection between all the elements

2022
01:13:37,000 --> 01:13:39,000
and once you understand the connection,

2023
01:13:39,000 --> 01:13:41,000
I, as a teacher of English as a foreign language,

2024
01:13:41,000 --> 01:13:43,000
I find it fascinating

2025
01:13:43,000 --> 01:13:45,000
to have the ability to include everything

2026
01:13:45,000 --> 01:13:47,000
and that everything is connected, right?

2027
01:13:47,000 --> 01:13:49,000
And that it has a meaning.

2028
01:13:49,000 --> 01:13:51,000
And if you do not look for me,

2029
01:13:51,000 --> 01:13:53,000
you will tell me, I was not right.

2030
01:13:53,000 --> 01:13:55,000
Before, well, a few words about

2031
01:13:55,000 --> 01:13:57,000
what is the English foreign language

2032
01:13:57,000 --> 01:13:59,000
in the community of Madrid.

2033
01:13:59,000 --> 01:14:01,000
What is the purpose of the area?

2034
01:14:01,000 --> 01:14:03,000
To promote and expand the communicative

2035
01:14:03,000 --> 01:14:05,000
possibilities of the students.

2036
01:14:05,000 --> 01:14:07,000
Whenever one learns a language,

2037
01:14:07,000 --> 01:14:09,000
in this case English,

2038
01:14:09,000 --> 01:14:11,000
what we intend is to be competent,

2039
01:14:11,000 --> 01:14:13,000
to be able to communicate in it.

2040
01:14:13,000 --> 01:14:15,000
To create infinite lists of vocabulary

2041
01:14:15,000 --> 01:14:17,000
and grammatical structures

2042
01:14:17,000 --> 01:14:19,000
and to make translations.

2043
01:14:19,000 --> 01:14:21,000
And when it was time to have to face

2044
01:14:21,000 --> 01:14:23,000
a conversation with a person of English,

2045
01:14:23,000 --> 01:14:25,000
they were not capable.

2046
01:14:25,000 --> 01:14:27,000
What we precisely want is that our students

2047
01:14:27,000 --> 01:14:29,000
are competent,

2048
01:14:29,000 --> 01:14:31,000
can communicate,

2049
01:14:31,000 --> 01:14:33,000
either in English as in their second foreign language

2050
01:14:33,000 --> 01:14:35,000
and in their own mother tongue.

2051
01:14:35,000 --> 01:14:37,000
That is why the area

2052
01:14:37,000 --> 01:14:39,000
is structured around six specific competencies.

2053
01:14:39,000 --> 01:14:41,000
From my point of view,

2054
01:14:41,000 --> 01:14:43,000
you have to include all of them.

2055
01:14:43,000 --> 01:14:45,000
Because through these specific competencies,

2056
01:14:45,000 --> 01:14:47,000
of the six, we are going to work

2057
01:14:47,000 --> 01:14:49,000
the four basic skills that we already know,

2058
01:14:49,000 --> 01:14:51,000
oral comprehension, written comprehension,

2059
01:14:51,000 --> 01:14:53,000
oral expression and written expression.

2060
01:14:53,000 --> 01:14:55,000
But at the same time,

2061
01:14:55,000 --> 01:14:57,000
we are going to work on something fundamental,

2062
01:14:57,000 --> 01:14:59,000
which is the plurilingual competence.

2063
01:14:59,000 --> 01:15:01,000
The plurilingual competence is what allows us

2064
01:15:01,000 --> 01:15:03,000
to transfer learnings

2065
01:15:03,000 --> 01:15:05,000
from one language to another.

2066
01:15:05,000 --> 01:15:07,000
But what learnings? Strategies.

2067
01:15:07,000 --> 01:15:09,000
And I give you an example.

2068
01:15:09,000 --> 01:15:11,000
If I ask you, what is your favorite vegetable?

2069
01:15:11,000 --> 01:15:13,000
And you want to answer broccoli.

2070
01:15:13,000 --> 01:15:15,000
This is a question that you don't ask

2071
01:15:15,000 --> 01:15:17,000
to the students because probably

2072
01:15:17,000 --> 01:15:19,000
no one says broccoli.

2073
01:15:19,000 --> 01:15:21,000
But you don't know how to say broccoli in English.

2074
01:15:21,000 --> 01:15:23,000
We, as adults,

2075
01:15:23,000 --> 01:15:25,000
have enough strategies

2076
01:15:25,000 --> 01:15:27,000
for that communication

2077
01:15:27,000 --> 01:15:29,000
to occur,

2078
01:15:29,000 --> 01:15:31,000
for our interlocutor

2079
01:15:31,000 --> 01:15:33,000
to be able to maintain that conversation.

2080
01:15:33,000 --> 01:15:35,000
You will explain that it is a green vegetable,

2081
01:15:35,000 --> 01:15:37,000
that it looks like a tree, that it has a trunk.

2082
01:15:37,000 --> 01:15:39,000
If you don't have enough vocabulary

2083
01:15:39,000 --> 01:15:41,000
to explain that,

2084
01:15:41,000 --> 01:15:43,000
you can say that it looks like artichoke,

2085
01:15:43,000 --> 01:15:45,000
you can make a drawing,

2086
01:15:45,000 --> 01:15:47,000
look for a resource on the Internet,

2087
01:15:47,000 --> 01:15:49,000
sing a song about vegetables,

2088
01:15:49,000 --> 01:15:51,000
if you remember it, or use any other resource

2089
01:15:51,000 --> 01:15:53,000
that you have learned that allows you

2090
01:15:53,000 --> 01:15:55,000
to continue maintaining that communication.

2091
01:15:55,000 --> 01:15:57,000
That is precisely,

2092
01:15:57,000 --> 01:15:59,000
apart from the four basic skills

2093
01:15:59,000 --> 01:16:01,000
that we already work on in the area

2094
01:16:01,000 --> 01:16:03,000
of foreign language English,

2095
01:16:03,000 --> 01:16:05,000
what is intended with this new approach.

2096
01:16:05,000 --> 01:16:07,000
We want them to learn this type of strategies

2097
01:16:07,000 --> 01:16:09,000
that will not only help them with English,

2098
01:16:09,000 --> 01:16:11,000
they will help them with the learning

2099
01:16:11,000 --> 01:16:13,000
of any other language they learn

2100
01:16:13,000 --> 01:16:15,000
throughout their life.

2101
01:16:15,000 --> 01:16:17,000
We also include another specific skill,

2102
01:16:17,000 --> 01:16:19,000
which is number six,

2103
01:16:19,000 --> 01:16:21,000
which is focused on respect

2104
01:16:21,000 --> 01:16:23,000
and appreciation of the culture

2105
01:16:23,000 --> 01:16:25,000
of the language.

2106
01:16:25,000 --> 01:16:27,000
Learning a language is not only

2107
01:16:27,000 --> 01:16:29,000
the syntactic-discursive content

2108
01:16:29,000 --> 01:16:31,000
or the vocabulary it learns,

2109
01:16:31,000 --> 01:16:33,000
but everything that surrounds that language.

2110
01:16:33,000 --> 01:16:35,000
The people who speak it have a cultural identity

2111
01:16:35,000 --> 01:16:37,000
associated with the language.

2112
01:16:37,000 --> 01:16:39,000
Those are the six skills,

2113
01:16:39,000 --> 01:16:41,000
and all of them must be included,

2114
01:16:41,000 --> 01:16:43,000
because once you include the six,

2115
01:16:43,000 --> 01:16:45,000
you ensure that you are going to work

2116
01:16:45,000 --> 01:16:47,000
the four skills,

2117
01:16:47,000 --> 01:16:49,000
that you are going to foster the plurilingual competence,

2118
01:16:49,000 --> 01:16:51,000
and that you are also going to work

2119
01:16:51,000 --> 01:16:53,000
that part of respect

2120
01:16:53,000 --> 01:16:55,000
and appreciation

2121
01:16:55,000 --> 01:16:57,000
of the language itself.

2122
01:16:57,000 --> 01:16:59,000
As an example,

2123
01:16:59,000 --> 01:17:01,000
if we open the specific skill number one,

2124
01:17:01,000 --> 01:17:03,000
so that you can see it,

2125
01:17:03,000 --> 01:17:05,000
it says,

2126
01:17:05,000 --> 01:17:07,000
to understand the general meaning

2127
01:17:07,000 --> 01:17:09,000
of specific and predictable information

2128
01:17:09,000 --> 01:17:11,000
of short and simple texts.

2129
01:17:11,000 --> 01:17:13,000
If I stay there,

2130
01:17:13,000 --> 01:17:15,000
because I don't read the whole skill,

2131
01:17:15,000 --> 01:17:17,000
you say, okay,

2132
01:17:17,000 --> 01:17:19,000
what basic skill am I working on?

2133
01:17:19,000 --> 01:17:21,000
Understanding. Which one?

2134
01:17:21,000 --> 01:17:23,000
Oral or written?

2135
01:17:23,000 --> 01:17:25,000
I go to the evaluation criteria,

2136
01:17:25,000 --> 01:17:27,000
and if I open 1.1,

2137
01:17:27,000 --> 01:17:29,000
I have to recognize and interpret

2138
01:17:29,000 --> 01:17:31,000
what is clearly indicated in oral,

2139
01:17:31,000 --> 01:17:33,000
written and multimodal texts.

2140
01:17:33,000 --> 01:17:35,000
So, we are working on oral comprehension

2141
01:17:35,000 --> 01:17:37,000
and written comprehension.

2142
01:17:37,000 --> 01:17:39,000
As an advice,

2143
01:17:39,000 --> 01:17:41,000
when you program,

2144
01:17:41,000 --> 01:17:43,000
I was going to tell you to forget about the contents,

2145
01:17:43,000 --> 01:17:45,000
but that's not the word,

2146
01:17:45,000 --> 01:17:47,000
but we do tend to think

2147
01:17:47,000 --> 01:17:49,000
that I think about the content

2148
01:17:49,000 --> 01:17:51,000
and from there,

2149
01:17:51,000 --> 01:17:53,000
I have decided that I am going to give

2150
01:17:53,000 --> 01:17:55,000
the comparatives and superlatives,

2151
01:17:55,000 --> 01:17:57,000
and from there, I set up some activities

2152
01:17:57,000 --> 01:17:59,000
and learning situations.

2153
01:17:59,000 --> 01:18:01,000
No.

2154
01:18:01,000 --> 01:18:03,000
The contents are fundamental,

2155
01:18:03,000 --> 01:18:05,000
because if I don't mobilize the contents,

2156
01:18:05,000 --> 01:18:07,000
I can't reach the development of the specific competence.

2157
01:18:07,000 --> 01:18:09,000
If the child doesn't learn the comparatives

2158
01:18:09,000 --> 01:18:11,000
and superlatives,

2159
01:18:11,000 --> 01:18:13,000
he won't be able to produce, recognize

2160
01:18:13,000 --> 01:18:15,000
or interpret oral or written texts.

2161
01:18:15,000 --> 01:18:17,000
But I can't focus

2162
01:18:17,000 --> 01:18:19,000
when programming on the content,

2163
01:18:19,000 --> 01:18:21,000
because what I want is

2164
01:18:21,000 --> 01:18:23,000
for the child to develop the skill,

2165
01:18:23,000 --> 01:18:25,000
the competence.

2166
01:18:25,000 --> 01:18:27,000
What is the competence?

2167
01:18:27,000 --> 01:18:29,000
To be able to produce, to be able to understand,

2168
01:18:29,000 --> 01:18:31,000
to be able to interpret.

2169
01:18:31,000 --> 01:18:33,000
Is the content important? Yes.

2170
01:18:33,000 --> 01:18:35,000
I don't know if you understand what the puzzle is,

2171
01:18:35,000 --> 01:18:37,000
how it is set up.

2172
01:18:37,000 --> 01:18:39,000
I think that in the areas of Spanish language,

2173
01:18:39,000 --> 01:18:41,000
in the English area, it is very clear,

2174
01:18:41,000 --> 01:18:43,000
because what we really want is

2175
01:18:43,000 --> 01:18:45,000
that the child is competent.

2176
01:18:45,000 --> 01:18:47,000
If we open, for example, the specific competence

2177
01:18:47,000 --> 01:18:49,000
number 5,

2178
01:18:49,000 --> 01:18:51,000
it says

2179
01:18:51,000 --> 01:18:53,000
to recognize and use personal linguistic repertoires

2180
01:18:53,000 --> 01:18:55,000
between different languages,

2181
01:18:55,000 --> 01:18:57,000
reflecting on their functioning,

2182
01:18:57,000 --> 01:18:59,000
identifying strategies and

2183
01:18:59,000 --> 01:19:01,000
own knowledge.

2184
01:19:01,000 --> 01:19:03,000
Clearly, we are working,

2185
01:19:03,000 --> 01:19:05,000
setting the basis of the plurilingual competence.

2186
01:19:05,000 --> 01:19:07,000
We are making a reflection on the uses of the language.

2187
01:19:07,000 --> 01:19:09,000
It's not just learning vocabulary,

2188
01:19:09,000 --> 01:19:11,000
learning structures.

2189
01:19:11,000 --> 01:19:13,000
I am learning and reflecting on why

2190
01:19:13,000 --> 01:19:15,000
I use this language and on strategies

2191
01:19:15,000 --> 01:19:17,000
that will allow me

2192
01:19:17,000 --> 01:19:19,000
to communicate in that language.

2193
01:19:19,000 --> 01:19:21,000
I open the evaluation criteria

2194
01:19:21,000 --> 01:19:23,000
5.2

2195
01:19:23,000 --> 01:19:25,000
Use and differentiate

2196
01:19:25,000 --> 01:19:27,000
guided knowledge and strategies

2197
01:19:27,000 --> 01:19:29,000
to improve their ability to communicate

2198
01:19:29,000 --> 01:19:31,000
and learn the language.

2199
01:19:31,000 --> 01:19:33,000
What do I, as a teacher,

2200
01:19:33,000 --> 01:19:35,000
have to value

2201
01:19:35,000 --> 01:19:37,000
if the student is using

2202
01:19:37,000 --> 01:19:39,000
and differentiating this type of strategies?

2203
01:19:39,000 --> 01:19:41,000
Obviously,

2204
01:19:41,000 --> 01:19:43,000
how am I going to graduate

2205
01:19:43,000 --> 01:19:45,000
if the specific competencies

2206
01:19:45,000 --> 01:19:47,000
are the same for the whole cycle

2207
01:19:47,000 --> 01:19:49,000
and I have to include all six?

2208
01:19:49,000 --> 01:19:51,000
Through the evaluation criteria,

2209
01:19:51,000 --> 01:19:53,000
but, above all,

2210
01:19:53,000 --> 01:19:55,000
through the activities

2211
01:19:55,000 --> 01:19:57,000
that I am going to propose.

2212
01:19:57,000 --> 01:19:59,000
Because I am not going to propose

2213
01:19:59,000 --> 01:20:01,000
the same activity to a first-year student

2214
01:20:01,000 --> 01:20:03,000
as to a second-year student,

2215
01:20:03,000 --> 01:20:05,000
a third-year student,

2216
01:20:05,000 --> 01:20:07,000
a fourth-year student.

2217
01:20:07,000 --> 01:20:09,000
A third-year student will not be able

2218
01:20:09,000 --> 01:20:11,000
to produce a text in the same way

2219
01:20:11,000 --> 01:20:13,000
that a fourth-year student

2220
01:20:13,000 --> 01:20:15,000
or a fifth-year student or a sixth-year student

2221
01:20:15,000 --> 01:20:17,000
can produce it.

2222
01:20:17,000 --> 01:20:19,000
We have to evaluate

2223
01:20:19,000 --> 01:20:21,000
through the activities

2224
01:20:21,000 --> 01:20:23,000
that we propose.

2225
01:20:23,000 --> 01:20:25,000
In that sense,

2226
01:20:25,000 --> 01:20:27,000
we can see if you want

2227
01:20:27,000 --> 01:20:29,000
the content blocks.

2228
01:20:29,000 --> 01:20:31,000
In block A, communication,

2229
01:20:31,000 --> 01:20:33,000
we go back to

2230
01:20:33,000 --> 01:20:35,000
interactive strategies

2231
01:20:35,000 --> 01:20:37,000
of verbal exchange,

2232
01:20:37,000 --> 01:20:39,000
elementary vocabulary.

2233
01:20:39,000 --> 01:20:41,000
We always have to start from situations

2234
01:20:41,000 --> 01:20:43,000
that are daily for the student.

2235
01:20:43,000 --> 01:20:45,000
That's why we always work on topics

2236
01:20:45,000 --> 01:20:47,000
but it could be

2237
01:20:47,000 --> 01:20:49,000
transportation, healthy food,

2238
01:20:49,000 --> 01:20:51,000
or any of the topics

2239
01:20:51,000 --> 01:20:53,000
that we normally work on in the English area,

2240
01:20:53,000 --> 01:20:55,000
but that are close to the student,

2241
01:20:55,000 --> 01:20:57,000
which is a vocabulary

2242
01:20:57,000 --> 01:20:59,000
that is typical of their daily life.

2243
01:21:03,000 --> 01:21:05,000
If we open block D,

2244
01:21:05,000 --> 01:21:07,000
which are the syntactic-discursive

2245
01:21:07,000 --> 01:21:09,000
contents, here we will have

2246
01:21:09,000 --> 01:21:11,000
the contents that we have worked on

2247
01:21:11,000 --> 01:21:13,000
in the English area all our lives.

2248
01:21:13,000 --> 01:21:15,000
In this case, auxiliary verbs,

2249
01:21:15,000 --> 01:21:17,000
comparatives, superlatives.

2250
01:21:17,000 --> 01:21:19,000
Are they important?

2251
01:21:19,000 --> 01:21:21,000
Of course they are.

2252
01:21:21,000 --> 01:21:23,000
If I don't master a vocabulary

2253
01:21:23,000 --> 01:21:25,000
in English,

2254
01:21:25,000 --> 01:21:27,000
I won't be able to communicate

2255
01:21:27,000 --> 01:21:29,000
and produce

2256
01:21:29,000 --> 01:21:31,000
and identify.

2257
01:21:31,000 --> 01:21:33,000
But please don't forget that what we want

2258
01:21:33,000 --> 01:21:35,000
to achieve is the specific competence,

2259
01:21:35,000 --> 01:21:37,000
the skill that the child is able to do.

2260
01:21:37,000 --> 01:21:39,000
Okay.

2261
01:21:39,000 --> 01:21:41,000
Among the actions

2262
01:21:41,000 --> 01:21:43,000
that we have,

2263
01:21:43,000 --> 01:21:45,000
action 1,

2264
01:21:45,000 --> 01:21:47,000
group reflection

2265
01:21:47,000 --> 01:21:49,000
on Christmas celebrations

2266
01:21:49,000 --> 01:21:51,000
and respect for them.

2267
01:21:51,000 --> 01:21:53,000
As you can see, the actions that we have proposed

2268
01:21:53,000 --> 01:21:55,000
in the three didactic units

2269
01:21:55,000 --> 01:21:57,000
we have intended to have a competitive character.

2270
01:21:57,000 --> 01:21:59,000
This is just an example,

2271
01:21:59,000 --> 01:22:01,000
but we do want to make it clear

2272
01:22:01,000 --> 01:22:03,000
that these actions

2273
01:22:03,000 --> 01:22:05,000
have to go to develop

2274
01:22:05,000 --> 01:22:07,000
the specific competences.

2275
01:22:07,000 --> 01:22:09,000
In English, we always talk about

2276
01:22:09,000 --> 01:22:11,000
working...

2277
01:22:11,000 --> 01:22:13,000
Well, we understand that in English

2278
01:22:13,000 --> 01:22:15,000
and in the rest of the areas,

2279
01:22:15,000 --> 01:22:17,000
these activities have to be

2280
01:22:17,000 --> 01:22:19,000
focused on working

2281
01:22:19,000 --> 01:22:21,000
high-level cognitive processes,

2282
01:22:21,000 --> 01:22:23,000
what we call in English the high-order thinking skills.

2283
01:22:23,000 --> 01:22:25,000
It's not the same

2284
01:22:25,000 --> 01:22:27,000
remembering

2285
01:22:27,000 --> 01:22:29,000
a fact than being able to analyze it

2286
01:22:29,000 --> 01:22:31,000
or evaluate it.

2287
01:22:31,000 --> 01:22:33,000
We talk about these high-level

2288
01:22:33,000 --> 01:22:35,000
cognitive processes,

2289
01:22:35,000 --> 01:22:37,000
creating, evaluating, analyzing.

2290
01:22:37,000 --> 01:22:39,000
We want to propose

2291
01:22:39,000 --> 01:22:41,000
situations that are

2292
01:22:41,000 --> 01:22:43,000
based on these processes.

2293
01:22:43,000 --> 01:22:45,000
It doesn't mean that remembering,

2294
01:22:45,000 --> 01:22:47,000
understanding or applying is not important.

2295
01:22:47,000 --> 01:22:49,000
Of course, we should include

2296
01:22:49,000 --> 01:22:51,000
actions that promote

2297
01:22:51,000 --> 01:22:53,000
all these types of cognitive processes.

2298
01:22:53,000 --> 01:22:55,000
But if the idea is to work

2299
01:22:55,000 --> 01:22:57,000
on a competitive approach,

2300
01:22:57,000 --> 01:22:59,000
we are going to focus

2301
01:22:59,000 --> 01:23:01,000
on situations in which the children

2302
01:23:01,000 --> 01:23:03,000
do things,

2303
01:23:05,000 --> 01:23:07,000
are able to perform,

2304
01:23:07,000 --> 01:23:09,000
to do, to create.

2305
01:23:09,000 --> 01:23:11,000
Creating is complicated,

2306
01:23:11,000 --> 01:23:13,000
it's more difficult than memorizing.

2307
01:23:13,000 --> 01:23:15,000
We are going to propose

2308
01:23:15,000 --> 01:23:17,000
activities that are in that line,

2309
01:23:17,000 --> 01:23:19,000
that have a competitive approach.

2310
01:23:19,000 --> 01:23:21,000
That's why we have included

2311
01:23:21,000 --> 01:23:23,000
group reflections,

2312
01:23:23,000 --> 01:23:25,000
ideas, research.

2313
01:23:25,000 --> 01:23:27,000
These are actions that involve

2314
01:23:27,000 --> 01:23:29,000
performance, that involve mobilization.

2315
01:23:29,000 --> 01:23:31,000
If we open

2316
01:23:31,000 --> 01:23:33,000
action 4,

2317
01:23:37,000 --> 01:23:39,000
we have an activity

2318
01:23:39,000 --> 01:23:41,000
of discrimination and auditory association

2319
01:23:41,000 --> 01:23:43,000
of the subject's own vocabulary.

2320
01:23:43,000 --> 01:23:45,000
Of course, because we have to work

2321
01:23:45,000 --> 01:23:47,000
on oral comprehension.

2322
01:23:47,000 --> 01:23:49,000
Therefore,

2323
01:23:49,000 --> 01:23:51,000
we are going to propose

2324
01:23:51,000 --> 01:23:53,000
actions that go in that line.

2325
01:23:53,000 --> 01:23:55,000
The last one,

2326
01:23:55,000 --> 01:23:57,000
because I don't want to extend myself more,

2327
01:23:57,000 --> 01:23:59,000
is action 5,

2328
01:23:59,000 --> 01:24:01,000
which is the elaboration of a lab book.

2329
01:24:01,000 --> 01:24:03,000
This is a resource like any other,

2330
01:24:03,000 --> 01:24:05,000
but through the elaboration of the lab book,

2331
01:24:05,000 --> 01:24:07,000
I include the part

2332
01:24:07,000 --> 01:24:09,000
of written expression,

2333
01:24:09,000 --> 01:24:11,000
the part of written comprehension,

2334
01:24:11,000 --> 01:24:13,000
with which I am already working

2335
01:24:13,000 --> 01:24:15,000
on the specific competencies

2336
01:24:15,000 --> 01:24:17,000
that I mentioned at the beginning,

2337
01:24:17,000 --> 01:24:19,000
the six specific competencies.

2338
01:24:19,000 --> 01:24:21,000
In relation to these actions,

2339
01:24:21,000 --> 01:24:23,000
we have the different evaluation instruments.

2340
01:24:23,000 --> 01:24:25,000
We are going to evaluate the elaboration

2341
01:24:25,000 --> 01:24:27,000
of the lab book on Christmas,

2342
01:24:27,000 --> 01:24:29,000
the before, the during and the after.

2343
01:24:29,000 --> 01:24:31,000
We are going to use the oral and written

2344
01:24:31,000 --> 01:24:33,000
productions related to Christmas.

2345
01:24:33,000 --> 01:24:35,000
In this case, because the theme

2346
01:24:35,000 --> 01:24:37,000
is Christmas, but it could be applied

2347
01:24:37,000 --> 01:24:39,000
to any other topic, another unit

2348
01:24:39,000 --> 01:24:41,000
that we program.

2349
01:24:41,000 --> 01:24:43,000
On situations related to Christmas,

2350
01:24:43,000 --> 01:24:45,000
exactly the same.

2351
01:24:45,000 --> 01:24:47,000
We are working on the specific competencies

2352
01:24:47,000 --> 01:24:49,000
related to oral expression, to oral comprehension.

2353
01:24:49,000 --> 01:24:51,000
And finally, the common bet

2354
01:24:51,000 --> 01:24:53,000
through the group dynamic

2355
01:24:53,000 --> 01:24:55,000
in which we make

2356
01:24:55,000 --> 01:24:57,000
a dynamic

2357
01:24:57,000 --> 01:24:59,000
that I value

2358
01:24:59,000 --> 01:25:01,000
the work of my colleague.

2359
01:25:01,000 --> 01:25:03,000
I say two positive things

2360
01:25:03,000 --> 01:25:05,000
and one that I would like to be improved.

2361
01:25:05,000 --> 01:25:07,000
It is one more technique, like any other,

2362
01:25:07,000 --> 01:25:09,000
but it is related

2363
01:25:09,000 --> 01:25:11,000
to criterion 5.3.

2364
01:25:11,000 --> 01:25:13,000
If we can please open the evaluation

2365
01:25:13,000 --> 01:25:15,000
criterion 5.3.

2366
01:25:15,000 --> 01:25:17,000
It says,

2367
01:25:17,000 --> 01:25:19,000
to register and apply in a guided way

2368
01:25:19,000 --> 01:25:21,000
the elementary advances and difficulties

2369
01:25:21,000 --> 01:25:23,000
in learning a foreign language,

2370
01:25:23,000 --> 01:25:25,000
recognizing the aspects that help

2371
01:25:25,000 --> 01:25:27,000
to improve and participating in self-evaluation

2372
01:25:27,000 --> 01:25:29,000
and co-evaluation activities.

2373
01:25:29,000 --> 01:25:31,000
Well, this evaluation instrument

2374
01:25:31,000 --> 01:25:33,000
will allow me

2375
01:25:33,000 --> 01:25:35,000
to value this evaluation criterion.

2376
01:25:35,000 --> 01:25:37,000
It is just an idea,

2377
01:25:37,000 --> 01:25:39,000
it is just an example,

2378
01:25:39,000 --> 01:25:41,000
but we would like

2379
01:25:41,000 --> 01:25:43,000
you to have a general idea

2380
01:25:43,000 --> 01:25:45,000
of what the structure

2381
01:25:45,000 --> 01:25:47,000
of a unit of didactic programming is

2382
01:25:47,000 --> 01:25:49,000
and, above all, how all the elements

2383
01:25:49,000 --> 01:25:51,000
connect.

2384
01:25:51,000 --> 01:25:53,000
Thank you very much. We have finished with the didactic units.

2385
01:25:53,000 --> 01:25:55,000
We will reflect all this in the virtual class.

2386
01:25:55,000 --> 01:25:57,000
Let's continue, Alberto,

2387
01:25:57,000 --> 01:25:59,000
if you want to go back to the presentation,

2388
01:25:59,000 --> 01:26:01,000
with the turn of speech.

2389
01:26:01,000 --> 01:26:03,000
Let's open the turn of speech,

2390
01:26:03,000 --> 01:26:05,000
let's clarify all those questions.

2391
01:26:05,000 --> 01:26:07,000
We have collected some.

2392
01:26:07,000 --> 01:26:09,000
Let's start with

2393
01:26:09,000 --> 01:26:11,000
children's education.

2394
01:26:11,000 --> 01:26:13,000
The final report

2395
01:26:13,000 --> 01:26:15,000
of learning in children's education

2396
01:26:15,000 --> 01:26:17,000
is the new learning report

2397
01:26:17,000 --> 01:26:19,000
that will be carried out for this school year.

2398
01:26:21,000 --> 01:26:23,000
What a good question.

2399
01:26:23,000 --> 01:26:25,000
Let's hope so.

2400
01:26:25,000 --> 01:26:27,000
Yes.

2401
01:26:27,000 --> 01:26:29,000
The order, as Nelly said before,

2402
01:26:29,000 --> 01:26:31,000
the primary one

2403
01:26:31,000 --> 01:26:33,000
is already posted on the Transparency Portal.

2404
01:26:33,000 --> 01:26:35,000
The order that the Decree 3622 develops

2405
01:26:35,000 --> 01:26:37,000
is being processed,

2406
01:26:37,000 --> 01:26:39,000
so yes,

2407
01:26:39,000 --> 01:26:41,000
we trust that

2408
01:26:41,000 --> 01:26:43,000
they can use it

2409
01:26:43,000 --> 01:26:45,000
fantastic

2410
01:26:45,000 --> 01:26:47,000
Another question

2411
01:26:47,000 --> 01:26:49,000
related to children's education.

2412
01:26:49,000 --> 01:26:51,000
In children's education you present the example

2413
01:26:51,000 --> 01:26:53,000
as a didactic unit.

2414
01:26:53,000 --> 01:26:55,000
If in the centre it is worked by projects,

2415
01:26:55,000 --> 01:26:57,000
could the same template be used?

2416
01:26:57,000 --> 01:26:59,000
It is a very good question.

2417
01:26:59,000 --> 01:27:01,000
We have said

2418
01:27:01,000 --> 01:27:03,000
didactic unit of programming.

2419
01:27:03,000 --> 01:27:05,000
If at some point we have said didactic unit,

2420
01:27:05,000 --> 01:27:07,000
maybe it is because we have shortened the term

2421
01:27:07,000 --> 01:27:09,000
by linguistic economy.

2422
01:27:09,000 --> 01:27:11,000
What we propose here are

2423
01:27:11,000 --> 01:27:13,000
didactic unit of programming.

2424
01:27:13,000 --> 01:27:15,000
Didactic refers to the semantic concept

2425
01:27:15,000 --> 01:27:17,000
of pedagogical, educational.

2426
01:27:17,000 --> 01:27:19,000
Programming units,

2427
01:27:19,000 --> 01:27:21,000
I don't care if it is a project,

2428
01:27:21,000 --> 01:27:23,000
I don't care if it is a didactic unit,

2429
01:27:23,000 --> 01:27:25,000
a theme, an interest centre,

2430
01:27:25,000 --> 01:27:27,000
the same in children's than in primary.

2431
01:27:27,000 --> 01:27:29,000
They don't have to be

2432
01:27:29,000 --> 01:27:31,000
the typical didactic unit of the book,

2433
01:27:31,000 --> 01:27:33,000
neither in primary.

2434
01:27:33,000 --> 01:27:35,000
They are didactic unit of programming.

2435
01:27:35,000 --> 01:27:37,000
Being that unit of programming

2436
01:27:37,000 --> 01:27:39,000
what is the typical didactic unit of the book,

2437
01:27:39,000 --> 01:27:41,000
an interest centre, a project,

2438
01:27:41,000 --> 01:27:43,000
then that project,

2439
01:27:43,000 --> 01:27:45,000
working for projects,

2440
01:27:45,000 --> 01:27:47,000
it is normal that a project has a longer duration.

2441
01:27:47,000 --> 01:27:49,000
Maybe it is a month, a project or two months.

2442
01:27:49,000 --> 01:27:51,000
You can cover with a project

2443
01:27:51,000 --> 01:27:53,000
a didactic unit of programming

2444
01:27:53,000 --> 01:27:55,000
of a project up to a trimester.

2445
01:27:55,000 --> 01:27:57,000
And you can have three units

2446
01:27:57,000 --> 01:27:59,000
of didactic programming in a course.

2447
01:27:59,000 --> 01:28:01,000
Why not?

2448
01:28:01,000 --> 01:28:03,000
Very good question.

2449
01:28:03,000 --> 01:28:05,000
Within English in children's education,

2450
01:28:05,000 --> 01:28:07,000
one of the participants

2451
01:28:07,000 --> 01:28:09,000
consults us.

2452
01:28:09,000 --> 01:28:11,000
I am an English specialist

2453
01:28:11,000 --> 01:28:13,000
and I give all English sessions

2454
01:28:13,000 --> 01:28:15,000
in all children's classes of the school.

2455
01:28:15,000 --> 01:28:17,000
Do I have to do the corresponding part

2456
01:28:17,000 --> 01:28:19,000
of English within each

2457
01:28:19,000 --> 01:28:21,000
of the units of didactic programming in children's?

2458
01:28:21,000 --> 01:28:23,000
Do you teach English or teach English?

2459
01:28:23,000 --> 01:28:25,000
It is different, what do you do?

2460
01:28:25,000 --> 01:28:27,000
I am an English specialist

2461
01:28:27,000 --> 01:28:29,000
and I give all English sessions in children's education.

2462
01:28:29,000 --> 01:28:31,000
She gives English sessions

2463
01:28:31,000 --> 01:28:33,000
in children's education.

2464
01:28:33,000 --> 01:28:35,000
It is two hours in each of the courses

2465
01:28:35,000 --> 01:28:37,000
and she has to participate,

2466
01:28:37,000 --> 01:28:39,000
she has to teach English

2467
01:28:39,000 --> 01:28:41,000
and participate in the didactic unit.

2468
01:28:41,000 --> 01:28:43,000
You will see it in the order.

2469
01:28:43,000 --> 01:28:45,000
According to block J

2470
01:28:45,000 --> 01:28:47,000
of area 3.

2471
01:28:49,000 --> 01:28:51,000
Perfect.

2472
01:28:51,000 --> 01:28:53,000
Are integrated projects

2473
01:28:53,000 --> 01:28:55,000
only for primary education?

2474
01:28:55,000 --> 01:28:57,000
Right now they are regulated only for primary education.

2475
01:28:57,000 --> 01:28:59,000
Fantastic.

2476
01:28:59,000 --> 01:29:01,000
Yes, in fact, before I was confused

2477
01:29:01,000 --> 01:29:03,000
in the expression, but it is for primary education.

2478
01:29:03,000 --> 01:29:05,000
And if it could be done with children's education,

2479
01:29:05,000 --> 01:29:07,000
a joint integration of the projects,

2480
01:29:07,000 --> 01:29:09,000
an integrated project that also covers

2481
01:29:09,000 --> 01:29:11,000
children's education and primary education,

2482
01:29:11,000 --> 01:29:13,000
would it be possible?

2483
01:29:13,000 --> 01:29:15,000
Norma does not say it.

2484
01:29:15,000 --> 01:29:17,000
Norma does not take away the possibility

2485
01:29:17,000 --> 01:29:19,000
of carrying out integrated projects

2486
01:29:19,000 --> 01:29:21,000
in children's education,

2487
01:29:21,000 --> 01:29:23,000
but in short, those of you from children's education,

2488
01:29:23,000 --> 01:29:25,000
what do we do in children's education

2489
01:29:25,000 --> 01:29:27,000
when we do a project if it is not an integrated project?

2490
01:29:27,000 --> 01:29:29,000
Are we not relating three areas?

2491
01:29:29,000 --> 01:29:31,000
Because in primary education,

2492
01:29:31,000 --> 01:29:33,000
the characteristic of the integrated project

2493
01:29:33,000 --> 01:29:35,000
is that several areas are interrelated.

2494
01:29:35,000 --> 01:29:37,000
What happens?

2495
01:29:37,000 --> 01:29:39,000
That as in children's education,

2496
01:29:39,000 --> 01:29:41,000
in programming, we are already interspersing

2497
01:29:41,000 --> 01:29:43,000
the three areas, in short,

2498
01:29:43,000 --> 01:29:45,000
we are doing an integrated project.

2499
01:29:45,000 --> 01:29:47,000
What happens is that it is not regulated.

2500
01:29:47,000 --> 01:29:49,000
It is regulated only for primary education.

2501
01:29:49,000 --> 01:29:51,000
Another student tells us,

2502
01:29:51,000 --> 01:29:53,000
since the evaluation orders

2503
01:29:53,000 --> 01:29:55,000
have not been published,

2504
01:29:55,000 --> 01:29:57,000
what is the procedure to follow currently?

2505
01:29:57,000 --> 01:29:59,000
The evaluation.

2506
01:29:59,000 --> 01:30:01,000
Of course.

2507
01:30:01,000 --> 01:30:03,000
Regarding the contents

2508
01:30:03,000 --> 01:30:05,000
of the teaching units,

2509
01:30:05,000 --> 01:30:07,000
we no longer have to specify

2510
01:30:07,000 --> 01:30:09,000
the contents of the decree,

2511
01:30:09,000 --> 01:30:11,000
as we have always done.

2512
01:30:11,000 --> 01:30:13,000
That was something you mentioned before.

2513
01:30:13,000 --> 01:30:15,000
In the teaching units,

2514
01:30:15,000 --> 01:30:17,000
yes, we have the content blocks.

2515
01:30:17,000 --> 01:30:19,000
Yes, the content blocks.

2516
01:30:19,000 --> 01:30:21,000
In the teaching programming units,

2517
01:30:21,000 --> 01:30:23,000
the contents that we are going to work on

2518
01:30:23,000 --> 01:30:25,000
are reflected and those contents

2519
01:30:25,000 --> 01:30:27,000
are in the decree.

2520
01:30:27,000 --> 01:30:29,000
What happens is that, as teachers,

2521
01:30:29,000 --> 01:30:31,000
we do not invent them,

2522
01:30:31,000 --> 01:30:33,000
but we do reflect them,

2523
01:30:33,000 --> 01:30:35,000
those that are in the decree.

2524
01:30:35,000 --> 01:30:37,000
What happens is that, as Eva said before,

2525
01:30:37,000 --> 01:30:39,000
they give us those contents for the cycle.

2526
01:30:39,000 --> 01:30:41,000
As a teacher,

2527
01:30:41,000 --> 01:30:43,000
I know what contents I want to mobilize,

2528
01:30:43,000 --> 01:30:45,000
but I don't invent them,

2529
01:30:45,000 --> 01:30:47,000
they are in the decree.

2530
01:30:47,000 --> 01:30:49,000
Maybe the problem is because,

2531
01:30:49,000 --> 01:30:51,000
I don't know if I understood the question well,

2532
01:30:51,000 --> 01:30:53,000
it is because some of you

2533
01:30:53,000 --> 01:30:55,000
have specified the contents

2534
01:30:55,000 --> 01:30:57,000
that were in the previous regulation.

2535
01:30:57,000 --> 01:30:59,000
We didn't have to do that either.

2536
01:30:59,000 --> 01:31:01,000
We had to respect those that were in the decree.

2537
01:31:01,000 --> 01:31:03,000
Maybe that is why there is confusion.

2538
01:31:03,000 --> 01:31:05,000
But we have always had to respect

2539
01:31:05,000 --> 01:31:07,000
the contents that have always been marked

2540
01:31:07,000 --> 01:31:09,000
in the decree.

2541
01:31:09,000 --> 01:31:11,000
In special education,

2542
01:31:11,000 --> 01:31:13,000
how are the specific competences carried out?

2543
01:31:13,000 --> 01:31:15,000
I understand that you mean

2544
01:31:15,000 --> 01:31:17,000
the special education centres

2545
01:31:17,000 --> 01:31:19,000
or the students with special educational needs?

2546
01:31:19,000 --> 01:31:21,000
I think both.

2547
01:31:21,000 --> 01:31:23,000
To the students, both.

2548
01:31:23,000 --> 01:31:25,000
Let's think about the students

2549
01:31:25,000 --> 01:31:27,000
with special educational needs.

2550
01:31:27,000 --> 01:31:29,000
The competences of each area...

2551
01:31:29,000 --> 01:31:31,000
Let's think about the student

2552
01:31:31,000 --> 01:31:33,000
with special educational needs

2553
01:31:33,000 --> 01:31:35,000
who is enrolled in an ordinary centre.

2554
01:31:35,000 --> 01:31:37,000
That student with special educational needs

2555
01:31:37,000 --> 01:31:39,000
courses those subjects.

2556
01:31:39,000 --> 01:31:41,000
Those specific competences

2557
01:31:41,000 --> 01:31:43,000
of each subject,

2558
01:31:43,000 --> 01:31:45,000
as we have said,

2559
01:31:45,000 --> 01:31:47,000
have a degree of development.

2560
01:31:47,000 --> 01:31:49,000
What do we have to achieve?

2561
01:31:49,000 --> 01:31:51,000
They are the same.

2562
01:31:51,000 --> 01:31:53,000
It doesn't matter to a student

2563
01:31:53,000 --> 01:31:55,000
whether he is a student or not.

2564
01:31:55,000 --> 01:31:57,000
We have to address diversity

2565
01:31:57,000 --> 01:31:59,000
and the competences are the same.

2566
01:31:59,000 --> 01:32:01,000
We have to achieve the highest degree of development

2567
01:32:01,000 --> 01:32:03,000
of the specific competences,

2568
01:32:03,000 --> 01:32:05,000
both if the student is of special educational needs

2569
01:32:05,000 --> 01:32:07,000
and if he is not.

2570
01:32:09,000 --> 01:32:11,000
We have to achieve the same.

2571
01:32:11,000 --> 01:32:13,000
How do we do it?

2572
01:32:13,000 --> 01:32:15,000
With curricular adaptations.

2573
01:32:15,000 --> 01:32:17,000
The curricular adaptations

2574
01:32:17,000 --> 01:32:19,000
are in order.

2575
01:32:19,000 --> 01:32:21,000
We can vary

2576
01:32:21,000 --> 01:32:23,000
content and evaluation criteria.

2577
01:32:23,000 --> 01:32:25,000
The specific competences, never.

2578
01:32:25,000 --> 01:32:27,000
The specific competences

2579
01:32:27,000 --> 01:32:29,000
are to achieve the highest degree of development.

2580
01:32:29,000 --> 01:32:31,000
Then,

2581
01:32:31,000 --> 01:32:33,000
with a curricular adaptation,

2582
01:32:33,000 --> 01:32:35,000
we put some evaluation criteria

2583
01:32:35,000 --> 01:32:37,000
for that student

2584
01:32:37,000 --> 01:32:39,000
and we put some contents

2585
01:32:39,000 --> 01:32:41,000
that can be of previous cycles.

2586
01:32:41,000 --> 01:32:43,000
That's why it's a curricular adaptation.

2587
01:32:43,000 --> 01:32:45,000
You'll be surprised

2588
01:32:45,000 --> 01:32:47,000
when you see the rule.

2589
01:32:47,000 --> 01:32:49,000
Now, the significant curricular adaptations

2590
01:32:49,000 --> 01:32:51,000
are when we mobilize

2591
01:32:51,000 --> 01:32:53,000
contents of previous cycles,

2592
01:32:53,000 --> 01:32:55,000
not of previous courses.

2593
01:32:55,000 --> 01:32:57,000
If we mobilize

2594
01:32:57,000 --> 01:32:59,000
contents

2595
01:32:59,000 --> 01:33:01,000
of

2596
01:33:01,000 --> 01:33:03,000
previous courses

2597
01:33:03,000 --> 01:33:05,000
within the same cycle,

2598
01:33:05,000 --> 01:33:07,000
what I have

2599
01:33:07,000 --> 01:33:09,000
is a novelty

2600
01:33:09,000 --> 01:33:11,000
called non-significant curricular adaptation.

2601
01:33:11,000 --> 01:33:13,000
Now it's going to be called

2602
01:33:13,000 --> 01:33:15,000
curricular adaptation.

2603
01:33:15,000 --> 01:33:17,000
It's a novelty.

2604
01:33:17,000 --> 01:33:19,000
As you can see,

2605
01:33:19,000 --> 01:33:21,000
the significant curricular adaptation

2606
01:33:21,000 --> 01:33:23,000
since

2607
01:33:23,000 --> 01:33:25,000
this order was implemented,

2608
01:33:25,000 --> 01:33:27,000
the significant curricular adaptation

2609
01:33:27,000 --> 01:33:29,000
is the one that

2610
01:33:29,000 --> 01:33:31,000
will mobilize evaluation criteria

2611
01:33:31,000 --> 01:33:33,000
and contents of previous cycles.

2612
01:33:33,000 --> 01:33:35,000
But,

2613
01:33:35,000 --> 01:33:37,000
if I have a student in the fourth grade

2614
01:33:37,000 --> 01:33:39,000
and I have to apply

2615
01:33:39,000 --> 01:33:41,000
a programming unit

2616
01:33:41,000 --> 01:33:43,000
in the fourth grade,

2617
01:33:43,000 --> 01:33:45,000
but the child

2618
01:33:45,000 --> 01:33:47,000
is a DEA,

2619
01:33:47,000 --> 01:33:49,000
not an ACNE,

2620
01:33:49,000 --> 01:33:51,000
I can mobilize

2621
01:33:51,000 --> 01:33:53,000
and make a non-significant

2622
01:33:53,000 --> 01:33:55,000
curricular adaptation

2623
01:33:55,000 --> 01:33:57,000
and apply contents

2624
01:33:57,000 --> 01:33:59,000
and evaluation criteria of units

2625
01:33:59,000 --> 01:34:01,000
within the same cycle

2626
01:34:01,000 --> 01:34:03,000
of a previous course.

2627
01:34:03,000 --> 01:34:05,000
Maybe related to hearing and language,

2628
01:34:05,000 --> 01:34:07,000
which I find interesting,

2629
01:34:07,000 --> 01:34:09,000
when programming,

2630
01:34:09,000 --> 01:34:11,000
what significant changes can we see?

2631
01:34:11,000 --> 01:34:13,000
If we have 29 students in the centre,

2632
01:34:13,000 --> 01:34:15,000
is there an individual programming

2633
01:34:15,000 --> 01:34:17,000
for each student with different units?

2634
01:34:17,000 --> 01:34:19,000
No.

2635
01:34:19,000 --> 01:34:21,000
The didactic programming of the cycle

2636
01:34:21,000 --> 01:34:23,000
is common for all.

2637
01:34:23,000 --> 01:34:25,000
Then, if you have a student,

2638
01:34:27,000 --> 01:34:29,000
you will have to ask him

2639
01:34:29,000 --> 01:34:31,000
other different tasks

2640
01:34:31,000 --> 01:34:33,000
within the same performance.

2641
01:34:33,000 --> 01:34:35,000
The only programs,

2642
01:34:35,000 --> 01:34:37,000
the lowest level of programming,

2643
01:34:37,000 --> 01:34:39,000
are curricular adaptations.

2644
01:34:39,000 --> 01:34:41,000
Curricular adaptations

2645
01:34:41,000 --> 01:34:43,000
for that particular student.

2646
01:34:43,000 --> 01:34:45,000
Significant curricular adaptations.

2647
01:34:45,000 --> 01:34:47,000
Yes, they are programs

2648
01:34:47,000 --> 01:34:49,000
for that particular student,

2649
01:34:49,000 --> 01:34:51,000
but the programs are common,

2650
01:34:51,000 --> 01:34:53,000
they belong to the teaching team

2651
01:34:53,000 --> 01:34:55,000
and they are for the group.

2652
01:34:55,000 --> 01:34:57,000
Another thing is that the tasks you propose,

2653
01:34:57,000 --> 01:34:59,000
those performances you have decided,

2654
01:34:59,000 --> 01:35:01,000
are suitable for that student.

2655
01:35:01,000 --> 01:35:03,000
That is for each one in particular.

2656
01:35:03,000 --> 01:35:05,000
But the last level

2657
01:35:05,000 --> 01:35:07,000
of curricular concretion

2658
01:35:07,000 --> 01:35:09,000
are the significant curricular adaptations

2659
01:35:09,000 --> 01:35:11,000
only for students

2660
01:35:11,000 --> 01:35:13,000
with special educational needs.

2661
01:35:13,000 --> 01:35:15,000
They are the only programming

2662
01:35:15,000 --> 01:35:17,000
you have to do

2663
01:35:17,000 --> 01:35:19,000
if you are a student

2664
01:35:19,000 --> 01:35:21,000
with special educational needs.

2665
01:35:21,000 --> 01:35:23,000
The only programming you have to do

2666
01:35:23,000 --> 01:35:25,000
outside of that general programming.

2667
01:35:25,000 --> 01:35:27,000
Fantastic. Thank you for the clarification, Eva.

2668
01:35:27,000 --> 01:35:29,000
Finally, the last question.

2669
01:35:29,000 --> 01:35:31,000
You have some questions

2670
01:35:31,000 --> 01:35:33,000
about integrated projects

2671
01:35:33,000 --> 01:35:35,000
and centre projects.

2672
01:35:35,000 --> 01:35:37,000
What is the difference between an integrated project

2673
01:35:37,000 --> 01:35:39,000
and a centre project?

2674
01:35:39,000 --> 01:35:41,000
For example, when you do a project

2675
01:35:41,000 --> 01:35:43,000
of a cultural week

2676
01:35:43,000 --> 01:35:45,000
or any other specific centre project,

2677
01:35:45,000 --> 01:35:47,000
what is the difference with an integrated one?

2678
01:35:49,000 --> 01:35:51,000
Right now,

2679
01:35:51,000 --> 01:35:53,000
the decree

2680
01:35:53,000 --> 01:35:55,000
and the order that will be published

2681
01:35:55,000 --> 01:35:57,000
gives rise to the fact

2682
01:35:57,000 --> 01:35:59,000
that that centre project

2683
01:35:59,000 --> 01:36:01,000
becomes an integrated project.

2684
01:36:01,000 --> 01:36:03,000
It is the same.

2685
01:36:03,000 --> 01:36:05,000
When you have

2686
01:36:05,000 --> 01:36:07,000
a common theme

2687
01:36:07,000 --> 01:36:09,000
in which you mobilize content,

2688
01:36:09,000 --> 01:36:11,000
you can do it in the cultural week.

2689
01:36:11,000 --> 01:36:13,000
Whenever you decide it at the beginning of the course,

2690
01:36:13,000 --> 01:36:15,000
you can do it in the cultural week.

2691
01:36:15,000 --> 01:36:17,000
You can do it taking advantage

2692
01:36:17,000 --> 01:36:19,000
of any other event

2693
01:36:19,000 --> 01:36:21,000
or without the need for an event.

2694
01:36:21,000 --> 01:36:23,000
It is the same.

2695
01:36:23,000 --> 01:36:25,000
Whenever one of those conditions

2696
01:36:25,000 --> 01:36:27,000
in which content is mobilized

2697
01:36:27,000 --> 01:36:29,000
has to do with specific competences,

2698
01:36:29,000 --> 01:36:31,000
it is the same.

2699
01:36:31,000 --> 01:36:33,000
Thank you very much, Eva.

2700
01:36:33,000 --> 01:36:35,000
Thank you, Celia.

2701
01:36:35,000 --> 01:36:37,000
Congratulations to you. Good luck.

2702
01:36:37,000 --> 01:36:39,000
Thank you very much

2703
01:36:39,000 --> 01:36:41,000
for providing light

2704
01:36:41,000 --> 01:36:43,000
to so much uncertainty.

2705
01:36:43,000 --> 01:36:45,000
All this information, all the documents

2706
01:36:45,000 --> 01:36:47,000
that the speakers have prepared

2707
01:36:47,000 --> 01:36:49,000
will be hosted in the virtual hall

2708
01:36:49,000 --> 01:36:51,000
starting tomorrow.

2709
01:36:51,000 --> 01:36:53,000
Remember that the attendance will be open

2710
01:36:53,000 --> 01:36:55,000
at 10.30 to pick up the entrance

2711
01:36:55,000 --> 01:36:57,000
and at 11 to pick up the exit.

2712
01:36:57,000 --> 01:36:59,000
If you have to ask for any justification

2713
01:36:59,000 --> 01:37:01,000
of attendance, please communicate it

2714
01:37:01,000 --> 01:37:03,000
and any other technical question

2715
01:37:03,000 --> 01:37:05,000
to the email cita.madrid.org.

2716
01:37:05,000 --> 01:37:07,000
Thank you very much

2717
01:37:07,000 --> 01:37:09,000
and see you on December 15th.

2718
01:37:31,000 --> 01:37:33,000
Thank you.

2719
01:37:33,000 --> 01:37:35,000
Thank you.