Capacitación Integral Docente: Práctica A

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Good afternoon everyone. Welcome to Ciudad Escolar. 00:00:42

Please take your seats as soon as possible. 00:00:45

Let's start with the lecture. 00:00:47

Welcome to this first hybrid lecture in Ciudad Escolar. 00:00:51

In the first practice of the course, 00:00:56

practice A, the new curriculum for primary and elementary education, 00:01:00

established in the respective decrees of the Community of Madrid. 00:01:04

To help us understand the new regulatory framework 00:01:07

and its application in the Community of Madrid, 00:01:10

we have with us the company of Eva María Borré Golgado, 00:01:12

Deputy Director General of the Academic Order of Primary and Elementary Education, 00:01:15

and two of its advisors, Nélida Rodríguez Peña and Celia Moreno Rodríguez. 00:01:19

Thank you very much for being here. 00:01:23

It is important to understand that this practice, 00:01:25

practice A, the current regulatory framework 1, 00:01:27

is made up not only of these two hours of lectures, 00:01:30

but also of content hosted in the virtual area of video lectures 00:01:33

prepared by colleagues, presentations and readings of decrees 00:01:37

that you will have to complement this session. 00:01:41

My name is Ainhoa Jiménez Carvajal. 00:01:43

You already know me from the first session. 00:01:45

I am a Teaching Technical Advisor 00:01:47

in the General Directorate of Innovation and Teaching Training. 00:01:49

The stages of elementary and elementary education in the Community of Madrid. 00:01:53

Let's start with the content of the lecture. 00:01:57

The aspects that are going to be addressed, 00:01:59

which are considered essential, that every teacher must understand. 00:02:01

The new curriculum approach in which we find ourselves, 00:02:06

the knowledge of the new curricular areas 00:02:09

and the cyclical organization of each of the stages of elementary and elementary education. 00:02:11

The teacher programming, the evaluation documents, 00:02:15

the evaluation of teacher practice 00:02:18

and something very new, which is the implementation of integrated projects. 00:02:20

And finally, the colleagues have provided us 00:02:24

three examples of teaching units for elementary and elementary school 00:02:27

that they will put at the end of the session. 00:02:30

Without further delay, let's start with the new curriculum approach. 00:02:34

As you can see here, as a moderator, 00:02:38

I invite Eva to the table to clarify these new concepts 00:02:41

that have already begun to become part of the framework 00:02:44

of all teachers who must handle aspects 00:02:47

that we all have to understand with a single interpretation 00:02:51

and that Eva is going to try that you know, 00:02:55

that you understand, that we are going to give you that single interpretation. 00:02:57

Good afternoon, everyone. 00:03:00

Thank you very much, Aynoa. 00:03:02

First of all, I want to congratulate, 00:03:04

on behalf of those of us who form the General Directorate 00:03:06

of Academic Ordering of Elementary and Primary Education, 00:03:09

we want to congratulate you. 00:03:12

We are teachers, we have also taken out that opposition at the time 00:03:14

and we know what it costs. 00:03:18

We are also happy to see you all here. 00:03:20

I would also like to thank the General Directorate of Innovation 00:03:24

and Teacher Training for this invitation to participate in these sessions 00:03:28

because it gives us the opportunity to clarify concepts, 00:03:32

to bring the norm closer. 00:03:36

We are the ones who have elaborated the Decree of Elementary and Primary Education 00:03:38

and we are now elaborating the Orders of Elementary and Primary Education, 00:03:43

so it gives us the opportunity to bring it closer to those who are going to implement it. 00:03:48

On the other hand, we are also aware of the complex moment you have lived 00:03:54

because you have approved the opposition with a LOMCE system, 00:04:00

you have presented some didactic programs in the case of child education 00:04:05

with area objectives, in the case of primary education with learning standards, 00:04:09

and now, on the other hand, none of that exists. 00:04:14

Then, for us, you are especially resilient. 00:04:17

Entering the subject, I am going to try, as Ainhoa said, 00:04:21

I am going to try to clarify the new concepts 00:04:24

that have become part of this curriculum approach. 00:04:28

Some are new, completely new in their nomenclature. 00:04:32

Others, like the evaluation criteria, are not new, 00:04:37

but they respond to a different approach. 00:04:42

We cannot match them. 00:04:45

Then, ultimately, it is more complex to understand those called in the same way as the previous ones 00:04:47

than the completely new ones. 00:04:54

I am going to try. 00:04:56

The first one is the output profile. 00:04:57

The output profile, as you can see in the slide we have here, 00:05:02

has the shape of a mountain or a ladder. 00:05:07

It is in the first step, the first point in the upper part of the mountain or the pyramid. 00:05:10

The output profile can be defined as the key competent level 00:05:15

expected at the end of the primary education stage. 00:05:23

You know that the output profile is mandatory for all of Spain 00:05:29

at the levels of secondary education, 00:05:32

but the Madrid community, in the annex of Decree 61-2022, 00:05:34

has determined the expected output profile for the students of primary education. 00:05:40

Why do I say that the output profile is the key competent level? 00:05:46

It is closely linked to the second of the concepts, which are the key competences. 00:05:51

For each of the key competences that are in that output profile, 00:05:58

operative descriptors are described. 00:06:03

Each key competence is determined by 3, 5 or 6 operative descriptors, 00:06:08

which are the performances or abilities that a student must have 00:06:15

at the end of 6th grade for that key competence. 00:06:24

Up to there, I think that everything is given to us, 00:06:31

it comes in the decree, you can consult it. 00:06:35

Up to there, the teachers have nothing to do. 00:06:37

It is given to us by the regulations. 00:06:40

The output profile is the expected key competence level 00:06:42

and all teachers have to observe that key competence level 00:06:47

at the end of 6th grade. 00:06:52

But what happens? 00:06:55

Can you imagine that here in Spain the government would have decided 00:06:56

that areas are organized in areas of digital competence, 00:07:01

areas of entrepreneurship? 00:07:06

No. 00:07:10

What happens? 00:07:11

That they have maintained the same organization in areas of learning fields. 00:07:12

In such a way that, for example, in primary education, 00:07:16

there are three areas that we know, 00:07:19

but in primary education we have the areas of always. 00:07:21

Mathematics, language... 00:07:24

I won't dare to say it, but I have to say it, 00:07:27

they haven't dared. 00:07:30

So, we would have to invent the third element. 00:07:31

The third element are the specific competences of the areas, 00:07:35

of each area. 00:07:41

Each of the areas defines specific competences, 00:07:42

which are those performances that the student has to achieve 00:07:47

or those capacities that he has to achieve after having passed through that area. 00:07:52

That is, after having studied the subject, for example, of mathematics. 00:07:58

I'm going to give you an example. 00:08:03

Example. 00:08:05

Specific competence 6 of the area of mathematics. 00:08:06

Competence is a summary. 00:08:11

It communicates and represents concepts, procedures and mathematical results. 00:08:13

It is clear, as it cannot be otherwise, 00:08:20

that for the student to be able to perform that competence, 00:08:23

that of communicating and representing mathematics, 00:08:27

he has to have known the area of mathematics. 00:08:30

He has to have studied it. 00:08:34

If he studies physical education, he cannot be competent. 00:08:35

So, thinking about whether the objective of primary education 00:08:40

is to achieve an output profile, 00:08:44

which is determined in Annex 1, 00:08:46

but then, on the other hand, the organization is by areas, 00:08:49

how is it related? 00:08:53

We had to invent something, right? 00:08:56

We had to establish that relationship between what we want, 00:08:58

what we have to observe, 00:09:01

because the output profile, you know, marks, 00:09:03

I haven't said it, but I think you know it, 00:09:05

the output profile marks the way to ESO, 00:09:07

guides the way to ESO. 00:09:10

So, how do we relate that output profile 00:09:12

that we have to observe as teachers 00:09:14

to determine the way to ESO and the areas? 00:09:16

Through the operative descriptors. 00:09:21

In the description of each one, 00:09:25

of the specific competences of each area, 00:09:27

because you know that in all areas 00:09:30

the specific competences are defined, 00:09:32

the last row says 00:09:34

this specific competence is associated with the... 00:09:37

connects, it says, connects with the operative descriptors... 00:09:41

So, in the previous case, 00:09:48

the specific competence 6 00:09:51

communicates and represents mathematical concepts and results. 00:09:53

If you go, the last thing it says, 00:09:56

and you have to look for this in the Royal Decree, 00:09:58

because what is written in the Royal Decree 00:10:01

is not repeated in the Decree, 00:10:03

and this area is from the Royal Decree, 00:10:05

it says, this competence, 00:10:07

the 6 of mathematics, 00:10:09

connects with the operative descriptors 00:10:11

CCL1, TCL3, STEM2, STEM4, STEM... 00:10:13

CD1, CD5, of course, 00:10:17

with the typical ones of digital competence 00:10:19

and science competence. 00:10:21

That is the puzzle 00:10:23

that the educational administration has fitted. 00:10:25

All this is given to us by rule, 00:10:31

it is not modifiable, it does not require, 00:10:33

it is not necessary that you, 00:10:35

in the programs, think 00:10:37

I'm going to put 00:10:39

which are the associated operative descriptors... 00:10:41

This is given to us, it is not touched. 00:10:44

It is a difference 00:10:46

of the educational administration, 00:10:49

since it has mounted this puzzle. 00:10:51

Well, the next question, 00:10:53

and with it we are going to go down another level, 00:10:55

if the specific competence 00:10:58

is the same for the whole area, 00:11:00

for all the courses of the area, 00:11:03

in child education there are 6 courses, 00:11:05

in primary education there are another 6 courses, 00:11:07

and, on the other hand, it is the same specific competence. 00:11:09

If the specific competence is the same, 00:11:12

how do I value, as a teacher, 00:11:15

the degree of development 00:11:18

of a specific competence 00:11:20

throughout the courses? 00:11:22

No, throughout the cycles. 00:11:24

How do I value 00:11:26

the degree of development of that specific competence? 00:11:28

How? 00:11:30

Through the next element, 00:11:32

which are the evaluation criteria. 00:11:34

Be careful with the evaluation criteria, 00:11:38

because it has the same name 00:11:41

as a curricular element of the previous approach 00:11:43

and it has absolutely nothing to do with it. 00:11:45

The evaluation criteria, 00:11:47

in the previous example, 00:11:49

remember what the competence was, 00:11:51

which was mathematics, 00:11:54

communicates and represents 00:11:57

concepts, procedures 00:11:59

and mathematical results. 00:12:01

It will be different, therefore, 00:12:03

the evaluation criteria in the first cycle 00:12:05

than in the third cycle. 00:12:07

And so, in the first cycle, 00:12:09

the reference to evaluate the degree of development 00:12:11

of the specific competence 00:12:13

is to explain the processes 00:12:15

followed in the resolution of problems 00:12:17

verbally or graphically. 00:12:19

Imagine a child of first and second grade, 00:12:21

to explain problems 00:12:23

verbally or graphically. 00:12:25

And in the third cycle, 00:12:27

the reference, 00:12:29

to see if that specific competence 00:12:31

has been achieved, 00:12:33

is to communicate in different formats 00:12:35

the conjectures and mathematical processes 00:12:37

in an adequate mathematical language. 00:12:39

For this, the evaluation criteria 00:12:41

serve as a reference 00:12:43

to assess the development 00:12:45

of the specific competence, 00:12:47

which is learning. 00:12:49

We go down another level, 00:12:51

but learning 00:12:53

does not come from infused science. 00:12:55

Learning 00:12:57

requires a product, 00:12:59

an object of learning. 00:13:01

What is the object of learning? 00:13:03

What does the teacher teach 00:13:05

and the student learns? 00:13:07

What is the didactic act? 00:13:09

It has four elements, 00:13:11

the one who teaches, the one who learns, 00:13:13

the environment and the object. 00:13:15

The contents 00:13:17

have to be mobilized. 00:13:19

The most appropriate word 00:13:21

is to mobilize. 00:13:23

They have to be mobilized. 00:13:25

Imagine that we put them in a shaker 00:13:27

and the contents have to be mobilized 00:13:29

that the curriculum says 00:13:31

are for that cycle and not for another. 00:13:33

Sometimes we mobilize 00:13:35

other contents that we like, 00:13:37

not the ones in the curriculum. 00:13:39

Sometimes we mobilize 00:13:41

the ones of the next cycle. 00:13:43

We mobilize those of the curriculum. 00:13:45

And there you enter. 00:13:47

I go down to the bottom 00:13:49

the most important one 00:13:51

in which you are. 00:13:53

How do we mobilize those contents? 00:13:55

How do we cover them? 00:13:57

The centers are the ones who have 00:13:59

the responsibility to decide 00:14:01

those most appropriate pedagogical methods. 00:14:03

And the teachers, 00:14:05

the teaching teams, 00:14:07

in coordination, 00:14:09

what they have to do 00:14:11

learning situations, 00:14:13

activities, 00:14:15

performances, 00:14:17

learning teaching situations. 00:14:19

If you notice, 00:14:21

the correct name is learning teaching situations 00:14:23

because there are several actors, 00:14:25

not just one. 00:14:27

And those learning situations, 00:14:29

activities, tasks, 00:14:31

as we want to call them, 00:14:33

have to be competent, 00:14:35

have to be significant, 00:14:37

have to leave a mark 00:14:39

a teacher 00:14:41

who has put a grain of sand 00:14:43

and a student 00:14:45

who has learned. 00:14:47

And learning has to be transferable 00:14:49

in future situations. 00:14:51

That is the difference 00:14:53

with 00:14:55

memory learning. 00:14:57

If you notice, 00:14:59

nothing new under the sun. 00:15:01

The learning standards 00:15:03

of LOMCE 00:15:05

were also this. 00:15:07

For many years, 00:15:09

since LOMCE, 00:15:11

we have been trying to show 00:15:13

what learning by competence is. 00:15:15

Let's see if now that you are here, 00:15:17

3,000 people listening to us, 00:15:19

you can take it to the centers 00:15:21

and you can raise it because it is you. 00:15:23

We are not going to teach you 00:15:25

to do learning situations 00:15:27

because you are the ones who know 00:15:29

how to do learning situations. 00:15:31

You have approved the opposition 00:15:33

and surely you know 00:15:35

that what we are going to teach 00:15:37

is to make didactic units. 00:15:39

In short, 00:15:41

you are the base of the pyramid. 00:15:43

Without it, 00:15:45

there would be absolutely nothing. 00:15:47

But also everything 00:15:49

that you raise 00:15:51

is to give an answer 00:15:53

to what is above, 00:15:55

to the established curriculum. 00:15:57

And I hope I have tried at least. 00:15:59

With the examples, 00:16:01

surely everything will be better. 00:16:03

Now let's move on to children's education. 00:16:05

Very well. 00:16:07

All of us here 00:16:09

know that we can 00:16:11

at some point 00:16:13

teach, teach children, 00:16:15

help, replace a classmate. 00:16:17

Celia, 00:16:19

could you please explain to us 00:16:21

how the stage is organized 00:16:23

and what are the main innovations 00:16:25

introduced by the regulations? 00:16:27

Good afternoon. 00:16:29

As you can see in the image, 00:16:31

the school is at the center 00:16:33

of the learning process 00:16:35

and the teachers take the role 00:16:37

of guides of that process. 00:16:39

That is why the educational action 00:16:41

has to be focused 00:16:43

on proposing learning situations 00:16:45

from a global point of view 00:16:47

and always taking into account 00:16:49

the rhythms 00:16:51

and evolutionary moments 00:16:53

of our students. 00:16:55

In the configuration of the three areas, 00:16:57

each one of them 00:16:59

has a complementarity 00:17:01

with the other two. 00:17:03

We cannot forget that the purpose 00:17:05

of children's education 00:17:07

is to contribute to the integral, 00:17:09

harmonious and global development 00:17:11

of our students 00:17:13

from a physical, 00:17:15

cognitive, artistic and affective point of view. 00:17:17

In that sense, in Area 1, 00:17:19

on growth in harmony, 00:17:21

we will focus on the personal 00:17:23

and social development of the students, 00:17:25

on physical development, 00:17:27

the acquisition of healthy habits 00:17:29

and the management of emotions. 00:17:31

How do our children's education students learn? 00:17:37

Through observation, 00:17:39

exploration 00:17:41

and experimentation 00:17:43

of the environment in which they live. 00:17:45

We connect in that sense with Area 2, 00:17:47

discovery and exploration of the environment, 00:17:49

in which we will develop 00:17:51

specific competences 00:17:53

focused on the relationship 00:17:55

between the different objects 00:17:57

of the environment 00:17:59

that surrounds our students 00:18:01

and the development of creative thinking 00:18:03

that will allow them 00:18:05

to pose possible solutions 00:18:07

to challenges that arise. 00:18:09

With all these learnings, 00:18:11

our children's education students 00:18:13

build their own image 00:18:15

and through the different languages 00:18:17

they will represent reality 00:18:19

and relate to the people 00:18:21

that surround them. 00:18:23

We connect again with the last area, 00:18:25

which is communication and representation 00:18:27

of reality, 00:18:29

and in this area we will find 00:18:31

blocks of content related to 00:18:33

different types of language, 00:18:35

artistic and visual language, 00:18:37

musical language, 00:18:39

body language. 00:18:41

You know that the area is organized 00:18:43

in two cycles 00:18:45

and that the curriculum 00:18:47

established in Decree 36-2022 00:18:49

of June 8 00:18:51

establishes the same specific competences 00:18:53

for the two cycles of the stage, 00:18:55

but they are not 00:18:57

the same evaluation criteria 00:18:59

or the same blocks of content. 00:19:01

The first cycle 00:19:03

will have some blocks of content, 00:19:05

has some blocks of content, 00:19:07

some specific evaluation criteria 00:19:09

and the second, 00:19:11

its own. I say this because, for example, 00:19:13

in the area of communication and representation 00:19:15

of reality, you will find the block J, 00:19:17

foreign language, 00:19:19

where a first approach 00:19:21

of our students to the foreign language 00:19:23

is initiated, 00:19:25

mainly in an oral way, 00:19:27

and it will be what will set the foundations 00:19:29

to work the plurilingual competition 00:19:31

in the primary education stage, 00:19:33

we will talk a little about it later. 00:19:35

It is interesting that we have this very present, 00:19:39

that the specific competences, 00:19:41

as Eva said, which are the skills 00:19:43

and the capacities that we intend 00:19:45

that our students develop, 00:19:47

will be the same for the two cycles of the stage, 00:19:49

but the criteria of evaluation 00:19:51

will not be the same, 00:19:53

nor the blocks of content 00:19:55

that we will find. 00:19:57

Great, thank you very much, Celia. 00:19:59

We will continue with primary education. 00:20:01

The stage of primary education 00:20:03

has also been affected by the changes 00:20:05

derived from the LOMLOE and its development regulations. 00:20:07

In the Community of Madrid, 00:20:09

the curricular areas determined by the Government 00:20:11

are added in two, 00:20:13

to reinforce two basic pillars 00:20:15

of the Community of Madrid, 00:20:17

which are the teaching of languages 00:20:19

and the commitment to the digital competition. 00:20:21

Nelida, we thank you for presenting 00:20:23

this new organization of the stage, 00:20:25

especially the novelties 00:20:27

and how it can affect the teacher's role. 00:20:29

Thank you very much. Can you hear me? 00:20:31

Hello, good afternoon. 00:20:35

The student of primary education 00:20:37

will go through the areas of learning 00:20:39

that are established in Decree 61-2022, 00:20:41

which specifies Decree 157-2022. 00:20:43

These are the areas 00:20:45

that you will be able to teach 00:20:47

and that you already know. 00:20:49

All of them will contribute 00:20:51

to the development of key competences 00:20:53

through specific competences. 00:20:55

What are the areas 00:20:57

that are taught in primary education 00:20:59

in the Community of Madrid? 00:21:01

Well, the areas of Spanish language 00:21:03

and literature and mathematics, 00:21:05

which have an instrumental character 00:21:07

due to the incidence and implication 00:21:09

that they have with the rest of the areas, 00:21:11

thus being necessary 00:21:13

for the learning of these. 00:21:15

It should be proposed to the student 00:21:17

in each of the cycles 00:21:19

and in each of the courses 00:21:21

activities that have, in the end, 00:21:23

the domain of expression 00:21:25

and oral and written comprehension, 00:21:27

reading or logical-mathematical reasoning. 00:21:29

As we know, the area of Spanish language 00:21:31

and literature aims 00:21:33

to develop basic strategies 00:21:35

related to speaking, listening, 00:21:37

reading, writing, 00:21:39

essential for any of the areas. 00:21:41

It also happens with mathematics, 00:21:43

which is related to the majority 00:21:45

of fields of knowledge, 00:21:47

from science to the interpretation 00:21:49

of different languages, such as 00:21:51

musical language. 00:21:53

The area of English foreign language, 00:21:55

which pursues to promote and expand 00:21:57

the communicative possibilities of the student 00:21:59

and that will also be instrumental 00:22:01

in the bilingual centers of the community. 00:22:03

The area of physical education, 00:22:05

which covers from the knowledge 00:22:07

of the body itself to the adoption 00:22:09

of a healthy lifestyle 00:22:11

or the care of the environments 00:22:13

in which physical activity is practiced. 00:22:15

The area of artistic education, 00:22:17

which is the only one that can be taught 00:22:19

by two teachers, 00:22:21

depending on the block 00:22:23

we are talking about, music and dance, 00:22:25

which will be taught 00:22:27

by the music specialist 00:22:29

and plastic and visual education, 00:22:31

which does not need a specialty. 00:22:33

In the community of Madrid, 00:22:35

the area of knowledge of the natural, 00:22:37

social and cultural environment 00:22:39

is divided into two areas, 00:22:41

natural sciences and social sciences. 00:22:43

In natural sciences, 00:22:45

it is striking that the contents 00:22:47

are grouped only in two blocks, 00:22:49

according to the scientific culture, 00:22:51

focused on the scientific field 00:22:53

and research, 00:22:55

and the one of technology and digitization, 00:22:57

which pursues that the student 00:22:59

manages in a basic way 00:23:01

digital tools and resources 00:23:03

as a means of learning 00:23:05

and responsibly. 00:23:07

In the same way, 00:23:09

it happens with social sciences. 00:23:11

There is a single block, 00:23:13

societies and territories, 00:23:15

approaching the knowledge 00:23:17

of the Madrid environment, 00:23:19

of the whole of Spain, 00:23:21

of the physical, social, European 00:23:23

and the rest of the world. 00:23:25

The community of Madrid has also established 00:23:27

that the area of education 00:23:29

of civics and ethics 00:23:31

is divided into a fifth of primary education. 00:23:33

As surely 00:23:35

you have already had 00:23:37

to divide it, 00:23:39

it is sought that the students 00:23:41

commit themselves to the values, 00:23:43

principles and norms of democracy 00:23:45

recognized in the Spanish Constitution, 00:23:47

in the European Union 00:23:49

and in the different international treaties. 00:23:51

One of the differences, 00:23:53

one of the fundamental 00:23:55

novelties with which we find 00:23:57

this new curriculum development 00:23:59

is the possibility of completing 00:24:01

the training offer 00:24:03

in all or some of the six 00:24:05

primary courses with the areas 00:24:07

of second foreign language 00:24:09

and robotics technology. 00:24:11

Second foreign language 00:24:13

closely linked with the 00:24:15

multilingual competition 00:24:17

can be German, 00:24:19

French, Portuguese 00:24:21

or Italian. 00:24:23

There are three blocks 00:24:25

of common content 00:24:27

and a block that depends 00:24:29

on the foreign language 00:24:31

that is taught. 00:24:33

And the technology and robotics, 00:24:35

with the purpose of responding 00:24:37

to the needs of a society 00:24:39

in full technological development 00:24:41

and that can also connect 00:24:43

with the digitalization plans 00:24:45

that are being carried out in the centers 00:24:47

and I'm sure it sounds familiar to all of you. 00:24:49

What are we going to find, 00:24:51

therefore, in each of the areas? 00:24:53

On the one hand, 00:24:55

including what Eva has said, 00:24:57

we are going to find the specific competences 00:24:59

that are common 00:25:01

to the three cycles 00:25:03

and that have evaluation criteria 00:25:05

that do change depending on the cycle. 00:25:07

And on the other hand, the contents, 00:25:09

knowledge, skills and attitudes 00:25:11

organized by blocks. 00:25:13

Those blocks are also 00:25:15

common in the three cycles. 00:25:17

What changes are the contents. 00:25:19

Now, yes, 00:25:21

it is very important 00:25:23

to also understand the examples 00:25:25

that we are going to put in the didactic units 00:25:27

or how the programming is carried out, 00:25:29

never lose sight of the cycle 00:25:31

in this curriculum. 00:25:33

Phenomenal. Thank you very much, Nelida. 00:25:35

Of special interest, 00:25:37

one of the main objectives of this 00:25:39

paper is 00:25:41

to awaken in you the need 00:25:43

to create, to carry out 00:25:45

adequate didactic programs. 00:25:47

The examples will be presented at the end 00:25:49

of the didactic unit modules. 00:25:51

We hope they will be clarifying. 00:25:53

But first of all, I would like Eva 00:25:55

to answer this question. 00:25:57

Why is it necessary to carry out didactic programs? 00:25:59

It is a good question. 00:26:01

It is necessary, 00:26:03

obligatory, responsible 00:26:05

and also 00:26:07

calm. 00:26:09

Why? 00:26:11

If you see the slide, 00:26:13

related to what I was saying 00:26:15

before, it has to do with 00:26:17

teaching, 00:26:19

the teacher who teaches, 00:26:21

the student who learns 00:26:23

and the object of learning. 00:26:25

In article 91 00:26:27

of the LOE, 00:26:29

which you surely know very well, 00:26:31

it is described what are the functions 00:26:33

of the teacher of any teaching. 00:26:35

And among the functions is 00:26:37

the teaching 00:26:39

of the areas, in this case, 00:26:41

assigned. 00:26:43

As it is a teacher's function 00:26:45

to teach the assigned areas, 00:26:47

what do we have to teach of those areas? 00:26:49

What did we say? The curriculum 00:26:51

of the educational administration, 00:26:53

the curriculum marked by the educational administration. 00:26:55

What happens? The educational administration 00:26:57

of the community of Madrid, both in child education 00:26:59

and in primary education, 00:27:01

has established the curriculum by cycles. 00:27:03

So, 00:27:05

it is essential 00:27:07

to program and contextualize 00:27:09

each of the 00:27:11

courses, in principle, 00:27:13

that curriculum that is marked by cycles. 00:27:15

The curriculum has to be marked, 00:27:17

the curriculum has to be programmed 00:27:19

for the courses and then we also know 00:27:21

that within the courses, for the 00:27:23

quarters, which is not the same to propose 00:27:25

a programming for the first quarter 00:27:27

than for the last quarter, 00:27:29

except, for example, in the first year of primary school. 00:27:31

That is 00:27:33

in addition to the function 00:27:35

of teaching, which is recognized in article 91, 00:27:37

expressly 00:27:39

says that it is also the function 00:27:41

of the teaching staff to program. 00:27:43

In fact, it is the first word. 00:27:45

Article 91 says that among the functions of the teaching staff 00:27:47

are the programming 00:27:49

and the teaching of the areas. 00:27:51

Then the programming is ahead 00:27:53

than the teaching. 00:27:55

If we don't program, we can't teach. 00:27:57

That programming, 00:27:59

also, if we look at 00:28:01

section 2 of that same article 00:28:03

of the OE, we have to do it 00:28:05

in collaboration, 00:28:07

in coordination with the rest of the teaching staff. 00:28:09

And so it says, 00:28:11

the teachers will perform the functions 00:28:13

exposed under the principle of 00:28:15

collaboration and teamwork. 00:28:17

The teachers 00:28:19

in practice, as you are, 00:28:21

you are part 00:28:23

of that team that is now 00:28:25

performing the programs, which 00:28:27

surely will ask you, 00:28:29

if you have just passed, you have to know how to do the programs 00:28:31

and they will demand them, 00:28:33

and you will be nervous because you will say, 00:28:35

we are in practice, how do I do the programming? 00:28:37

Resilient. 00:28:39

In short, 00:28:41

you are part 00:28:43

of all this mess. 00:28:45

We hope to help you 00:28:47

with this, but 00:28:49

if we don't program, we are lost. 00:28:51

Also remember 00:28:53

that article 121 00:28:55

of the OE 00:28:57

says, it is related to the educational project, 00:28:59

that the curriculum 00:29:01

will be included 00:29:03

in the educational projects of each center. 00:29:05

Then, 00:29:07

why do we have to program? 00:29:09

I start with 00:29:11

calm, tranquility, 00:29:13

knowing what we do, because 00:29:15

if we don't organize, there is a very good saying, 00:29:17

I learned it when I was 00:29:19

in school, first organize 00:29:21

and then work, that's why 00:29:23

programming is necessary. Fantastic. 00:29:25

This is just the beginning, 00:29:27

so far, few news, but we are going to land 00:29:29

a little with child education, 00:29:31

with the pedagogical proposal in child education. 00:29:33

Celia, could you please 00:29:35

tell us those elements of the 00:29:37

pedagogical proposal in child education? 00:29:39

As you know, 00:29:41

the pedagogical proposal 00:29:43

is the institutional document 00:29:45

in which the curriculum is specified 00:29:47

in Decree 36, 00:29:49

2022, June 8, 00:29:51

for both cycles of the stage. 00:29:53

The pedagogical proposal is included 00:29:55

in the educational project of the center 00:29:57

and the elaboration corresponds 00:29:59

to the teachers 00:30:01

who teach the three areas 00:30:03

of the stage. From our point of view, 00:30:05

these are the elements that should be included 00:30:07

in a pedagogical proposal in 00:30:09

child education. The first 00:30:11

is the set of units of programming 00:30:13

of the two cycles 00:30:15

of the stage. 00:30:17

The set of units of programming of the two cycles of the stage. 00:30:19

What I wanted to say is that the centers 00:30:21

that have implanted both cycles 00:30:23

will have the set of units of programming 00:30:25

of the first cycle and the set of units 00:30:27

of programming of the second. 00:30:29

The centers that have implanted only the second cycle 00:30:31

will have the set of units of programming 00:30:33

of the second cycle. 00:30:35

But that set of units of programming 00:30:37

will include the specific competencies, 00:30:39

the evaluation criteria associated with them 00:30:41

and the prescriptive 00:30:43

contents for each 00:30:45

of the cycles. In addition, 00:30:47

in each unit of didactic programming 00:30:49

we will have to include 00:30:51

the type of activities 00:30:53

or learning situations that will be 00:30:55

concretized in actions 00:30:57

that will allow our students 00:30:59

to develop those specific 00:31:01

competencies that are marked 00:31:03

and we must also collect 00:31:05

the material resources 00:31:07

of each of the units of 00:31:09

programming that we have organized 00:31:11

for each cycle. 00:31:13

Then we have the treatment of 00:31:15

transversal contents. As you know, 00:31:17

transversal contents are the knowledge, 00:31:19

skills and attitudes that 00:31:21

transversally we will integrate 00:31:23

in the learning teaching process 00:31:25

in the three areas of the stage. 00:31:27

Remember that in Infantil we talk 00:31:29

about a global vision. 00:31:31

These knowledge of stresses 00:31:33

and attitudes are related 00:31:35

to education in values, 00:31:37

prevention of non-violence, 00:31:39

prevention of accidents, acquisition of 00:31:41

healthy life habits, respect, 00:31:43

empathy. 00:31:45

Next element, the pedagogical 00:31:47

methods that are fundamental for this 00:31:49

competitive approach we are talking about. 00:31:51

If we have a specific competency 00:31:53

like, for example, identifying the 00:31:55

characteristics of materials and objects 00:31:57

and establishing relations between them, 00:31:59

how can a student 00:32:01

of Infantil 00:32:03

develop this specific competency? 00:32:05

Through experimentation 00:32:07

and manipulation. 00:32:09

It is essential that 00:32:11

in the stage of Infantil education the pedagogical 00:32:13

methods are based on the game, 00:32:15

observation, manipulation 00:32:17

and experimentation. 00:32:19

Always, as we say, 00:32:21

with an affect of trust, of climate, 00:32:23

respecting their rhythms, their evolutive moments. 00:32:25

The next element 00:32:27

would be the planning of spaces. 00:32:29

We must always be very aware 00:32:33

in the case of students of Infantil 00:32:35

that these spaces must meet their physiological 00:32:37

needs, their affective needs, 00:32:39

their needs of autonomy, 00:32:41

of control, of space, 00:32:43

of orientation. 00:32:45

The organization of times is exactly the same. 00:32:47

In Infantil education we talk about 00:32:49

routines, the school day is organized 00:32:51

in routines. It will also help them 00:32:53

to acquire that temporal notion, 00:32:55

that temporal perception 00:32:57

of being able to anticipate which routine goes 00:32:59

before and which routine goes after. 00:33:01

The strategies to 00:33:03

address the individual differences 00:33:05

of our students 00:33:07

that we must be very present 00:33:09

and that can also be concretized in 00:33:11

methodological, organizational 00:33:13

or curricular measures 00:33:15

and that will also minimize 00:33:17

the possible barriers 00:33:19

that our students may find. 00:33:21

Participation barriers, 00:33:23

learning barriers, and that also 00:33:25

guarantee adequate attention to all students. 00:33:27

And finally, 00:33:29

the collaboration action with families. 00:33:31

In the stage of Infantil education 00:33:33

the family is a fundamental pillar 00:33:35

because we, as teachers, 00:33:37

must ensure that this transition 00:33:39

between the family environment and the school 00:33:41

is as positive as possible 00:33:43

and in a climate of affect, 00:33:45

of security and trust 00:33:47

that favors the development 00:33:49

of children in this stage. 00:33:51

So those would be the curricular elements. 00:33:53

Thank you very much, Celia. 00:33:55

Let's move on to Primary Education. 00:33:57

Are they the same elements? 00:33:59

Are they the same elements? 00:34:01

It seems that they coincide if we observe the slide. 00:34:03

But, Nelida, could you bring up 00:34:05

the approach that you manage 00:34:07

regarding teacher programming 00:34:09

in the stage of Primary Education 00:34:11

from the Academic Subdirection? 00:34:13

I think so. Let's see. 00:34:15

Let's see. 00:34:17

Programming and teaching of areas, 00:34:19

as Eva said, is entrusted to the teacher, right? 00:34:21

Okay. 00:34:23

We find, on the one hand, 00:34:25

the didactic programming of an area 00:34:27

in a cycle. 00:34:29

For example, the didactic programming 00:34:31

of mathematics, of natural sciences 00:34:33

in the first cycle. 00:34:35

Okay. 00:34:37

We also find the set 00:34:39

of didactic programming of areas 00:34:41

in a cycle. 00:34:43

That is, in the first cycle, 00:34:45

the programming of the first cycle 00:34:47

will have the programming 00:34:49

of the area of natural sciences, 00:34:51

mathematics, social sciences. 00:34:53

Okay. 00:34:55

And the sum of all those programming 00:34:57

of the first cycle, second cycle and third cycle 00:34:59

will be the didactic programming of the stage. 00:35:01

If we imagine a cardboard box 00:35:03

that says 00:35:05

didactic programming 00:35:07

of the stage of Primary Education 00:35:09

and we open that box, 00:35:11

we will find three boxes. 00:35:13

The programming of the first cycle, 00:35:15

the second cycle and the third cycle. 00:35:17

And in each of those boxes we will find 00:35:19

that of natural sciences, social sciences, mathematics, 00:35:21

language, okay? 00:35:23

Those are the three levels of programming. 00:35:25

What elements should 00:35:27

a didactic programming 00:35:29

of each area 00:35:31

in a cycle incorporate? 00:35:33

Well, 00:35:35

it has to include 00:35:37

the sequencing of didactic units. 00:35:39

It has to include 00:35:41

the didactic programming units 00:35:43

sequenced for each course 00:35:45

and cycle. 00:35:47

What do these didactic 00:35:49

programming units include? 00:35:51

Well, then we will see examples 00:35:53

that I think you will also have posted 00:35:55

and with templates and everything 00:35:57

that will surely come in handy. 00:35:59

But first we are going to do 00:36:01

a little retrospective exercise. 00:36:03

What we are working on in the centres 00:36:05

right now in many cases 00:36:07

are the didactic units 00:36:09

that we have done 00:36:11

trying to adjust the norm, 00:36:13

right? 00:36:15

But let's think about them, 00:36:17

about what we are working on right now. 00:36:19

Well, in a didactic unit 00:36:21

we have to find, 00:36:23

first of all, 00:36:25

the relationship of specific competences 00:36:27

that it encompasses 00:36:29

and the evaluation criteria 00:36:31

associated with them. 00:36:33

We also have to find the content blocks 00:36:35

of the cycle 00:36:37

and that will be mobilized. 00:36:39

The activities 00:36:41

or learning situations 00:36:43

that will be concretized in actions 00:36:45

that allow the development 00:36:47

of the competences and the mobilization 00:36:49

of these contents. 00:36:51

The specific and specific resources 00:36:53

and the evaluation instruments. 00:36:55

That's it. 00:36:57

No normative justification 00:37:01

in a didactic unit. 00:37:03

A didactic unit is not a learning situation 00:37:05

and it is not necessary 00:37:07

to put a paragraph with all the history 00:37:09

of education. No. 00:37:11

There are didactic units 00:37:13

that are an impromptu work 00:37:15

that is not necessary 00:37:17

because this is no longer a useful instrument. 00:37:19

In addition, 00:37:21

in didactic programs 00:37:23

there is the treatment 00:37:25

of transversal contents, 00:37:27

which are the same as Celia said, 00:37:29

but in this case they are in Article 11 00:37:31

of Decree 61. 00:37:33

The agreed pedagogical methods. 00:37:35

And here the methodologies 00:37:39

that will be used in the area are reflected. 00:37:41

From work 00:37:43

through projects, 00:37:45

from research to action, etc. 00:37:47

Maybe this is a wonderful opportunity 00:37:49

to put into practice all the active methodologies 00:37:51

that many of us 00:37:53

have prepared in it 00:37:55

and that on many occasions 00:37:57

we have to carry out. 00:37:59

And the strategies 00:38:03

for adequate attention 00:38:05

to the individual differences 00:38:07

of the student. 00:38:09

How are we going to deal with the individual differences 00:38:11

of the students in that area? 00:38:13

We will have to reflect the support measures 00:38:15

such as flexible groupings, 00:38:17

curriculum adaptations, enrichment measures, 00:38:19

modification of evaluation instruments, 00:38:21

whatever we do within the framework of the normative. 00:38:23

And the qualification criteria 00:38:25

of the programming. 00:38:27

That is, what value does the teaching unit have 00:38:29

within all the qualification? 00:38:31

The value that each teaching unit has 00:38:35

in the qualification of the area. 00:38:37

In the total of the area. 00:38:39

Okay? 00:38:41

In addition to developing programs 00:38:43

to teach teaching and other functions 00:38:45

of the teacher, one of them is to evaluate 00:38:47

the learning teaching process 00:38:49

and capture it in evaluation documents. 00:38:51

Celia and Elida, could you please 00:38:53

tell us which documents 00:38:55

from this course 00:38:57

will have to be completed by the teachers 00:38:59

of child and primary education respectively? 00:39:01

Well, we start with child education. 00:39:03

The evaluation documents 00:39:05

in the stage of child education 00:39:07

are the academic file 00:39:09

and the final learning report. 00:39:11

We are not going to talk today about the academic file 00:39:13

because we are going to talk about the evaluation documents 00:39:15

which are the responsibility of the tutor. 00:39:17

In the case of all of you. 00:39:19

The final learning report 00:39:21

will have to be completed, 00:39:23

signed with the approval of the director of the center 00:39:25

and will be included in the academic file 00:39:27

of the student. 00:39:29

If you hear the final learning report 00:39:31

you will probably say 00:39:33

well, this does not sound right. 00:39:35

It does not sound right because it was collected 00:39:37

well, it was and it is. 00:39:39

Until the new order comes out. 00:39:41

It is collected in Order 680 00:39:43

2009, February 19. 00:39:45

We already had a final learning report. 00:39:47

But it is not 00:39:49

the same as we are going to have. 00:39:51

We have a new decree with a new 00:39:53

curriculum approach and therefore 00:39:55

we have elaborated a new final learning report. 00:39:57

What differences 00:39:59

do we find between the two documents? 00:40:01

In the old one, 00:40:03

we are going to call it old, 00:40:05

we talked about the degree of achievement of the objectives 00:40:07

of the stage. In the new 00:40:09

final learning report, 00:40:11

we are going to review the degree of achievement 00:40:13

of the specific competencies 00:40:15

of each of the areas 00:40:17

for each of our students. 00:40:19

With which it is different 00:40:21

because we have 00:40:23

the items that you are going to find 00:40:25

of each of the areas are specific competencies 00:40:27

related to 00:40:29

identify, interpret, 00:40:31

recognize, participate, 00:40:33

that is, competential issues, 00:40:35

as we said before, 00:40:37

skills, capacities, 00:40:39

performance that our students have to achieve. 00:40:41

What other differences do we find 00:40:45

between the two reports? 00:40:47

In the old one, we had a section 00:40:49

in which the student's situation 00:40:51

and the measures adopted were collected. 00:40:53

We are not going to have it in the new report 00:40:55

because that information is already collected 00:40:57

in the student's academic report. 00:40:59

As we said, the new report is included 00:41:01

in the student's academic report. 00:41:03

Well, you will see it. 00:41:07

It is very beautiful, personally. 00:41:09

I think it is a useful document 00:41:11

that will make life easier 00:41:13

for teachers 00:41:15

and that is also an objective document 00:41:17

that allows us to be connected 00:41:19

with the new competential approach. 00:41:21

It is achieved or in process. 00:41:23

We have also eliminated 00:41:25

the not achieved. 00:41:27

In the end, the childhood education stage, 00:41:29

as we always say, has to meet 00:41:31

the different rhythms and evolutionary moments 00:41:33

of the students. 00:41:35

There are things that start in the stage 00:41:37

and that continue in the primary education stage. 00:41:39

If you have not achieved it, you are in the process. 00:41:41

Fundamentally, 00:41:43

that is it. 00:41:45

The degree of achievement 00:41:47

of the specific competencies 00:41:49

of each of the areas for each of our students 00:41:51

at the end of the childhood education stage. 00:41:53

Nelly, I think 00:41:55

she is going to tell you a little more 00:41:57

about the primary education stage. 00:41:59

Well, in a previous way, 00:42:01

you already know that now the qualifications 00:42:03

are qualitative. 00:42:05

They are expressed in qualitative terms. 00:42:07

Insufficient, sufficient, 00:42:09

noteworthy and outstanding. 00:42:11

The qualification of the area of artistic education 00:42:13

is the arithmetic average 00:42:15

of the two blocks. 00:42:17

An average made 00:42:19

in a quantitative way 00:42:21

that then has to be expressed 00:42:23

qualitatively. 00:42:25

As Celia said, 00:42:27

because these documents are reflected 00:42:29

in the slide, 00:42:31

because they are your responsibility. 00:42:33

So, well, 00:42:35

on the one hand, there are the acts. 00:42:37

I'm sure you've seen them 00:42:39

quite a few times, 00:42:41

which are extended at the end of the course. 00:42:43

In them, the nominal relationship 00:42:45

of the student, 00:42:47

of the group, the results, 00:42:49

the decisions in relation 00:42:51

to the promotion. 00:42:53

They are the tutors, the ones you sign 00:42:55

and the director visas them. 00:42:57

They are not valid if they have 00:42:59

barriers or amendments. 00:43:01

The personal report for transfer, 00:43:03

which is carried out in the case of the transfer 00:43:05

of the person from the centre 00:43:07

before the end of the school year. 00:43:09

It will be elaborated by the tutor 00:43:11

in collaboration 00:43:13

with the rest of the tutors. 00:43:15

It will contain information 00:43:17

related to the follow-up of the assessment 00:43:19

of learning throughout the course, 00:43:21

the educational measures of attention 00:43:23

to individual differences, 00:43:25

as well as all the observations 00:43:27

that you consider appropriate. 00:43:29

The final cycle report. 00:43:33

This is one of the 00:43:35

main novelties. 00:43:37

At the end of each cycle, 00:43:41

a report must be carried out 00:43:43

on the degree of development 00:43:45

of the key competences, 00:43:47

as well as the need to propose 00:43:49

educational measures of attention 00:43:51

to the individual needs of the student. 00:43:53

This report 00:43:55

is complemented by you, 00:43:57

by Professor Tutor, 00:43:59

in collaboration with the rest 00:44:01

of the tutors. 00:44:03

Where is this report model? 00:44:05

It is in the standard. 00:44:07

In fact, I can take advantage 00:44:09

and say that the standard, 00:44:11

the order in which primary education 00:44:13

is regulated, 00:44:15

is already posted on the transparency portal 00:44:17

and we hope that you can all 00:44:19

consult it from today. 00:44:21

There you will be able to see 00:44:23

in the annexes the final cycle report 00:44:25

and also the final stage report. 00:44:27

The final stage report 00:44:29

is practically the same 00:44:31

as the cycle report, 00:44:33

but in this case 00:44:35

it will mark the student's 00:44:37

exit profile. 00:44:39

It evaluates the degree of development 00:44:41

of the key competences at the end 00:44:43

of the sixth course. 00:44:45

Both in the final cycle report 00:44:47

and in the stage report, 00:44:49

the degree of acquisition 00:44:51

of the key competences 00:44:53

must be evaluated. 00:44:55

But how? 00:44:57

The key competences of the plurilingual 00:44:59

have been achieved or not? 00:45:01

It is so broad. 00:45:03

How do we decide it? 00:45:05

Through the operative descriptors. 00:45:07

Have I worked on the operative descriptors? 00:45:09

Yes, we have worked on them 00:45:11

when we have worked on the specific competences 00:45:13

in the programs. 00:45:15

It is all in the standard 00:45:17

and in the end, 00:45:19

as teachers, 00:45:21

we have to establish 00:45:23

how to work on all these elements. 00:45:25

All right. 00:45:27

Here are the evaluation documents. 00:45:29

I think there are a lot of them. 00:45:31

You can see the documents. 00:45:33

They are in the annexes of the order 00:45:35

that is in the portal of transparency. 00:45:37

Phenomenal. Thank you very much, Celia Nelida. 00:45:39

In order to evaluate 00:45:41

the student's learning, 00:45:43

the evaluation of the teacher's own practice 00:45:45

is also added, 00:45:47

that reflection that helps us improve. 00:45:49

Let's continue 00:45:51

with the evaluation of the teacher's practice. 00:45:53

Eva, do the aspects 00:45:55

to be evaluated in child education 00:45:57

and in primary education coincide? 00:45:59

Yes, in this case, 00:46:01

the aspects to be evaluated coincide. 00:46:03

Why? 00:46:05

Because they are supported in article 91 00:46:07

of the Law, 00:46:09

where it says that one of the functions 00:46:11

of the teacher is the evaluation 00:46:13

of the teacher's practice. 00:46:15

All of us, regardless of the teaching, 00:46:17

have to evaluate what we do 00:46:19

in order to improve. 00:46:21

It is also essential 00:46:23

that this evaluation, like the other functions 00:46:25

in article 91, 00:46:27

is done as a team, 00:46:29

since you know that it is section 2. 00:46:31

All the functions of the teacher 00:46:33

have to be done as a team. 00:46:35

When evaluating the teacher's practice, 00:46:37

what you have in this slide 00:46:39

is essential. 00:46:41

First, we have to see 00:46:43

the appropriate design 00:46:45

of the activities. 00:46:47

That is, that activity, 00:46:49

that I have proposed, 00:46:51

does it serve to mobilize 00:46:53

the contents that I have 00:46:55

in that unit of didactic programming 00:46:57

or not? 00:46:59

Be careful, because we are 00:47:01

very used, the teachers, 00:47:03

and I say this from experience, 00:47:05

to carry out learning situations, 00:47:07

activities, as we would like to call it 00:47:09

20 years ago, it was the same as now. 00:47:11

We are very used to doing these things 00:47:13

because, oh, how interesting it seems to us. 00:47:15

It is that it does not mobilize 00:47:17

those contents, leave it for another time. 00:47:19

That is the first thing 00:47:23

that we have to evaluate 00:47:25

with our colleagues, 00:47:27

if the activities are suitable 00:47:29

or not for the contents 00:47:31

that we are going to mobilize. 00:47:33

The second question is whether 00:47:35

spaces and times have been planned. 00:47:37

That is, the appropriate organization 00:47:39

of spaces and times. 00:47:41

For example, let's imagine 00:47:43

that we are in a children's education class 00:47:45

and we are now, 00:47:47

those of you who are working, 00:47:49

well, you have already started Christmas 00:47:51

and some of us will be finishing autumn. 00:47:53

In autumn, we have proposed 00:47:55

a corner in which 00:47:57

we place 00:47:59

all kinds of leaves 00:48:01

that children bring 00:48:03

or we tell them, paint this green leaf 00:48:05

and paint this brown leaf. 00:48:07

This is autumn and this is spring. 00:48:09

We have to organize 00:48:11

suitable spaces for the content 00:48:13

and if we have to set up a corner of autumn 00:48:15

with everything it involves, 00:48:17

we set up the corner of autumn 00:48:19

and we do not stay in what is a graphic representation 00:48:21

of autumn, which is a date. 00:48:23

Another of the questions 00:48:25

that we have to evaluate 00:48:27

and that is also indisputable, 00:48:29

for me essential, 00:48:31

in the case of primary school, 00:48:33

is the adequacy 00:48:35

of the evaluation instruments. 00:48:37

Let's go back, 00:48:39

we get serious, 00:48:41

to the evaluation criteria 00:48:43

of the example of mathematics. 00:48:45

The criteria we had 00:48:47

were, in the first cycle, 00:48:49

to explain the processes 00:48:51

in the resolution of problems 00:48:53

verbally or graphically 00:48:55

and in the third cycle 00:48:57

was to communicate in different formats 00:48:59

the mathematical processes. 00:49:01

You, primary school teachers, 00:49:03

do you think that with a written math exam 00:49:05

you can evaluate, 00:49:07

explain 00:49:09

the problems 00:49:11

verbally or graphically? 00:49:13

No, 00:49:15

at least not verbally. 00:49:17

We will have to do an oral practice. 00:49:19

We are used to it. 00:49:21

This is the first evaluation 00:49:23

that we have to do. 00:49:25

We are evaluating the child 00:49:27

to explain 00:49:29

if that instrument is valid, 00:49:31

because no one says that exams are not valid, 00:49:33

but they are valid for something else. 00:49:35

But if what I am trying 00:49:37

is to evaluate 00:49:39

if the child knows how to explain verbally, 00:49:41

I will have to listen 00:49:43

to that child to explain verbally. 00:49:45

It is essential. 00:49:47

Finally, 00:49:51

the strategies to 00:49:53

deal with the individual 00:49:55

differences of the student. 00:49:57

All the children I have in the class 00:49:59

are all participants 00:50:01

of the didactic act of the learning process. 00:50:03

I propose activities for everyone. 00:50:05

I come 00:50:09

somewhat close to the universal design 00:50:11

of learning, 00:50:13

as far as I can. 00:50:15

What cannot be, cannot be. 00:50:17

What cannot be, cannot be. 00:50:19

But as far as I can, I try. 00:50:21

That is one of the questions. 00:50:23

I coordinate with the classmates 00:50:27

for all the functions 00:50:29

of the teacher 00:50:31

that have to be the team, 00:50:33

but also, 00:50:35

as I said in the slide, 00:50:37

I coordinate with the classmates 00:50:39

of other stages. 00:50:41

The children's order, 00:50:43

we hope you can see it soon, 00:50:45

in the transparency portal, 00:50:47

the primary one, as Nelly said, 00:50:49

you can see it from today. 00:50:51

The order says that coordination 00:50:53

between the stages is obligatory, 00:50:55

but it will not be your responsibility, 00:50:57

but the directors of the centres 00:50:59

will have to 00:51:01

make that coordination possible. 00:51:03

So, take advantage 00:51:05

of this evaluation 00:51:07

and the feedback you receive 00:51:09

from it will help you 00:51:11

to improve the practice, 00:51:13

which is what it is all about. 00:51:15

Fantastic, Eva. 00:51:17

Thank you very much 00:51:19

for this clarification. 00:51:21

Now the interesting part begins, 00:51:23

the integrated projects. 00:51:25

This novel subject 00:51:27

will begin in the next course. 00:51:29

It is of great interest, 00:51:31

so Nelida, can you tell us 00:51:33

a bit more about the implementation 00:51:35

of the integrated projects? 00:51:37

Well, when 00:51:39

you are given the final destination 00:51:41

next year, 00:51:43

you will find 00:51:45

that the centres 00:51:51

can design and implement 00:51:53

integrated projects. 00:51:55

It is possible that, as I said, 00:51:59

they have already decided 00:52:01

that they will carry out 00:52:03

integrated projects, 00:52:05

but it is also possible 00:52:07

that you can propose them. 00:52:09

Well, in the use of autonomy 00:52:11

at the beginning of each course. 00:52:13

This is very important. 00:52:15

At the beginning of each course. 00:52:17

We are not in the middle of a course 00:52:19

and we think that now we are going to work 00:52:21

on the origin of books and then we do it. 00:52:23

No. 00:52:25

Everything is much more planned. 00:52:27

At the beginning of each school course, 00:52:29

you can agree on the implementation 00:52:31

of one or several integrated projects. 00:52:33

They revolve around a common theme 00:52:35

or axis. 00:52:37

They will integrate 00:52:39

transversal content 00:52:41

and, in addition, 00:52:43

they will mobilize content 00:52:45

from different areas 00:52:47

and, therefore, they are aimed at 00:52:49

the acquisition of specific competences 00:52:51

from different areas. 00:52:53

It is interdisciplinary 00:52:55

because, as I just said, 00:52:57

specific competences 00:52:59

from different areas are worked on, 00:53:01

but also from different 00:53:03

cycles, even. 00:53:05

Even from different stages, 00:53:07

because you can make an integrated project 00:53:09

of children's education and primary education. 00:53:11

In the project itself, 00:53:13

the affected areas will be included, 00:53:15

the treated contents, as well as the type 00:53:17

or learning situations 00:53:19

that will be carried out in practice. 00:53:21

They must be included 00:53:23

in the general annual planning 00:53:25

as an independent planning. 00:53:27

Just as in the PGA we include 00:53:29

the garden, the fun breaks, 00:53:31

or the concretization of the digitalization plan, 00:53:33

we include the integrated projects. 00:53:35

And, well, 00:53:37

it requires flexible organization 00:53:39

of spaces and times. 00:53:41

It must be taken into account, of course, 00:53:43

that they can be dedicated to the integrated project 00:53:45

between 0.75 and 2 hours per week, 00:53:47

which means one or two sessions per week, 00:53:49

making sure that the two sessions 00:53:51

do not coincide with reading sessions 00:53:53

in the same area. 00:53:55

And this is a bit of a summary 00:53:57

of what an integrated project is. 00:53:59

Fantastic. Thank you very much for the clarification. 00:54:01

We will see. 00:54:03

Now what? Now the good starts. 00:54:05

The most practical. The teaching units. 00:54:07

Eva, Celia and Nelida, 00:54:09

we are looking forward to it. 00:54:11

We really want to see what you have prepared. 00:54:13

All these documents, as I told you 00:54:15

at the beginning of the presentation, 00:54:17

we will post them in the virtual classroom 00:54:19

so that you can reflect 00:54:21

so that you can understand each other 00:54:23

a little better. 00:54:25

They have prepared a Genialy. 00:54:27

Well, let's start with the children's education. 00:54:29

We have prepared one for children's education, 00:54:31

another for primary education 00:54:33

of natural sciences and another for primary education 00:54:35

of foreign languages. 00:54:37

Let's start with the children's education. 00:54:39

This format 00:54:41

that you have here is orientative. 00:54:43

It is an orientative model 00:54:45

that contemplates all the elements 00:54:47

that have to include 00:54:49

each of the teaching units. 00:54:51

Remember that the teaching units 00:54:53

were one of the boxes, 00:54:55

that there were six boxes 00:54:57

in the pedagogical proposal 00:54:59

of children's education. 00:55:01

Well, each of the teaching units 00:55:03

in this case of children's education 00:55:05

has to include 00:55:07

at least these elements 00:55:09

and they are related in this way. 00:55:11

As we have been talking about the same thing all afternoon, 00:55:13

I think it is a little easier. 00:55:15

The difference, 00:55:17

although in children's education 00:55:19

and primary education 00:55:21

has some similar curricular elements, 00:55:23

the difference with children's education 00:55:25

is that every time 00:55:27

we program in children's education, 00:55:29

we program a programming unit 00:55:31

for this time of three weeks 00:55:33

and all the time 00:55:35

during those three weeks 00:55:37

a unit is being developed. 00:55:39

While, for example, 00:55:41

in primary education you will see 00:55:43

a programming unit 00:55:45

only for the area of mathematics, 00:55:47

then it will be only for the time 00:55:49

that there is mathematics. 00:55:51

But in the case of children's education 00:55:53

this teaching unit responds 00:55:55

to all the reading time 00:55:57

of those three weeks 00:55:59

that this teaching unit lasts. 00:56:01

Therefore, the teaching units 00:56:03

of children's education 00:56:05

have to cover 00:56:07

specific competences, 00:56:09

evaluation criteria and contents, 00:56:11

because they are related, 00:56:13

of the three areas of the stage. 00:56:15

That is the main difference 00:56:17

with primary education. 00:56:19

So, when you go to the centres 00:56:21

and the director gives you 00:56:23

the same programming model 00:56:25

for children's education 00:56:27

than for primary education, 00:56:29

you say, look, no. 00:56:31

In children's education 00:56:33

three areas are programmed at the same time. 00:56:35

It is global 00:56:37

and it has to be done this way, 00:56:39

because in primary education 00:56:41

programming is done by area. 00:56:43

Therefore, the first box 00:56:45

you have here is that of areas 00:56:47

in this unit, which is 00:56:49

Who takes care of my neighborhood? 00:56:51

It is a unit for four years, 00:56:53

second cycle, second course, 00:56:55

first quarter. 00:56:57

It can be focused on the first days of September, 00:56:59

first three weeks of October, 00:57:01

before autumn, 00:57:03

Who takes care of my neighborhood? 00:57:05

A three-week timing. 00:57:07

Therefore, the specific competencies 00:57:09

that are closer, 00:57:11

because, of course, 00:57:13

those of us in children's education, 00:57:15

I am a teacher of children's education, 00:57:17

we know that in children's education 00:57:19

every minute 00:57:21

we are working all at once 00:57:23

and it is almost impossible to differentiate it, 00:57:25

but the specific competencies 00:57:27

that with this unit, 00:57:29

which you can imagine, 00:57:31

Who takes care of my neighborhood? 00:57:33

are more developed 00:57:35

in Area 1. 00:57:37

Notice that Area 1 00:57:39

has four specific competencies 00:57:41

in the decree. 00:57:43

In Area 1, which has four specific competencies, 00:57:45

we cover three of them. 00:57:47

In Area 2, which has 00:57:49

three specific competencies, 00:57:51

we cover two of them with this unit 00:57:53

and in Area 3, 00:57:55

which has five specific competencies, 00:57:57

we cover 00:57:59

two of them. 00:58:01

We can open 00:58:03

a specific competition, 00:58:05

you will be able to do this, 00:58:07

I don't know if they will be able to do it at home, 00:58:09

when they can, yes? 00:58:11

We open a specific competition. 00:58:13

I don't know which one we have opened. 00:58:15

We have opened the one to apply models. 00:58:17

Well, with any of the specific competencies 00:58:19

that you have open, 00:58:21

the specific competencies 00:58:23

that are in the decree 00:58:25

are exactly reflected. 00:58:27

Not a word can be changed. 00:58:29

Each specific competition 00:58:31

is associated, 00:58:33

because we are going to evaluate it 00:58:35

in the second cycle, 00:58:37

and also in four years, 00:58:39

with different evaluation criteria. 00:58:41

We are going to open, 00:58:43

in the case of Area 3, 00:58:45

the evaluation criteria 00:58:47

in Area 3 is 2.1. 00:58:49

In Area 3, the specific competition 00:58:55

is 2.1. 00:58:57

So, I have here 00:58:59

Competencies 3, 00:59:01

2.1 00:59:03

says to interpret effectively 00:59:05

the messages and communicative intentions 00:59:07

with the others. 00:59:09

Very well. 00:59:11

We have selected, 00:59:13

the same thing happens, 00:59:15

this evaluation criteria is stuck 00:59:17

to the one in the decree, 00:59:19

although it may have taken only one part, 00:59:21

and not the rest. 00:59:23

What I can't do is change it. 00:59:25

Because the other part, 00:59:27

I don't know if it is the example, 00:59:29

because I don't know all the criteria. 00:59:31

Maybe we leave the other part 00:59:33

to evaluate that specific competition 00:59:35

in five years or in another unit 00:59:37

of didactic programming. 00:59:39

The specific competencies 00:59:41

cannot be changed, 00:59:43

the evaluation criteria can be shortened, 00:59:45

they are the references, 00:59:47

but they cannot be changed either. 00:59:49

Related to those 00:59:53

specific competencies 00:59:55

that we intend to develop, 00:59:57

that we have selected, 00:59:59

and with those criteria 01:00:01

to evaluate the degree of development 01:00:03

of the specific competencies, 01:00:05

what contents do I mobilize? 01:00:07

We select the contents. 01:00:09

Unlike the previous model, 01:00:11

the previous approach, 01:00:13

the contents are not associated 01:00:15

with anything at all. 01:00:17

They are free. 01:00:19

In the second cycle of child education, 01:00:21

I have a lot of content 01:00:23

that I can 01:00:25

appropriate 01:00:27

to put them in this unit. 01:00:29

Let's open, for example, 01:00:31

imagine that it includes my neighborhood, 01:00:33

we open 01:00:35

Area 1, 01:00:37

Block C, 01:00:39

the knowledge of stress 01:00:41

or altitude that I have there. 01:00:43

Area 1, Block C, 01:00:45

Habits and responsibilities 01:00:47

with the environment, 01:00:49

with food, hygiene and rest, 01:00:51

maintenance of cleanliness 01:00:53

and order in the environment. 01:00:55

That is one of the contents 01:00:57

that I have chosen 01:00:59

to mobilize. 01:01:01

Why? 01:01:03

Because it allows me 01:01:05

to develop those specific competencies 01:01:07

and it goes with the unit. 01:01:09

Of course, I am not doing the unit of the circus, 01:01:11

I am doing it in the neighborhood. 01:01:13

So, let's open 01:01:15

the other content, 01:01:17

for example, 01:01:19

Area 2, Block C, 01:01:21

Area 2, 01:01:23

inquiry of the physical environment. 01:01:25

It would be the influence of people's actions 01:01:27

in the physical environment 01:01:29

and in the heritage, 01:01:31

climate change, respect for the cultural heritage 01:01:33

present in the physical environment. 01:01:35

It is clear. Who takes care of my neighborhood? 01:01:37

The first one who has to take care of the neighborhood is the child. 01:01:39

He has to take care of his family 01:01:41

and he has to involve 01:01:43

the whole community in the neighborhood. 01:01:45

We have to take care of the neighborhood, 01:01:47

the natural, the social, the heritage. 01:01:49

So, these contents 01:01:51

are exactly the ones in the curriculum. 01:01:53

I could have cut them, 01:01:57

because I could have left the rest of Spain 01:01:59

and the universe, 01:02:01

for another teaching unit, 01:02:03

but I cannot change them 01:02:05

or put other contents 01:02:07

that are not in the curriculum. 01:02:09

These are the ones I have to mobilize. 01:02:11

And if I don't like them, 01:02:13

I choose others for this teaching unit. 01:02:15

But in all teaching units 01:02:17

of the second cycle, 01:02:19

all the contents 01:02:21

of the curriculum of the second cycle will have to be there, 01:02:23

because our responsibility is that, as teachers, 01:02:25

to show the curriculum 01:02:27

from the Madrid community to the student 01:02:29

and to leave a mark and that the student is competent. 01:02:31

When it comes to 01:02:35

making your teaching programs, 01:02:37

if we click here 01:02:39

in all these little crosses 01:02:41

we have all the competences, criteria, 01:02:43

because all the windows open 01:02:45

and the teaching unit is made completely. 01:02:47

When you do it in the school, 01:02:49

you have to realize that 01:02:51

if you have to copy 80 times 01:02:53

all the specific competences 01:02:55

in all the teaching units, 01:02:57

it is a mess. 01:02:59

If it is in the decree, 01:03:01

it would only serve to put 01:03:03

the number of the competences, 01:03:05

the criteria of the competences, 01:03:07

that the competences are associated. 01:03:09

Unless something changes. 01:03:11

You have to put the contents 01:03:13

because the contents 01:03:15

are not associated with any number. 01:03:17

You choose the ones you want. 01:03:19

In fact, in the decree, the contents are not associated 01:03:21

with any number. 01:03:23

Let's go to the most interesting part. 01:03:25

Once we have made that relationship, 01:03:27

activities, types, learning situations, 01:03:29

we are going to open the first performance. 01:03:31

We call it performances, 01:03:33

so that there are no fights between those who defend 01:03:35

activities, learning situations, performances. 01:03:37

The performances that involve a set of tasks. 01:03:39

Every performance, 01:03:41

we have said, 01:03:43

has a competitive development. 01:03:45

We have thought, as it cannot be otherwise, 01:03:47

among the performances, 01:03:49

performance 1, 01:03:51

research project in collaboration with the family 01:03:53

on the resources of the neighborhood, 01:03:55

services provided and natural, social and cultural heritage, 01:03:57

presentations of conclusions to the class group. 01:03:59

A research project with the family 01:04:01

on the neighborhood. 01:04:03

Performance 2, situations that invite 01:04:05

the establishment of relationships and connections 01:04:07

between the different trades 01:04:09

and the relevance of each one of them 01:04:11

in the care and life of the neighborhood. 01:04:13

Performance 3, rain of ideas 01:04:15

and elaboration of a list agreed 01:04:17

and reflected on social norms. 01:04:19

Performance 4, 01:04:21

participation in exploration activities 01:04:23

and so on, 01:04:25

up to 7 performances that we have marked 01:04:27

that can be more. 01:04:29

I wanted to focus on performance 5, 01:04:31

representation of some signs of identity, 01:04:41

traditions or customs of the neighborhood 01:04:43

in different languages 01:04:45

and forms of expression. 01:04:47

Here I take all the blocks. 01:04:49

It can be from the musical point of view, 01:04:51

plastic, body expression. 01:04:53

Of course, performance 7, 01:04:55

activities of recognition 01:04:57

and oral production of words, 01:04:59

small phrases or songs 01:05:01

related to the neighborhood 01:05:03

in a foreign language. 01:05:05

Because the foreign language 01:05:07

is not an area of child education, 01:05:09

it has to be programmed 01:05:11

in the didactic units of child education. 01:05:13

The teacher who teaches the foreign language 01:05:15

will be able to participate in the programming, 01:05:17

but it has to be programmed here, 01:05:19

it is not outside, 01:05:21

it is not one more area. 01:05:23

We are going to claim those of child education 01:05:25

that has its place and its own moment. 01:05:27

Specific material resources, 01:05:29

those of the neighborhood. 01:05:31

We are not going to imagine 01:05:33

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