T20

Question 1

8 KC

Answer 1

-Linguistic Communication Competence (LCC)
-Plurilingual Competence (PC)
-Mathematical Competence and Science, Technology and Engineering Competence (STEM).
-Digital Competence (DC).
-Personal, Social and Learning to Learn Competence (PSLLC).
-Citizen Competence (CC)
-Entrepreneurial Competence (EC)
-Cultural Awareness and Expression Competence (CAEC).

Question 2

Where can we find the KC explained?

Answer 2

RD Article 9

Question 3

Where can we find the Stage Objectives?

Answer 3

Article 7 of the RD + Article 5 Decree (ñ y o)

Question 4

Stage objective F

Answer 4

To acquire basic communicative competence in at least one foreing language to enable them to express and understand simple messages and get by in everyday situations

Question 5

Stage objective B

Answer 5

To develop individual and team-working habits, effort, responsibility for their work, self-confidence, critical, planning and taking decisions abilities

Question 6

Stage objective M

Answer 6

To develop their affective capacities in all aspects of personality and in their relations with others. Develop an attitude against violence, prejudices of any type and sexist stereotypes

Question 7

Where can we find the evaluation characteristics?

Answer 7

Article 14 RD and Article 11 DECREE

Question 8

5 characteristics of evaluation

Answer 8

-It will be global, continuous, and formative, and must take into account the development of key competences.
-Criteria are the benchmark by which the teacher assesses the degree of acquisition of key competences.
-Reinforcement measures
-The teacher will assess the student’s learning, teaching processes and their own teaching practice
-Varied and diversified assessment instruments

Question 9

How can you define specific skills?

Answer 9

Specific skills are performances that students should be able to demonstrate in activities or situations using basic knowledge. They are a link between the exit profile and the basic knowledge and evaluation criteria.

Question 10

Specific competence 1

Answer 10

Understand the general meaning and specific information of short and simple texts. Exit Profile: CCL2, CCL3, CP1, CP2, STEM1, CD1, CPSAA5, CCEC2.

Question 11

Specific competence 2

Answer 11

Produce simple texts to express their needs and to communicate. Exit profile: CCL1, CP1, CP2, STEM1, CD2, CPSAA5, CE1, CCEC4.

Question 12

Specific competence 3

Answer 12

Interact with other people using everyday expressions. Exit Profile: CCL5, CP1, CP2, STEM1, CPSAA3, CC3, CE1, CE3.

Question 13

Specific competence 4

Answer 13

Mediate in predictable situations to facilitate communication. Exit Profile: CCL5, CP1, CP2, CP3, STEM1, CPSAA1, CPSAA3, CCEC1.

Question 14

Specific competence 5

Answer 14

Recognize and use personal linguistic repertoires reflecting and identifying one’s own strategies. Exit Profile: CP2, STEM1, CD2, CPSAA1, CPSAA4, CPSAA5, CE3.

Question 15

Specific competence 6

Answer 15

Appreciate and respect linguistic, cultural and artistic diversity from the foreign language. Exit Profile: CCL5, CP3, CPSAA1, CPSAA3, CC2, CC3, CCEC1.

Question 16

What is the Educational Project?

Answer 16

it constitutes the hallmarks of the school and must consider the values, objectives, and priorities for action.

Question 17

Which documents form the School Plan?

Answer 17

The Educational Project, the Regulation of Organization and Operation and the Managerial Project

Question 18

Definition of KC

Answer 18

DeSeCo (2003) defined the concept of competence as “the ability to respond to complex demands and carry out diverse tasks in an appropriate way”.

Question 19

Definition of Exit profile

Answer 19

The exit profile constitutes the concretization of the principles and goals of the educational system. It identifies and defines, in connection to the challenges of the 21st century, the key competences that students should have developed by the end of their studies, and introduces guidelines on the level of performance expected at the end of primary education.

Question 20

What is the function of operational descriptors?

Answer 20

Along with stage objectives, form the framework for specifying specific skills in each area. This link allows the evaluation of specific skills to infer the acquisition of key competences and the achievement of stage goals.

Question 21

Definition of evaluation

Answer 21

Evaluation has changed in the last few years. Sanmartí (2007) considers evaluation as a process based on gathering information, analysing this information and making a judgement on it, making decisions according to the judgement made.

Question 22

Definition of EC

Answer 22

The models that indicate the levels of performance expected of students in the situations or activities to which the specific competences relate at a given point in their learning process.

Question 23

Definition of Basic Knowledges

Answer 23

According to Royal Decree 157/2022, Article 2, basic knowledge is the knowledge, skills, and attitudes that constitute the contents of a field and whose learning is necessary for the acquisition of specific skills.

Question 24

Principles to address diversity and where to find them

Answer 24

Chapter V of Decree 101/2023 is related to the addressing of diversity. Some of the principles to address diversity are:
-Respect differences.
-Allow an inclusive approach.
-Equal opportunities.
-Equity and excellence to guarantee the quality of education

Question 25

Definition of learning situations

Answer 25

Learning situations involve the carrying of a set of articulated activities whose goal is for students to develop specific competences in a particular context. In order to elaborate them, we will have to take into account all the elements previously mentioned.

Question 26

Procedure to be followed for the design of a Learning Scenario

Answer 26

1. Centre of Interest
2. Justification
3. FT
4. Curricular specification
5. Didactic sequence
6. DUA
7. Attention to diversity
8. Evaluation of the learning process
9. Evaluation of the teaching process

Question 27

Minimun sections of the Ed. Project

Answer 27

Objectives for improving school performance

General pedagogical guidelines

Specification of curriculum content and cross-curricular elements

Evaluation and promotion procedures and criteria for students:

Attention to diversity