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Antonio Cozar Hidalgo

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 INDEX

1. INTRODUCTION AND JUSTIFICATION ........................................................................ 2

2. CONTEXTUALIZATION ................................................................................................. 2
3. OBJECTIVES ................................................................................................................. 3
4. COMPETENCES............................................................................................................ 5
5. BASIC KNOWLEDGE .................................................................................................... 7
6. METHODOLOGICAL PRINCIPLES ............................................................................... 8
7. ICT ................................................................................................................................. 9
8. MIXED ABILITY ............................................................................................................10
9. ASSESSMENT ..............................................................................................................11
10. LESSONS AND TEACHING LEARNING ACTIVITIES ..................................................14
11. BIBLIOGRAPHY ...........................................................................................................19
12. ANNEXES .....................................................................................................................20

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 1. INTRODUCTION AND JUSTIFICATION

The name of this unit is ¨Workers are Doing it for Themselves¨, and it is based on
the idea of students creating their own business ideas to improve or benefit the city in which
they live.
Students work together in order to develop their business ideas to present to their peers
and teacher at the end of the unit. This unit is designed for 1st Year of Non-Compulsory
Secondary Education and this unit is number 10 to coincide with Labour Day on May 1st.
Since the teaching unit has a competence-based approach, we have implemented a
“learning situation”. The definition of a learning situation is defined as ¨situations and activities
that involve the implementation by students of actions associated with key competences and
specific competences and that contribute to the acquisition and development¨ (Decree
251/2022).
This task has been chosen to develop a learning environment whereby students are
considered autonomous and therefore responsible for their own learning process through
research. This methodology favours teamwork and project-based learning (PBL).
It is the intention of this unit to work in conjunction with the sustainable goals in the
2030 agenda. This unit will help students understand how businesses work and the reality and
needs of our society, in terms of entrepreneurial endeavours and as a possible future career.
In the current market, start-ups are increasingly present and students will relate to this due to
their presence on social media.
Furthermore, by creating this learning environment, where students work in groups of
three, researching and designing their own business, the ideas of teamwork and
cooperation are reinforced. Moreover, we are creating an awareness of the different societal
and environmental needs in students’ neighbourhoods and/city.

2. CONTEXTUALIZATION

We have designed this teaching unit keeping in mind at all the times the legislations which
are present in this school year in this autonomous community:

⮚ Organic Law 3/2020. 29 December, which modifies Organic Law 2/2006

⮚ Royal Decree 243/2022, 5 April, which established the organization and minimum
teaching contents of Bachillerato Education.
⮚ Decree 251/2022, 22 December, whereby the curriculum for Bachillerato is regulated
in the Autonomous Community of Murcia.
⮚ Decree 359/2009, whereby the educational response to mixed- ability students is
organized in the Autonomous Community of Murcia
⮚ Resolution of July 30th, 2019, whereby the guidelines for the education response for
students with learning difficulties are established Autonomous Community of Murcia.
⮚ Order of December, 23rd, 2022, establishing the rules and the announcement for the
competitive exam for Secondary teachers in the Autonomous Community of Murcia.
This teaching unit is part of a set of twelve teaching units, which aligns with the Sustainable
Development Goals of the 2030 agenda. This unit in particular works on several of these
goals and are chosen by the students, according to their interests and final project.
This unit is designed especially for a secondary school in Murcia city. This is a middle-
sized school with 711 students from all walks of life. Most of the families are from middle-class
backgrounds who are dedicated to their student’s education. Regarding the school
educational offer, we can find Compulsory Secondary Education and Bachillerato stages; we
can also find higher professional training courses.

2
 We endeavour to underline the interdisciplinary character of this unit and which are
essential aspects. This teaching unit has a strong connection to economics, one of the
students’ core subjects and for this unit’s final task, students have to work in groups and
design a business plan in which they show how their business would help the region
and/or community.
The fact that the Region of Murcia has attracted the two largest industrial investments
ever made in Spain, shows clearly the appeal of its business network. Moreover, the region
has a dynamic construction and tourism industry. In Murcia, business is literally booming.

• 25 students, 13 boys and 12 girls, aged 16-17.

Number of students/ • Level B2 (not bilingual group), they have
Level and Characteristics preference for group work. Furthermore, they
need to be motivated to learn.

•The students’ previous knowledge about the

grammar selected for this unit (conditionals and
Previous Experiences modal verbs), as well as their interest about
economy and businesses, have been the axis
considered in the design of the present unit.

This teaching unit, which is number ten, has been scheduled for the month of May, since
Labour Day takes place on 1st May. Moreover, the following teaching unit, unit 11, is “Looking
for a job” and therefore there is a natural flow in the content of the units. Regarding the schools’
projects, we contribute to the Erasmus plus program through the Sustainable Goals 2023 and
the project ´Super Sustainability´, and also the Science project, ´Let´s protect our planet´.

According to Díaz Lucea (2010), establishing relationships between subjects and their
consensual implementation facilitates the integrated development of all the competences of
the stage, as well as the incorporation of cross-curricular contents to all subjects, generating
a transfer of learning acquired to live. In this case, the content of this teaching unit is
mainly connected with the optional subjects of Economics, and then Business Economics
in both the first and second year of Bachillerato respectively in both Humanities and Social
Sciences.
To really make the most of this interdisciplinary connection, a meeting will be held with
the Economics teacher to ensure some overlap of language takes place, whereby, for
example, as we are teaching some vocabulary related to economics or business economics
(profit, loss, etc.), this can be reinforced or worked with in the Economics and Business
Economics subjects.

3. OBJECTIVES

Objectives can be considered two-fold. Firstly, we have Stage Objectives, those which
are found in the law, while secondly, we have Learning Objectives which are considered to
be ones we come up with, with our students in mind, and include within our curriculum. Both
of these objectives are intertwined with other aspects of the curriculum, such as basic
knowledge, key competences and assessment criteria.
Using the definition given in Article 7 in Decree 251/2022 as a guide, objectives can be
defined as “the goals that students are expected to have achieved at the of the teaching
unit and whose achievement is linked to the acquisition of the specific competencies”.
This teaching unit in particular helps in the attainment of the following stage objectives:
Artícle 7, Decree 251/2022

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 c) By showing the students videos of prominent and successful men and women in
business, and furthermore, the fact that one of the videos includes a woman of mixed ethnic
origin, we hope to promote real equality and recognition of women and people of colour
in business.
e) Master, both in oral and written expression, the English language. While
possibly obvious, the idea of using a presentation as our means of assessment, is to fulfil this
vital objective.
f) Express yourself fluently and correctly in one or more foreign languages. Many of
the classes have been planned with this objective in mind, which is why there are many
opportunities for group work, idea sharing, mini presentations and of course, the final
presentation for assessment.
g) Use information and communication technologies with solvency and responsibility.
Technology has been used in this topic for a variety of reasons, firstly, phones are used as a
part of a Kahoot, an interactive game to catch students’ attention and help reinforce
vocabulary and grammar in a fun, interactive, teenage-friendly manner. Moreover, setting
videos from YouTube and Genially as homework require the use of a computer, reinforcing
students ICT activity. x
h) Know and critically assess the realities of the contemporary world, its historical
background and the main factors of its evolution. Participate in solidarity in the development
and improvement of their social environment. As stated above, this topic requires students to
think about how they could improve their community or city with a business idea related to one
of the Sustainable Goals and to do this they must assess the realities of the world around
them and how they can develop and improve it.
k) Strengthen the entrepreneurial spirit with attitudes of creativity, flexibility,
initiative, teamwork, self-confidence and a critical sense. Each and every lesson within
this topic contributes to this key objective. Teamwork, in particular, is heavily relied upon.
o) Fight against the climate changes.

Regarding the learning objectives, it should be noted that Doran’s (1981) S.M.A.R.T
objectives are always considered when designing objectives for a specific task. Therefore, for
them to be successful, they need to be specific, measurable, achievable, realistic, and time-
bound.
Bloom’s taxonomy has been applied to this unit as specific learning outcomes can
be applied to this unit as specific learning outcomes can be derived from it and is commonly
used to assess learning at a variety of cognitive levels.
The framework consists of six major categories: Knowledge, comprehension, application,
analysis, synthesis and evaluation. We have structured them in this way our unit:

Learn vocabulary and idiomtic

1
language related to business
Consolidate modal verbs and
2 conditionals (first and
second)
Use ICT to search for information, play
3
interactive games and watch videos

4 Comprehension through
competetive team games

5 Work in groups - role plays and working on

their business plan and presentations

6 Design a business plan

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 4. COMPETENCES

Key Competences are the pillars in educational settings today and embedded in all the
learning areas and at all levels.

In line with the definitions in Article 6 of Decree 251/2022, whereby the curriculum for
Bachillerato is established in the Autonomous community of Murcia, we can describe them as:
¨The key competences are essential so that students can move on successfully in their training
itinerary, and face the main challenges and global and local challenges. They key
competences are included in the students’ Output Profile at the end of basic education and
are the adaptation to the Spanish education system of the key competences established in the
Recommendation of the Council of the European Union, of May 22, key competences for
lifelong learning¨

Regarding Article 11 of Royal Decree 243/2022, 5 April, the key competences of the
curriculum are the following:

a) Competence in linguistic communication

b) Multilingual competence
c) Mathematical competence and competence in science, technology and engineering
d) Digital competence
e) Personal, social, and learning to learn competence.
f) Citizenship competence
g) Entrepreneurial competence
h) Competence in cultural awareness and expression
This is a good moment to mention the Output Profile, a pivotal element in the new
curriculum. It identifies the acquisition and development of the key competences so that at the
end of basic education they will be able to face life.
From the information above, we can infer that we do not have the Output Profile in
Bachillerato.
However, we will still work on and try to develop the key competences in our
students, through the operative descriptors (the specification of the key competences).
In this unit, we work on the following key competences through these operative descriptors we
have collected from Annex I of Decree 243/2022, 5 April, where the curriculum for Bachillerato
is settled:
Key Competences Operative Descriptors
Competence in Linguistic Communication CLC1, CLC2, CLC3
Multilingual Competence MC1, MC2, MC3
Mathematical Competence STEM2, STEM3, STEM4
Digital Competence DC1, DC2, DC3
Personal, Social and Learning to Learn PS&LL1.2, PS&LL3.2, PS&LL4, PS&LL5
Competence
Citizenship Competence CC1, CC3,CC4
Entrepreneurial Competence EC1, EC2, EC3

We will carry on now to comment on the Specific Competences worked on in our

teaching unit. But first, let us define what they are.
Following Article 11 of the Royal Decree 243/2022, 5 April, Specific competences are
¨performances that students should be able to display in activities or in situations whose
approach requires the basic knowledge of each subject. The specific competences constitute
an element of connection between, on the one hand, the key competences, and on the other,
the basic knowledge of the subjects and the evaluation criteria.

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Specific Competences
These are the specific competences worked on in the teaching unit and how we have
contributed to their development.
Specific Competences
1.Understand the main idea and the basic plot lines of text expressed in the standard
language, searching for reliable sources and making use of inference strategies and
verification of meanings, to respond to the communicative needs.
Contribution of the teaching unit to the specific competence
This teaching unit will contribute to the development of this specific competence through
the reading of multiple articles related to business.

Specific Competences
2. Produce original text, of increasing length, clear, well organized and detailed, using
strategies such as planning, synthesis and compensation to express ideas and arguments
creatively, appropriately and coherently, according to specific communicative purposes.
Contribution of the teaching unit to the specific competence
This teaching unit will contribute to the development of this specific competence through the
design of a business plan.

Specific Competences
3. Actively interact with other people, with sufficient fluency and precision and with
spontaneity, using cooperation strategies and using analogue and digital resources. To be
able to hold a conversation with others in a natural way, following the rules of common
courtesy.
Contribution of the teaching unit to the specific competence
This teaching unit will contribute to the development of this competence through active
groupwork and cooperation in order to create the final product (business plan)

Specific Competences
5. Expand and use personal linguistic repertoires from different languages, reflecting
critically on their functions, and making explicit strategies to compare and expand one’s own
knowledge, to improve their communicative needs.
Contribution of the teaching unit to the specific competence
This teaching unit will contribute to the development of this specific competence through the
use of grammatical structures in the unit, the conditionals and phrasal verbs, which,
in the case of conditionals, are not dissimilar to the way we use them in Spanish.
Furthermore, students reflect on what they have learned by means of an assessment of the
learning process.

Specific Competences
5. Identify and assess the challenges facing today's economy. Analyzing the impact of
economic globalization, the new economy and the revolution digital, to propose initiatives
that promote equity, justice and sustainability.
Contribution of the teaching unit to the specific competence
This teaching unit will contribute to the development of this specific competence through
the development of a business plan based on the goals belonging to Sustainable 2030
Agenda; creating awareness of the actual economic responsible situation.

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 5. BASIC KNOWLEDGE

What’s more, our teaching unit has a clear interdisciplinary character since it is
strongly connected to the economy, through our teaching proposal and methodology.
Therefore, we also contribute to the development and acquisition of the following specific
competences in the subject of Economics. We can find the following definition of basic
knowledge in Article 6 of Decree 251/2022, those ¨knowledge, skills, and attitudes that
constitute the contents of a subject and whose learning is necessary for the acquisition
of the specific competence
From this concept, we can infer from this that basic knowledge is at the service of the key and
specific competences. It is utterly necessary for the students to pick up the necessary
competences in each subject.
Consequently, and being aware of our academic freedom, we have selected basic
knowledge from the three blocks of First Foreign Language - communication,
multilingualism and interculturality. There is more basic knowledge from Block A
(Communication) due to the fact that we work more on production and comprehension
competences (SC1, SC2,) And now, the basic knowledge that we have selected for our
teaching unit and its connection with the different specific competences it contributes to.

A. Communication
A.1. Self-confidence, initiative and assertiveness- SC2 and SC5.
A.2. Strategies for planning, execution, control, production and co-production of oral texts.
Incorporation of the non-verbal elements to clarify meaning- SC1 and SC2.
A.4. Communicative functions appropriate to the field and the communicative context:
express future events and predictions in the short, medium and long term. Express opinion;
express arguments- SC2.
A.5. Discursive genres commonly used in the comprehension, production and co-production
of oral, written and multimodal texts, short and simple, or with a certain complexity, literary
and non-literary – SC1 and SC2.
A.6. Linguistic units and meanings associated with time and temporal relations, affirmation,
negation, question and exclamation, the logical relationships expressed with textual
connectors; other cohesion and coherence elements- SC1 and SC2.
A.7. Common and specialized vocabulary of interest to students related to colloquial
expressions adapted to the medium in which the student communicates; environment;
society- SC1 and SC2.
A.11. Resources for learning and information search and selection strategies, and content
curation: consultation web pages, digital and computer resources, etc.- SC2.
A.13. Analog and digital tools for understanding, production and oral, written and multimodal
co-production; and virtual interaction platforms, collaboration and educational cooperation
(virtual classrooms, videoconferences, collaborative digital tools...) for learning,
communication and development of projects with speakers or students of the foreign
language.- SC1 and SC2.

B. Multilingualism
B.1. Strategies and techniques to respond effectively and with a high degree of
autonomy, adequacy and correction to a specific communicative need
overcoming the limitations derived from the level of proficiency in the language- SC2.
B.2. Strategies for identifying, organizing, retaining, retrieving, and using creatively
linguistic units (lexicon, morphosyntax, sound patterns, etc.) from the comparison of the
languages and varieties that make up the linguistic repertoire personnel – SC2 and SC5.

C. Interculturality

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 C.3. Sociocultural and sociolinguistic aspects related to social conventions, rules of courtesy
and records; institutions, customs and rituals; values norms, beliefs and attitudes; analysis
of stereotypes and taboos; non-verbal language; history, culture and communities;
Interpersonal relationships and globalization in countries where the foreign language is
spoken- SC1 and SC6.

C.4. Strategies for understanding and appreciating linguistic, cultural and artistic
diversity, attending to eco-social and democratic values- SC1 and SC6.

We cannot finish the basic knowledge section without commenting on the cross-
curricular topics. This concept appears repeatedly in LOMLOE and the Bachillerato decree.
According to the design of this teaching unit, we have included:

 Collaborative work: the students have to work in groups to create the final product as
well as do independent work.
 Promotion of reading: we have included several readings according to the final task
(the business plan).

Finally, we also have to comment on the Sustainable Development Goals in the 2030
Agenda. The teaching-learning activities included in this unit contribute to all of them, as they
will pick up one and develop a business plan around it.

6. METHODOLOGICAL PRINCIPLES

The pedagogical principles and methodological guidelines established in Decree

251/2022 have been taken into account and can be summed up as follows:
 The approach and definition of the different elements of the curriculum are based on the
competences established by the Council of Europe in the CEFR.
 Significant and reflective competence learning is fostered
 Our methodology favours teamwork and a good cooperative atmosphere.
 The competence-based nature of the curriculum invites teachers to create
interdisciplinary, contextualized, significant, relevant tasks, and to develop
learning situation where students are considered autonomous social agents and
responsible for their own learning process.
In order for the students to learn the language successfully, we have followed the
constructivist pedagogical model, which, at its core, focuses on offering students the
necessary resources so they are the ones who are the driving force of their own knowledge.
In this model, the student is the protagonist of their own learning, therefore we have left aside
our central role during the class, and instead, support our students as a counselor and
facilitator of content and resources.
Following the guidelines of the current regulations, Decree 251/2022, December 22, the
use of active, collaborative, and contextualized methodologies have been prioritized. Through
Task-Based Learning, students manage their own learning pace, and are autonomous
and creative. They work in small groups, together, to improve their learning and that of others,
thus, promoting competent, meaningful, and reflective learning.
Regarding the teaching activities, the type of activities that we use in our teaching unit
includes warm-up activities (brainstorming, questions for the group, videos and games),
motivation (contextualizing the learning situation, using applications to show new content
(Genially, EdPuzzle, Kahoot or Padlet, etc.), development and extension activities for our
mixed-ability students, and assessment.
We would like to point out that we have used the Accelerated Learning Cycle to organize
the 10 lessons in this teaching unit as well as to organize the lesson themselves. This approach
establishes stages we go through in the unit and in the lessons.

8
 STAGES GOALS LESSONS
1 Connection 1
2 Activation 2,3,4
3 Demonstration 5, 6, 7
4 Consolidation 8

Stage one is 'connection', where the students dive into the unit and get an idea of the
units’ concepts, ideas, objectives, assessment, methodology, etc. Basically, presenting the
unit. The second stage is ‘activation’, This is the phase where we get the students’
knowledge going, it is the explicit teaching. Lessons 2, 3, and 4 are activation; and it is the
second activity of each lesson. We carry out this activation through oral presentations and an
explicit communicative approach to the content too. The third phase is ‘demonstration’, this
is where the students start to develop the knowledge and competence and it corresponds with
lessons 5,6, and 7, and also with the third activity in our unit. It is time for the students to start
delivering content associated with the learning goals, and the final outcome of the unit. Finally,
it is time for ‘consolidation’, which corresponds to the stage in which students consolidate
everything they have learned in the unit; and takes place in lessons 8, 9 and 10.
We will develop this more in the mixed-ability section but another methodological
approach worth mentioning is the Universal Design for Learning. UDL advocates for a
democratic way of getting all the students involved, presenting the information to them, and
letting the students express themselves in the teaching-learning process. Design for
Learning:
a) Provide students with multiple means of engagement, which implies offering
students motivating activities appealing to their interests, cooperative tasks and
gamification, among others.
b) Provide students with multiple means of representation such as audiovisual
texts, adapting fonts and sounds, diagrams, mind maps, etc. In this teaching unit,
we have used YouTube videos, Canva presentations, Kahoot games, Edpuzzle,
Flipped Classroom methodology, etc. Hence, all the different learning styles in the
classroom are catered
c) Provide students with multiple means of action and expression by means of
different types of presentation such as text, voice, interactive tools, mind maps,
etc.

7. ICT

ICT is becoming exponentially relevant in Primary and secondary classrooms. All the
methodologies that are springing up are connected with ICT in one way or another.
In the curriculum (Royal Decree 243/2022), there are stage objectives connected
with ICT, such as objective g), for instance, which states that students must use information
and communication technology efficiently and responsibly’. Moreover, we have digital
competence and we contribute directly to it with two descriptors, which appear specifically in
this teaching unit:
Digital Competence Descriptor 1: ¨Students carry out advanced searches by
understanding how internet search engines work by applying criteria and validity, quality,
timeliness and reliability, selecting results critically and organizing the storage of information.
Digital Competence Descriptor 3. ¨Students use digital devices, tools, applications
and online services and incorporate them into their personal digital learning environment to
communicate, work collaboratively and share information, exercising an active, civic and
reflective digital citizenship¨

9
 We cannot gloss over the methodological principle for First Foreign Language in Decree
251/2022 for the Bachillerato stage in Murcia:
⮚ This subject allows students to work in digital environments and access culture
through the foreign language.
⮚ Teachers will develop strategies and adapt to the different levels of student learning
through exploration activities, information search, construction of new knowledge,
individually and in groups.
⮚ The use of digital platforms is essential to promote an active and autonomous
approach.
⮚ Flipped Classroom will be used to introduce and reinforce concepts, promoting
inductive methods.

Finally, the ICT resources that we have used in this teaching unit throughout the different
lessons are specified here:

 We use Genially for the grammar presentation in this unit

 YouTube and Flipped Classroom as a duo to cover content in a way that will engage
students at this age
 Edpuzzle to promote listening and videos as a way of learning a language
 We use the online game Blooket to introduce variety in the classroom
 Padlet and Kahoot to work on vocabulary and grammar.
The most important thing to note here is that, with all this ICT, we are fully contributing to
the students’ acquisition and development of the digital competence.

8. MIXED ABILITY

Inclusive education is a vital pillar of our educational system today. By ‘inclusive

education’ we mean that all pupils have equal opportunities regardless of their backgrounds.
LOE, later LOMLOE, established in Article 4.3. that ¨through basic education, inclusive
education will be adopted as a fundamental principle, in order to meet the diversity and need
of all students, both those with special learning difficulties and those with special learning
difficulties.’ While according to the UNICEF webpage, ‘’inclusive education is the most
effective way to give all children a fair chance to go to school, learn and develop the skills they
need to thrive. Inclusive education means all children in the same classrooms, in the same
schools. It means real learning opportunities for groups who have traditionally been excluded
– not only children with disabilities, but speakers of minority languages too. Inclusive systems
value the unique contributions students of all backgrounds bring to the classroom and allow
diverse groups to grow side by side, to the benefit of all’’
 Decree 359/2009, October 30, which establishes and regulates the educational
response to the diversity of students in the Autonomous Community of Murcia.
 Resolution of July 30, 2019, which issues the instructions for the identification and
educational response for students with learning difficulties.
 Resolution of October 3, 2002, which issues instructions for the preparation of
personalized action plans for students with specific educational needs. The treatment
of mixed ability throughout the teaching unit is based on the principles of the Universal
Moreover, the 2030 Agenda promotes two Sustainable Development Goals related
to mixed ability: number 5 (Gender Equality) and number 10 (Reduced Equalities).
As for our students, this is a 25-student, heterogeneous group, with students whose
proficiency levels are varied. The majority of the group are intermediate language users on the
European CEFR. However, there are three students whose levels are lower, two of whom are
repeating the year, and there are also four advanced students. We have catered to all of them
with differentiated activities.

10
 Furthermore, we have two students with mixed abilities; Pedro, who has a mild-hearing
impairment, and Marta who has mild dyslexia. To ensure their participation, motivation
engagement and representation, the content and assessment criteria have been adapted. For
Marta and Pedro, the content and assessment have been modified using the Universal
Design Principles in the following ways:
ENGAGEMENT REPRESENTATION ACTION & EXPRESSION
Pedro will be sat at the front Subtitles will be made We will have regular catch-
of the class to ensure that not available on all videos used, up sessions where Pedro
only the teachers face can be including ones used in the and Marta will be given
seen clearly at all times, but flipped classroom opportunities to discuss how
also the board the lessons could better be
implemented if they feel they
need more adjustments
made
The teacher will endeavor to Lots of visual aids and videos A mix of assessment types
use more body language and are being used, instead of are used for students to
annunciate clearly board work, and electronic demonstrate their learning:
devices for some games multiple-choice quizzes,
presentations, group work,
role plays and interactive
online games
Pedro and Marta will be Any reading material will be Pedro’s prosodic features
placed in a group with other printed in a larger font, and in have been taken into
classmates who have a font of Marta’s choosing on account in the assessment
intermediate to advanced a different colour paper, like scales, whereby the prosodic
levels of English and will be pastel blue features of the language
able to assist, if necessary, have been taken into
whereby killing two birds with account in the AC 2.2
one stone; they have the Production Mark.
necessary support if needed,
and the advanced students
don’t get bored if finishing
tasks quickly

Marta will be sat closer to the Richard Branson was In the assessment scales,
board, especially for video specifically chosen as he has Marta’s dyslexia has not
classes with the use of dyslexia and mentions it in been taken into account,
subtitles one of his videos, giving given the fact that the final
Marta real life representation task is a presentation as a
group

9. ASSESSMENT

Assessment involves the use of empirical data on student learning to refine programs
and improve student learning (Assessing Academic Programs in higher Education by Allen
2004) Assessment is key in the teaching-learning process and it is what makes sense of
everything that we have been doing so far.
LOMLOE states in Article 15 that ‘the assessment of the learning process in compulsory
secondary education will be ¨continuous, formative and inclusive. Also worth mentioning
from the same article; ‘’assessment will serve to measure the degree of achievement of the
objectives and the competences, this being the criterion that must be taken into account when
deciding the student’s promotion and certification’’-

11
9.1 Legal Framework
In order to organize assessment in our teaching unit, we have abided by the following
national and regional decrees:

At national level, we have followed:

⮚ Order EFP/279/2022 of 4 April, whereby assessment, promotion and certification are
regulated in Primary, Secondary and Bachillerato levels.
⮚ Royal Decree 243/2022 of April 5, whereby the curriculum for the Bachillerato stage is
established.
At regional level:
⮚ Decree 251/2022, whereby assessment is also regulated at Bachillerato level in the
Autonomous Community of Murcia.

9.2. Types of Assessment

Inevitably, we have used different types of assessment in our teaching unit:
▪ Diagnostic assessment: we assess the students at the initial part of the teaching unit,
in lesson 1 in order to know about their previous knowledge of grammar (phrasal
verbs and conditionals), vocabulary (business/economics) and socio-cultural topic
(relative to the business they are creating based on the agenda 2030)
▪ Formative assessment: It is one of the types of assessment that LOMLOE highlights.
We provide students with feedback throughout the unit so they can perform their final
tasks (oral presentation and writing) successfully.
▪ Summative assessment: Assessing the corresponding assessment criteria at the end
of the unit.
▪ Peer assessment. Using a rubric, attached in annexes, the students have assessed and
given each other feedback on their presentations.
▪ Assessment of the teaching process: we have revised our methodology and
assessment at the end of the unit through a questionnaire and the students themselves
have also provided feedback in another (anonymous) questionnaire.
▪ Assessment of the learning process: students reflect on what they have learned
through a questionnaire on iDoceo Connect
According to David Hortigüela ‘Formative assessment is not a test. It’s an approach, and
it’s ultimately the integration of the feedback in the classroom during the teaching-learning
process. It is non-graded (students are not affected by their grades) and is aimed at learning,
not only students’ learning but teaching practice as well’ iDoceo. While Mariana Morales
(2022) further states that the formative assessment will increase the personal development of
the alums
9.3. Assessment Instruments
These are the specific competences we have assessed and the instruments we have used
to evaluate them:
⮚ Specific competence 1 (comprehension) Reading comprehension test
⮚ Specific competence 2 (production) Writing and oral presentation
⮚ Specific competence 5 (reflection) – rubrics.
9.4. Assessment of Basic Knowledge, Stage Objectives, Specific and Key competences

We have put together this teaching unit from the key and specific competences we want
our pupils to gain, along with the stage and learning objectives. Therefore, we have included
the basic knowledge associated with all these curricular elements. The assessment criteria
evaluate the specific competences but they also evaluate the key competences, the objectives
and the basic knowledge included in our unit.
9.5. Assessment Criteria and Specific competences

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 Specific Competences Assessment Criteria
Specific Competence 1 AC 1.3 Interpret and critically assess the content,
(Comprehension) intent, and discursive features of texts of a certain
length and complexity, with special emphasis on
fictional.
AC 1.4 Select, organize and apply strategies to
understand global and specific information of texts
Specific Competence 2 AC 2.1 Express orally, fluently and correctly, clear,
(Production) coherent, well-organized texts, in different registers
on matters of personal relevance or of public interest
known to the students, in order to describe, in
different supports, using verbal and non- verbal
resources.
AC 2.2. Write and disseminate detailed texts of a
certain length and complexity and with a clear
structure, appropriate to the communicative
situation.
AC 2.3 Select, organize, and apply knowledge and
planning, production, review, and cooperation
strategies to compose test with a clear structure and
appropriate to communicative intentions, contextual
characteristics, and textual typology, using the most
appropriate digital resources.
Specific Competence 5 AC 5.3 Register and reflect on the progress and
(Reflection) difficulties of learning a foreign language, using self-
and peer- assessment.

9.6 Grading criteria

Specific Competence Assessment criteria Value
Specific Competence 1 AC 1.3 0.5
(Comprehension) AC 1.4 0.17
Specific Competence 2 AC 2.1 0.4
(Production) AC 2.2 0.4
AC 2.3. 0.17
Specific Competence 5 AC 5.3 0.17
(Reflection)

9.7. Assessment of the Teaching Practice and the Learning Process

It is stated in Article 15 of LOMLOE that ¨teacher will assess both the learning of the
students, the teaching processes and their own teaching practice in order to improve them.
Keeping this in mind, in this teaching unit we have assessed our own teaching practice and
the students learning process:
● I have assessed my own teaching practice through a checklist with all the elements I
should have covered in the unit.
● The students have assessed their learning process with a questionnaire on iDoceo
Connect. Furthermore, that is the way we have complied with one of the assessment
criteria in the unit, assessment criterion 5.3.
9.8. Mixed-Ability students Assessment
The content has been adapted to Marta by means of adapting the activities (see Part
8: Mixed Ability for more information on this). However, she will be assessed in all AC without
any adaptations. Pedro has been assessed on his speaking skills (AC 2.1), and while there

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are no major noticeable errors, his speech is slightly affected by the use of a hearing aid,
therefore this will be taken into account in his Specific Competence- AC. 2.2 (Production) mark
(for adaptions to lessons see Part 8).
9.9 Reinforcement Measures
When we start the school year, we will make a folder on Google Classroom available
to the three students whose levels are low and those repeating, with an extra grammar folder
and vocabulary activities for further support, and reinforce the school year´s content. These
students will be encouraged to do all extra practice available to them.
9.10 Assessment information
It is stated in LOMLOE, in Article 5, that “when students are minors, their mothers,
fathers or legal guardians will have the right to know the decision regarding their
assessment and promotion”.
At the beginning of the year, in the very first lesson, students are informed about how
they are going to be assessed and they are sent this information to their ¨murciaeduca¨ email
addresses, while all information is uploaded to their Google Classroom group. Regarding this
teaching unit, students are informed of the specific assessment criteria and their overall value.
Parents are informed about the whole assessment process through parent-teacher
meetings and/or phone calls that are usually held in the month of October.

10. LESSONS AND TEACHING LEARNING ACTIVITIES

Lesson 1 – Connection
Main goals: Internalize the main ideas and learning goals of the unit. Explain to the
students the unit’s goals, methodology, and assessment. Carry out a diagnostic test.
 Activity 1- Diagnostic Test (15’)
Interaction: Teacher- Students
Steps: A diagnostic test on the content of the unit is carried out. Students must fill in a
questionnaire designed with Canva in order to find out what they already know regarding the
grammar and vocabulary related to the subject (phrasal verbs and conditionals/business and
the world of work vocabulary).
 Activity 2- Warm-up (10’)
Interaction: Teacher-students.
Steps: Introduce the unit’s topic through the title of the teaching unit: Workers Are Doing it
for Themselves. On the board we will write the word entrepreneur and we ask the student to
help us create a mind map with names and vocabulary.
 Activity 3- Listening and Speaking. 15’)
Interaction: Teacher-Students.
Steps: While students watch the video about Elon Musk (Edpuzzle by María del Pilar Reina
Espejo), students are expected to answer multiple-choice questions on a worksheet. Once
they have watched the video, we will correct the answers as a class and discuss.
Mixed Ability: Subtitles will be provided on the video to ensure Pedro is being catered to and
multiple-choice questions are being used for Marta and the low-level students.

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  Activity 4- Organization (10’)
Interaction: Teacher-Students.
Methodology: As a class we will discuss the final project that students will be expected to
present, which is creating a viable and sustainable business plan to present to the class.
Students, who are divided into groups of 5, have to research, analyse and create a start-up
relative to the Sustainable Development Goals of the 2030 Agenda. We will be working
with YouTube, flipped classroom. Moreover, the assessment criteria and rubric used to asses
will be explained. To cater to mixed-ability students, the video will be shown with subtitles to
conform with the UDL guidelines.
Flipped Classroom: Students are given a list of business and phrasal verbs to study
Lesson 2 - Activation
Main goals: Introduce and explain the importance of the topic; the importance of creating
a meaningful and socially/environmentally aware business.
 Activity 1- Warm-up. Listening (Video), we play a YouTube video from
Richard Branson (a dyslexic British entrepreneur) (15’)

Interaction: Teacher-Students
Steps: Students were given homework after lesson 1 of watching a video on YouTube and an
activity sheet where they need to match the phrasal verbs from the video with their definitions.
In class, we watch the video again and go through the answers on the worksheet and
ensure that the essential vocabulary i.e., phrasal verbs have been understood.
Mixed Ability: Subtitles will be provided on the video to ensure Pedro is being catered to
following the UDL principles. We will refer to the fact that Richard Branson is himself dyslexic,
to inspire Marta and the rest of the students.
 Activity 2. Speaking (10’)
Interaction: Teacher-students
Steps: Split students into group of two or three students and ask:
What is your favourite business or company and why? And get the students to discuss the
answers in their groups. While students are discussing, the teacher is preparing the agenda
on the whiteboard.
 Activity 3- The Sustainable Development Agenda. Reading (20’)
Steps: Students will be shown the goals and brief explanations of the SDA and will be read a
class, with some students being asked to read aloud. Students will be asked to underline any
vocabulary they are unsure of, which will be discussed after each goal.
 Activity 4- Organization (5’)
Interaction: Teacher-students/Students-students.
Steps: We remind the students about their final task, and we split students into preorganized
groups of 5. Students will be given time to discuss and decide which sustainable goal they
would like to focus on and start thinking about the business they would like to create. We will
send them conditional exercises from the British Council web page.

Lesson 3 - Activation

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 Main goals: Teach vocabulary with the interdisciplinary connection and grammar through
different techniques.
 Activity 1- Warm-up (10’)
Interaction: Teacher-students.
Steps: we ask the students about the previous lesson’s ideas and recap vocabulary (phrasal
verbs) using a quick acting game in teams.
 Activity 2 - Flipped Classroom & Grammar Input (20’)
Interaction: Teacher-students.
Steps: For homework from the previous lesson, students were assigned a grammar video with
explanations on the conditionals from the British Council web page
(https://learnenglishteens.britishcouncil.org/grammar/b1-b2-grammar/conditionals).
To reinforce the concepts in class, we will use 3 activities, a matching activity, a gap fill exercise
and multiple-choice questions ensuring that our mixed-ability students are being catered to.
 Activity 3 - Kahoot (10’)
Steps: As a final reinforcement of the grammar, we will play a Kahoot game. This is a fun,
interactive way to end a difficult grammar class as students get to use their phones and
compete against each other. As Kahoot follows a coloured box answer option, we are catering
to Marta.
 Activity 4 - Introduce the plan for the next lesson (10’)
Steps: We will use the flipped classroom method whereby students will watch a video at home
and in their group of 5 prepare a 5-minute presentation summarizing the main points of the
video. The video is an interview with Julia Collins (a female biracial entrepreneur) who
created a pizza delivery service that cooks pizza while it is being delivered and sources one
hundred percent of its ingredients from local farmers. We will adapt the video to Pedro by
providing subtitles. Students will also be given a second list of vocabulary with business
expressions.
Lesson 4 - Activation
Main goals: Work on their presentation skills
 Activity 1 – Warm-up (15’)
Interaction: Students-Students
Steps: Review the previous lessons’ vocabulary with a game called vocabulary hot seat.
In this game, students are divided into 4 groups. One student sits with their back to the
whiteboard, 4 words are written on the board and the other students from his/her group must
explain the word without using the word on the board. Students have 1 minute for each round.
This activity promotes teamwork, speaking skills, paraphrasing, and it’s the groundwork for the
main activity
 Activity 2- Presentations (25’)
Steps: Students present their summaries of the Julia Collins video, using the lift technique,
while also being required to think of one question per group to ask the others also presenting
 Activity 3 - Q & A (15’)
Interaction: Students-Students.
Steps: The students and teacher will have the opportunity to ask the different teams their
questions.

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Lesson 5 - Demonstration
Main goals: Working on the business plan
 Activity 1- Warm-up. (5’)
Interaction: Teacher-Students
Steps: Brief reminder of the vocabulary from the previous lesson, recap from the last class
 Activity 2- Writing and Group Work (25’)
Interaction: Teacher-students
Steps: We introduce students to the structure of the business plan and we show them an
example to overview how the final task should be presented. We make use of our business
draft and explain to them that we covered goal number seven (Solar Panel - Goal 7, which
is affordable and clean energy). Students will be divided into groups and they will start to
work on their own business project. We will supervise and provide them with formative
feedback.
 Activity 3- Reading. (20’)
Interaction: Teacher-students
Steps: We will provide them with an article about creating a sustainable business: ‘How to
create a sustainability action plan for smaller businesses’ from British Business Bank. Marta,
our dyslexic pupil will have customized questions and the text will be comic sans on pastel
blue coloured paper. We will give more time if necessary and we would point out the most
significant vocabulary.
Lesson 6 - Demonstration
Main goals: To show the dynamic of interviews and oral presentations. We are recruiting
for our business and at the same time, practicing oral interactions.
 Activity 1- Warm-up (10’)
Interaction: Teacher-Students
Steps: Brief reminder of the information we got from the activities of the previous lesson and
we will recap the vocabulary and ideas.
 Activity 2- Listening (20’).
Interaction: Teacher-Students
Steps: Explanation of the interview dynamic, including some idiomatic phrases and the
protocol of a business proposal.
We will facilitate an Edpuzzle video called ‘Job interview’ by Mabel Hernandez
Casado. They will be given some multiple-choice questions to answer during the video. After
watching the video, there will be time for further explanations and a quick Q&A.
Following the UDL guidelines, we will provide subtitles for the video in order to cater for Pedro.
 Activity 3 - Role Play – Speaking (20’)
Interaction - Students-Students
Steps: Students practice the interview technique within their groups. We provide a consistent
formative assessment of the use of idioms, business language and logical portrait of oral
interactions.

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 Concerning Pedro, we will not take his prosodic features into account following the UDL
approach for this activity as the main goal of this activity is for all the students to feel
comfortable speaking in front of their peers.
Flipped Classroom: Students are given their final vocabulary for this unit; business idioms.
Lesson 7 - Consolidation of the unit content
Main goals: Consolidate the content by means of reading practice and formative
assessment for criteria 1.3 and 1.4
 Activity 1 - Reading (30’)
Interaction: Teacher-Students.
Steps: The students will have an article with multiple-choice questions about the content of
the unit. In the last ten minutes, we will check the answers together as a class and ensure
understanding. By using a multiple-choice question paper, we are ensuring that Marta is being
included. We will also change the font to comic sans, enlarge the font and use coloured paper.
 Activity 2 - Group work - Formative assessment (20’)
Interaction: Teacher-Students
Steps: Students practice their presentations. The teacher gives feedback about the business
plan, which is assessed in Lesson 9 and any extra sessions necessary.
Lesson 8 - Assessment and further practice
Main goals: Assessment on criteria 1.3 and 1.4 and presentation practice
Mixed Ability: Pedro’s mild hearing impairment is being taken into account in his assessment
in Specific Competence- AC. 2.2 (Production) mark.
 Assessment on Reading (25’)
Steps: We will provide a text and five short questions about the text.
Mixed Ability: The paper will be pastel coloured with enlarged comic sans font for Marta
 Presentation practice (25’)
Steps: Students practice their oral presentations in groups. The teacher moves around each
group offering feedback, focusing on pronunciation, intonation, speech, connectors, etc.
Lesson 9 - Assessment
Main goals: Assessment of criteria 2.1, 2.2 and 2.3 (oral and written presentation)
Oral and written presentations (50’)
Steps: Students present their business plans through Gamma. These presentations contain
both the grammar and vocabulary previously studied. One extra lesson, or more, as necessary,
is given to present the rest of the presentations.
Regarding our mixed-ability students, in the case of Pedro, his pronunciation,
intonation, rhythm, stress, and the prosodic features of the language are taken into account in
the AC 2.2 Production Mark.
According to the assessment of the teaching practice, we fill out the questionnaire
on our methodology and the students also complete a form anonymously to provide feedback
on the unit and our teaching practice as well.
As far as the assessment of the learning process, students need to comply with it,
there is an assessment criterion (5.3) associated with it. It is sent to them through iDoceo
Connect and they fill it out and submit it to the teacher.

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 11. BIBLIOGRAPHY

A. Books
Allen, M.J. (2003). Assessing Academic Programs in Higher Education. John Wiley & Sons.

Antúnez, S.; Del Carmen, L.; Imbernón, F.; Parceisa, A., and Zabala, V.A. (1999).Díaz Lucea,
Del Proyecto Educativo a la Programación del Aula. El qué, el cuando y él cómo de los
instrumentos de la planificación didáctica. Grao.

Ellis, R.; Skehan, P.; S, Li; Shintani, N., and Lambert, C. (2019). Task-Based Language
Teaching. Cambridge University Press.

Morales Lobo, M., Fernandez Fernandez, J.F (2022). The Formative assessment. Biblioteca
Innovación Educativa.

B. Articles
Díaz Lucea, J. (2010). Educación física e interdisciplinariedad, una relación cada vez más
necesaria. Cambridge University Press. Tándem: Didáctica de la educación física, (33),
7-21. Educación-Física-e-interdisciplinariedad-una-relación-cada-vez-más-necesaria-
Díaz-J.-2010.pdf (oposinet.com).
Fernández-Río, J., Calderón, A., Hortigüela Alcalá, D., Pérez-Pueyo, A., and Aznar
Cebamanos, M. (2016). Modelos pedagógicos en educación física: consideraciones
téorico-prácticas para docentes. e interdisciplinariedad, una relación cada vez más
necesaria. Revista Española de Educación Física Y Deportes, (413), 55-75.
https://doi.org/10.55166/reefd.v0i413.425.
Hortigüela Alcalá, D., Pérez-Pueyo, A., and González-Calvo, G. (2019). Pero… ¿A qué nos
Referimos Realmente con la Evaluación Formativa y Compartida?: Confusiones
Habituales y Reflexiones Prácticas. Revista Iberoamericana de Evaluación Educativa,
12(1), 13- 27. https://doi.org/10.15366/riee2019.12.1.001.

C. Legislation
Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on
Education. Official State Gazette, 340.

Royal Decree 243/2022, of March 29, whereby the guidelines for assessment, promotion and
certification in Primary, Secondary and Bachillerato education are established in the
Autonomous Community of Murcia, of March 30, on Education. Official State Gazette,
76.

Order EFP/279/2022, of April 4, whereby assessment, promotion and certification are

regulated in Primary, Secondary and Bachillerato levels, of April 6, on Education.
Official State Gazette, 84.

Decree 359/2009, of October 30, which establishes and regulates the educational response
to the diversity of students in the Autonomous Community of Murcia, of November 3,
on Education. BORM, 254.

Resolution of July 30, 2019, which issues the instructions for the identification and
educational response for students with learning difficulties, of August 9, on Education.
BORM, 184.

Resolution of October 3, 2022, which issues instructions for the preparation of personalized
action plans for students with specific educational needs. BORM.

Decree n. º 251/2022, of December 22, which establishes the curriculum of Bachillerato in

the Autonomous Community of Murcia, of December 24, on Education. BORM, 296

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 12. ANNEXES

Teaching Scheduling Chart

1st TERM

Introduction & Initial Assessment September 14th – September 19th 3 Lessons

LS 1. Welcome to my world! September 20th – October 6th 9 Lessons

LS 2. What if…? October 10th – October 27th 9 Lessons

LS 3. TikTok: a life to be told November 2nd – November 16th 9 Lessons

LS 4. Like chalk and cheese November 21st – December 22nd 9 Lessons

Holidays: Christmas December 24th – January 8th

2nd TERM

LS 5. Champions January 9th – 24th 10 Lessons

LS 6. A gap year around the world January 25 – February 9

th th
10 Lessons

LS 7. And the Oscar goes to… February 13th – March 5th 10 Lessons

LS 8. Life in the city March 6th – 22nd 10 Lessons

Holidays: Easter/Spring Break April 3rd – April 16th

3rd TERM

LS 9. Social needs April 17th – May 1st 9 Lessons

LS 10. Workers are doing it for May 2 – May 16

nd th
9 Lessons
themselves!

LS 11. Looking for a job May 17th – May 31st 9 Lessons

Holidays: Summer June 26th – September 1st

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