We use the term learning situation to refer to those experiences that, regardless of the form in which they are presented, they start from a context and raise one challenge to the learner. The fact that learning is based on the resolution of a challenge or a real problem causes the learner to effectively carry out a action or a series of actions that involve one or more capacities for which they are knowledge of one or more fields of knowledge is essential; that's why we say that the learning situations are oriented towards the achievement of skills.

Title: Is the title suggestive of its content? Is it motivating enough? it is formulated as a question 

Course (Level educational) Indicate in which course (educational level) it is expected to be implemented or has been implemented.

Area / Subject or scope Indicate which areas (primary), subjects (ESO and high school) or fields (grouping of areas or subjects that are taught in a way integrated) are developed in this learning situation.

Description Description of the learning situation, justification of why yours is decided realization Indicate, if applicable, the relationship with some other learning situation. In which context is framed (current reality, past or foreseeable in the future) and what is the challenge that is raised.

They can be identified at the beginning of the learning situation, throughout the process or on your own completion (Completing this learning situation will / has been favoured the achievement of the following specific skills...).  Only indicate those skills for which they have been planned/realized specific activities. This implies that it has been shared with the students, which it is conscious and that they will be evaluated. The purpose of a learning situation is the development of competencies, for this reason the programming must specify which ones specific skills, from one or different areas or subjects, affects. It's possible take the case that a learning situation contributes to the achievement of specific skills in different areas or subjects, then it will have to be done to state.

Transversal skills are worked on from all areas, subjects, areas and projects.They connect directly with the key competencies established in the Recommendation of the Council of the European Union of May 22, 2018, regarding the key skills for lifelong learning, and also with the development of the skills of a transversal or global nature collected by the International Office of Education of UNESCO.

In each learning situation it is convenient to indicate which transversal skills are they deal with and how it is done: citizen competence, entrepreneurial competence, competence personal, social and learning to learn, and digital competence.

Statements that describe how we will know or know that each student has acquired the learnings.

Your writing must be ACTION + KNOWLEDGE + CONTEXT

They express the desired degree of achievement of the learning objectives based on that what does the student do. The context should include the conditions under which the learnings.

Statements that describe the learning that students are expected to acquire and those situations in which they will be necessary. They can be formulated at the beginning of the learning situation, throughout the process or at its end. Your writing must be:

CAPACITY + KNOWLEDGE + PURPOSE.

The specific competencies are formulated in a general way and it is appropriate specify them to define what will be the learning that will be acquired with the realization of the learning situation. This specification must allow to formulate competences specific to the learning situation that they are the equivalent of the learning objectives. Learning objectives and evaluation criteria can be adjusted while the learning situation progresses and renegotiate them with the students if they are fast learner or if, on the contrary, they seem to need more help in a certain point, or if new questions or interests arise.

What knowledge of the curriculum is covered?

This knowledge can be the same as that referred to in Decree 175/2022, of 27 September, on the organization of basic education courses. Area o subject matter, page 81 for Primary. There are no knowledges assigned on the Decret d'Educació Infantil.

You can also specify or add new knowledge that responds to the close context of the students.

(STRUCTURE, RESOURCES, METHODOLOGY... IN A SYNTHETIC WAY)

- How is the learning situation structured?

- What are the resources and methodologies used?

- How is the classroom organized? How are the students grouped?

- Is it based on your interests? Some initial activity is done

motivation/initial assessment?

- With what dynamics and/or instrument are the educational purposes shared withthe students?

- Do different types of knowledge work in a competent way?

- Does the sequence of activities follow a common thread?

- Is there a balance between individual, pair or group activities?

- There are different types of activities (search for information, exercise, application, analysis, synthesis...)?

- How do you get students to become protagonists of their learning? Is he aware of what he is learning? With what dynamics and/or instruments?

- Universal measures and supports are contemplated to meet the various styles of learning for all students?

- There are spaces for self and co-evaluation, with a view to improving the learnings? With what instruments or dynamics?

- How is it planned to evaluate the achievement of the proposed objectives? with which instruments, criteria or indicators? How is the return made? What activities or have dynamics been planned for students who have not reached the objectives?

What learning and assessment activities are planned to be carried out? What are the main methodological strategies that are planned to be used? What types of grouping will we perform What are the main materials and resources we will need?, etc.

Initial activities (What do we know?)

Activities to explore and activate prior knowledge: what do I know?, what do I think?, what do I do?

How do I express it? Faced with a concrete reality or a problem, reflect and explain own starting points.

Activities to share objectives and evaluation criteria.

Development activities (We learn new content):

Are there other ways of seeing, thinking, feeling, acting and expressing yourself? Identification of new elements, relationships and variables that influence them, to expand the level of complexity and initial generalization.

Introduction of new elements, relationships and variables with different supports.

Structuring activities (What have we learned?)

What has changed in the ways of seeing, thinking, feeling, expressing and acting?

Analysis, anticipation and planning, systematization, structuring and generalization, with creative capacity, of the new models built.

Application activities (We apply what we have learned)

How can I apply new ways of seeing, thinking, feeling, expressing myself and to act? Elaboration, realization and evaluation, with critical capacity, of action plans applicable to the near reality, with different degrees of complexity.