Faculty of Education

English Language Teaching Program

Work Experiences Coordination

Guidelines for the design of stages 1 & 2

I. General outline

The planning of stages 1-2 is an opportunity for you to show that you have acquired the necessary
knowledge and developed essential competencies to design meaningful learning experiences. In this
task, you are expected to use the information you collected to describe the context, considering the
needs, characteristics, and interests of the students as well as the national curriculum. Therefore, this
task requires you to consider both pedagogical and disciplinary knowledge that will inform your
teaching practice.

II. Technical Aspects

Before you begin to teach your classes, you will have to plan stages 1&2 for both classes you are
working with. While designing your planning you are expected to consider the following elements of the
backward design, using the template provided:

Stage 1 Stage 2

Unit objective Task

One general understanding Contextualized instructions
Knowledge (all categories) Considerations
Skills Assessment criteria
Materials
Other evidence*
*Indicate if they are done individually/in pairs/in small
groups/as a class).

III. Learning objectives

1) Design learning experiences that are meaningfully contextualized to students needs,

characteristics and interests.
2) Design learning experiences that are framed under the requirements of the National Curriculum.
3) Organize the teaching and learning process of a unit following the format of the backward design.

IV. Dates
● Submission date of this task is April 18. However, if guide teachers finish the first unit before
that date, students will have to submit the planning of stages 1 & 2 at least one week in
advance the second unit starts. Therefore, the submission of the planning might be required
before the deadline.

V. Assessment

● Task weight: 20%

● Planning of stages 1 & 2 must be submitted using the format provided.
 ● Hand in a printed and a digital copy of your planning. The hard copy should be submitted in the
meeting with your tutors. Late submissions will not be received.
● This task contemplates assessing 70% of content and 30% of language. Please, refer to the
instruments to be used.

VI. Considerations

● Plagiarism is a serious offense which will be dealt with severely. The first offense will be given a
1.0. If a second offense occurs, course suspension and program expulsion may take place
(Reglamento académico Título VI, Art.21)
Mind: academic writing, punctuation, APA (cover)

STAGE 1: Expected results Exemplary Developing Insufficient

9-7 6-4 3-0

1. The listed transfer goal(s)/objective(s) specify desired genuine

class accomplishment. It was clearly formulated considering
attitude + Object + Communicative function/situation.
2. The identified understanding reflects important transferable,
well-described ideas. Presentation of the general understanding
is consistent in its phrasing and content.

3. The identified knowledge is well phrased to address the

established goal, achieve the general understanding, and
support effective transfer correctly.
4. The skills presented are aligned with the main OA and
knowledge; providing enough opportunities for effective transfer
and the achievement of the unit goal.
5. Planning of the unit integrates pedagogical and disciplinary
knowledge that support the pertinence of the progression of the
unit according to the class level, the national curriculum, and the
students’ context.

STAGE 2: Evidence of learning Exemplary Developing Insufficient

9-7 6-4 3-0
1. The specified assessments provide valid evidence of all
desired results; i.e. Stage 1 aligns with Stage 2.

2. The specified assessments include authentic transfer tasks.

3. The specified assessments provide sufficient transfer

opportunities for students to reveal their attainment of stage 1
goals.
4. The performance task is coherent with the main OA.
5. OEs are coherent with what is sought and expressed on the
goals. They are truly complementary to the Task; i.e. It is
possible to observe a continuum that connects OEs and T.
6. Instructions of the final task are clear, appropriate and well
explained, accruing to the level given.

7. The task criteria are clearly stated and assess the essential
knowledge and skills taught throughout the unit.

FINAL TOTAL SCORE STAGES 1& 2 (70%) /

Grade:

4& 2,0 4,0 5,5 7,0

5th
The text is The text shows The text is fully The writing The writing
generally legible frequently a coherent with no expresses mostly expresses complex
despite evident coherent digressions from coherent flows of flows of ideas
inconsistencies in organization of the topic with ideas and sentences logically at the
topic or supporting ideas with enough supporting show a clear relation sentence as well as
ideas. The text is occasional sentences to make among themselves at text level and
written only with weaknesses in the point. Topic - linked with a variety exhibits an accurate
simple structures, topic/supporting supporting of linking elements. use of complex
FANBOYS, and sentence sentence Content words, cohesive devices
high-frequency relationship. relationship is idiomatic throughout the text.
vocabulary at times Fluent use of made using a expressions, and Content words as
with mistakes. simple structures variety of frequent technical terms are well as idiomatic
Basic punctuation linked correctly discourse markers. used and spelled expressions and
is sometimes used mostly with Content words are accurately most of technical terms are
correctly. FANBOYS is used and spelled the time and so are used and spelled
evident. Common accurately with simple and some accurately and
content words are some errors in low- complex language flexibly while there is
used and spelled frequency terms. structures. Basic and a consistently high
correctly. Correct Simple language sophisticated degree of
use of basic structures and punctuation is grammatical
punctuation is basic punctuation adequate and accuracy. Basic and
frequent. prevail with some precise with some sophisticated
errors in more negligible errors in punctuation is
sophisticated sophisticated forms. adequate and
elements. precise.