UG: At the end of the unit, students will be able to raise critical awareness of

the different educational opportunities that influence students’ learning

experiences in order to promote equality within the school community.

Learning objectives

1. To identify the purposes of education to name them.

2. To identify different educational contexts to label/name them.

3. To recognize different educational opportunities to describe them.

4. To identify current educational issues to classify them.

5. To contrast diverse socioeconomic backgrounds to describe their influence

on students' learning experiences.

6. To compare gender equality between Latin American and European’

educational contexts to describe them.

7. To recognize historical inequalities in Chilean education system to report

them.

8. To analyze the benefits and challenges of equality in education to explain

them.

9. To design a mini-poster regarding educational issues to foster equality

within the classroom.

10. To design a poster regarding educational opportunities to promote equality

within the school community.
Assessment Instrument

Criteria Indicator 7 5 3 1

1. The structure of the lesson objectives follows

a clear pattern that favours a communicative
Sequen
purpose.
ce
2. There is alignment between the unit goal
and lesson objectives making explicit how
content and skills would lead students to the
attainment of the goal.

3. The set of LOs offer students the possibility

to be exposed to the necessary input to achieve
the goal.

4. The set of LOs offer students the possibility to

develop linguistic skills (receptive-productive)
that will allow students to perform the function
presented in the goal.

5. The LOs follow a clear and logical sequence

that allows the teacher to scaffold the process.
Cognitive and linguistic skills are graded
accordingly.

6. The sequence of LOs accounts for the

inclusion of task-based lessons when
appropriate. The decision is pertinent to the
moment of the unit studied.

Score ___/42 Final Mark: