MÁSTER UNIVERSITARIO EN PROFESORADO DE ENSEÑANZA SECUNDARIA OBLIGATORIA Y BACHILLERATO, FORMACIÓN PROFESIONAL Y

ENSEÑANZA DE IDIOMAS (UNIVERSIDAD DE CÓRDOBA)

Asignatura: Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023)
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023
by María del Carmen Ramos Ordóñez
carmen.ramos@uco.es

MODELS OF TEMPLATE FOR THE DESIGN OF LEARNING SCENARIOS

Next you will find three template models for the Design of Learning Scenarios. All the templates may be used either in Primary, Compulsory
and Post-Compulsory Secondary and Vocational Training Education. Each template has minor differences depending on the type of school and
the approach to the design of the final product:

- Template Model 1/3 (Mainstream Schools): This template is designed for non-bilingual schools, specifically for the area of English as a
Foreign Language.
- Template Model 2/3 (English Bilingual Schools/Several Final Products): This template is designed for bilingual schools and, therefore, it
includes information about the Integrated Language Curriculum with the design of different final products for each of the area/subjects
included in the Teaching Unit or Integrated Learning Scenario, with one learning scenario for each area/subject.
- Template Model 3/3 (English Bilingual Schools/One Final Product): This template is also designed for bilingual schools and, therefore,
it includes information about the Integrated Language Curriculum. However, there is only one final product.
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Template – Model 1/3: Mainstream School

LEARNING SCENARIO: FOREIGN LANGUAGE (ENGLISH) – … GRADE OF COMPULSORY/POSTCOMPULSORY SECONDARY EDUCATION/VOCATIONAL
TRAINING
Note: select grade and stage
1. IDENTIFICATION
Teaching Unit 1: Timing:
2. JUSTIFICATION

3. DESCRIPTION OF THE FINAL PRODUCT

4. CURRICULAR SPECIFICATION
Specific Competences Assessment Criteria Basic Knowledge

Contribution to the achievement of Key Competences: Performance Descriptors

Contribution to the achievement of Stage Objectives

 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Cross-curricular issues/Sustainable Development Goals

5. TEACHING SEQUENCE
Grouping & Session
IW: individual work Cognitive Ner
PW: pair work
TW: team work Processes
WC: whole class Re: Remembering
Un: Understanding
Description of Exercises, Activities & Tasks (include resources and materials) Cooperative
Stage Ap: Applying
Note: insert as many rows as necessary according to the number of exercises, activities & tasks Strategies An: Analysing
NHT: Numbered Heads Ev: Evaluating
Together Cr: Creating
124/TPS: Think-Pair- (see Bloom’s
Share, Taxonomy)
Jigsaw…
Initial Stage
Introduction +
Motivation:
brainstorming, what
and how to work

Developmental
Stage
Activation + Search +
Organization +
Application: guided
practice, information
search, reflection and
elaboration of the final
product

Final Stage
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Conclusion:
presentation of the final
product, self-
evaluation, co-
evaluation, test –if
included as assessment
activity–

6. MEASURES TO CATER FOR DIVERSITY: GENERAL AND SPECIFIC EDUCATIONAL SUPPORT NEEDS (SESN – NEAE in Spanish)
UDL Principles UDL Guidelines and Checkpoints
by CAST Access Build Internalize
Engagement
(Why)

Representation
(What)

Action &
Expression
(How)

7. STUDENTS’ ASSESSMENT
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Assessment
Indicators of Achievement (marks available in Seneca) Tools Marking Tools
(evidence to (tools to mark
Assessment
assess: i.e., the evidence:
Criteria Not enough (IN: 1-4) Enough (SU: 5) Good (BI: 6) Very Good (NT: 7-8) Excellent (SB: 9-10) oral i.e., rubric,
—From 0 to 4,9— —From 5 to 5,9— —From 6 to 6,9— —From 7 to 8,9— —From 9 to 10— presentation, checklist…)
leaflet…)

8. ASSESSMENT OF THE TEACHING PRACTICE

Note: specify the indicators according to the dimensions provided as a guideline
DIMENSIONS INDICATORS TOOLS
Teaching Design
(Exercises/Activities/
Tasks/Final Product)
Methodology
and Resources
Learning
Assessment
Attention to
Diversity (UDL)
Classroom
Environment
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Template – Model 2/3: English Bilingual Schools – Different Final Products for each Area/Subject
INTEGRATED LEARNING SCENARIO – … GRADE OF COMPULSORY/POSTCOMPULSORY SECONDARY EDUCATION/VOCATIONAL TRAINING
Note: select grade and stage. This template is provided for the design of teaching units according to the tenets of the Integrated Language Curriculum (ILC) as stated in the Order of 28th
June 2011 and the yearly Instructions for Bilingual Education in Andalusia (Instruction 21/2022 of 21st July)
1. IDENTIFICATION
Teaching Unit 1: Timing:
2. JUSTIFICATION

3. DESCRIPTION OF THE FINAL PRODUCTS

Type of Text:
ILC Subject L1 L2 (specify) L3 (specify) NLA1/NLS1 (specify) NLA2/NLS2 (specify)
(Currículo
Integrado de Discourse
las Lenguas – Genres
CIL– in Final
Spanish) Product

In the following sections of the table you can find the template for the design of the learning scenarios for each one of the areas/subjects included
in this Teaching Unit or Integrated Learning Scenario. As you may observe, a different final product has been designed for each area/subject,
although all of them focus on the same type of text and have to be connected through the topic, which gives coherence to the whole teaching
unit through the different learning scenarios. The template provided for the First Foreign Language, as well as the Non-Language Areas are in
English because this template has been designed for a Bilingual School whose language of instruction is English. You may add as many non-
language areas as included in the School Project.
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

SITUACIÓN DE APRENDIZAJE PARA LENGUA CASTELLANA Y LITERATURA

4. CONCRECIÓN CURRICULAR
Competencias Específicas Criterios de Evaluación Saberes Básicos

Contribución al logro de las Competencias Clave: Perfil de Salida

Contribución al logro de los Objetivos de Etapa

Temas Transversales/Objetivos de Desarrollo Sostenible

5. SECUENCIA DIDÁCTICA
Agrupamiento & Procesos Nº de
TI: trabajo individual Sesión
TP: trabajo en parejas Cognitivos
TE: trabajo en equipo Re: Recordar
TC: toda la clase Com: Comprender
Fases Descripción de Ejercicios, Actividades y Tareas (incluir recursos y materiales) Ap: Aplicar
Nota: inserta tantas filas como sean necesarias según el número de ejercicios, actividades y tareas Estrategias An: Analizar
Cooperativas Ev: Evaluar
CN: Cabezas Numeradas Cr: Crear
124 (ver Taxonomía de
Jigsaw… Bloom)
Fase Inicial
Introducción +
Motivación: lluvia de
ideas, comprobar
conocimientos previos,
qué y cómo trabajar
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Fase de
Desarrollo
Activación + Búsqueda +
Organización +
Aplicación: práctica
guiada, búsqueda de
información, reflexión y
elaboración del
producto final.

Fase Final
Conclusión:
presentación del
producto final, auto-
evaluación,
coevaluación, “examen”
–si se incluye como una
actividad más para
comprobar lo
aprendido–.

6. MEDIDAS PARA ATENDER A LA DIVERSIDAD: GENERALES Y NECESIDADES ESPECÍFICAS DE APOYO EDUCATIVO (NEAE)
PRINCIPIOS Pautas y Puntos de Verificación del DUA
DUA
(CAST) Acceso Construcción Internalización
Compromiso
(Por qué)
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Representación
(Qué)

Acción y
Expresión
(Cómo)

7. EVALUACIÓN DEL APRENDIZAJE

Instrumentos Instrumentos
Indicadores de Logro (calificación según Séneca) de Evaluación de Calificación
(evidencias (instrumentos
Criterios de
Sobresaliente (SB: que se que califican la
Evaluación Insuficiente (IN: 1-4) Suficiente (SU: 5) Bien (BI: 6) Notable (NT: 7-8)
9-10) evalúan: i.e., evidencia: i.e.,
—De 0 a 4,9— —De 5 a 5,9— —De 6 a 6,9— —De 7 a 8,9— presentación rúbricas, listas
—De 9 a 10—
oral, folleto…) de cotejo…)

8. EVALUACIÓN DE LA PRÁCTICA DOCENTE

Nota: especifica los indicadores según las dimensiones proporcionadas como guía
DIMENSIONES INDICADORES INSTRUMENTOS
Programación de
la Enseñanza
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

(Ejercicios/Actividad
es/Tareas/Producto
Final)
Metodología y
Recursos
Evaluación del
Aprendizaje
Atención q la
Diversidad (DUA)
Clima del aula
LEARNING SCENARIO FOR FIRST FOREIGN LANGUAGE (ENGLISH)
4. CURRICULAR SPECIFICATION
Specific Competences Assessment Criteria Basic Knowledge

Contribution to the achievement of Key Competences: Performance Descriptors

Contribution to the achievement of Stage Objectives

Cross-curricular issues/Sustainable Development Goals

5. TEACHING SEQUENCE
Grouping & Cognitive Session
Stage Description of Exercises, Activities & Tasks (Include resources and materials) Ner
Note: insert as many rows as necessary according to the number of exercises, activities & tasks
IW: individual work
PW: pair work
Processes
Re: Remembering
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

TW: team work Un: Understanding

WC: whole class Ap: Applying
Cooperative An: Analysing
Ev: Evaluating
Strategies Cr: Creating
NHT: Numbered Heads (see Bloom’s
Together Taxonomy)
124/TPS: Think-Pair-Share
Jigsaw…
Initial Stage
Introduction +
Motivation:
brainstorming, what
and how to work

Developmental
Stage
Activation + Search +
Organization +
Application: guided
practice, information
search, reflection and
elaboration of the final
product

Final Stage
Conclusion:
presentation of the final
product, self-
evaluation, co-
evaluation, test –if
included as assessment
activity–

6. MEASURES TO CATER FOR DIVERSITY: GENERAL AND SPECIFIC EDUCATIONAL SUPPORT NEEDS (SESN)
UDL Principles UDL Guidelines and Checkpoints
by CAST Access Build Internalize
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Engagement
(Why)

Representation
(What)

Action &
Expression
(How)

7. LEARNING ASSESSMENT
Assessment
Indicators of Achievement (marks available in Seneca) Tools Marking Tools
(evidence to (tools to mark
Assessment
assess: i.e., the evidence:
Criteria Not enough (IN: 1-4) Enough (SU: 5) Good (BI: 6) Very Good (NT: 7-8) Excellent (SB: 9-10) oral i.e., rubric,
—From 0 to 4,9— —From 5 to 5,9— —From 6 to 6,9— —From 7 to 8,9— —From 9 to 10— presentation, checklist…)
leaflet…)
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

8. ASSESSMENT OF THE TEACHING PRACTICE

Note: specify the indicators according to the dimensions provided as a guideline
DIMENSIONS INDICATORS TOOLS
Teaching Design
(Exercises/Activities/
Tasks/Final Product)
Methodology
and Resources
Learning
Assessment
Attention to
Diversity (UDL)
Classroom
environment
SITUACIÓN DE APRENDIZAJE PARA LA SEGUNDA LENGUA EXTRANJERA
4. CONCRECIÓN CURRICULAR
Competencias Específicas Criterios de Evaluación Saberes Básicos

Contribución al logro de las Competencias Clave: Perfil de Salida

Contribución al logro de los Objetivos de Etapa

Temas Transversales/Objetivos de Desarrollo Sostenible

 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

5. SECUENCIA DIDÁCTICA
Agrupamiento & Procesos Nº de
TI: trabajo individual Sesión
TP: trabajo en parejas Cognitivos
TE: trabajo en equipo Re: Recordar
TC: toda la clase Com: Comprender
Fases Descripción de Ejercicios, Actividades y Tareas (Incluir recursos y materiales) Ap: Aplicar
Nota: inserta tantas filas como sean necesarias según el número de ejercicios, actividades y tareas Estrategias An: Analizar
Cooperativas Ev: Evaluar
CN: Cabezas Numeradas Cr: Crear
124 (ver Taxonomía de
Jigsaw… Bloom)
Fase Inicial
Introducción +
Motivación: lluvia de
ideas, comprobar
conocimientos previos,
qué y cómo trabajar

Fase de
Desarrollo
Activación + Búsqueda +
Organización +
Aplicación: práctica
guiada, búsqueda de
información, reflexión y
elaboración del
producto final.

Fase Final
Conclusión:
presentación del
producto final, auto-
evaluación,
coevaluación, “examen”
–si se incluye como una
actividad más para
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

comprobar lo
aprendido–.

6. MEDIDAS PARA ATENDER A LA DIVERSIDAD: GENERALES Y NECESIDADES ESPECÍFICAS DE APOYO EDUCATIVO (NEAE)
PRINCIPIOS Pautas y Puntos de Verificación del DUA
DUA
(CAST) Acceso Construcción Internalización
Compromiso
(Por qué)

Representación
(Qué)

Acción y
Expresión
(Cómo)

7. EVALUACIÓN DEL APRENDIZAJE

Instrumentos Instrumentos
Indicadores de Logro (calificación según Séneca) de Evaluación de Calificación
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Criterios de (evidencias (instrumentos

Sobresaliente (SB: que se que califican la
Evaluación Insuficiente (IN: 1-4) Suficiente (SU: 5) Bien (BI: 6) Notable (NT: 7-8)
9-10) evalúan: i.e., evidencia: i.e.,
—De 0 a 4,9— —De 5 a 5,9— —De 6 a 6,9— —De 7 a 8,9— presentación rúbricas, listas
—De 9 a 10—
oral, folleto…) de cotejo…)

8. EVALUACIÓN DE LA PRÁCTICA DOCENTE

Nota: especifica los indicadores según las dimensiones proporcionadas como guía
DIMENSIONES INDICADORES INSTRUMENTOS
Programación de
la Enseñanza
(Ejercicios/Actividad
es/Tareas/Producto
Final)
Metodología y
Recursos
Evaluación del
Aprendizaje
Atención q la
Diversidad (DUA)
Clima del aula
LEARNING SCENARIO FOR NON-LANGUAGE AREA/SUBJECT 1 (Through English)
4. CURRICULAR SPECIFICATION
Specific Competences Assessment Criteria Basic Knowledge
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Contribution to the achievement of Key Competences: Performance Descriptors

Contribution to the achievement of Stage Objectives

Cross-curricular issues/Sustainable Development Goals

5. TEACHING SEQUENCE
Grouping & Session
IW: individual work
Cognitive Ner
PW: pair work Processes
TW: team work Re: Remembering
WC: whole class Un: Understanding
Stage Description of Exercises, Activities & Tasks (Include resources and materials) Cooperative Ap: Applying
Note: insert as many rows as necessary according to the number of exercises, activities & tasks An: Analysing
Strategies Ev: Evaluating
NHT: Numbered Heads Cr: Creating
Together (see Bloom’s
124/TPS: Think-Pair-Share Taxonomy)
Jigsaw…
Initial Stage
Introduction +
Motivation:
brainstorming, what
and how to work

Developmental
Stage
Activation + Search +
Organization +
Application: guided
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

practice, information
search, reflection and
elaboration of the final
product

Final Stage
Conclusion:
presentation of the final
product, self-
evaluation, co-
evaluation, test –if
included as assessment
activity–

6. MEASURES TO CATER FOR DIVERSITY: GENERAL AND SPECIFIC EDUCATIONAL SUPPORT NEEDS (SESN)
UDL Principles UDL Guidelines and Checkpoints
by CAST Access Build Internalize
Engagement
(Why)

Representation
(What)
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Action &
Expression
(How)

7. LEARNING ASSESSMENT
Assessment
Indicators of Achievement (Mark available in Seneca) Tools Marking Tools
Assessment (evidence to (tools to mark
assess: i.e., the evidence:
Criteria Not enough (IN: 1-4) Enough (SU: 5) Good (BI: 6) Very Good (NT: 7-8) Excellent (SB: 9-10) oral i.e., rubric,
—From 0 to 4,9— —From 5 to 5,9— —From 6 to 6,9— —From 7 to 8,9— —From 9 to 10— presentation, checklist…)
leaflet…)

8. ASSESSMENT OF THE TEACHING PRACTICE

Note: specify the indicators according to the dimensions provided as a guideline
DIMENSIONS INDICATORS TOOLS
Teaching Design
(Exercises/Activities/
Tasks/Final Product)
Methodology
and Resources
Learning
Assessment
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Attention to
Diversity (UDL)
Classroom
Environment
LEARNING SCENARIO FOR NON-LANGUAGE AREA/SUBJECT 2 (Through English)
4. CURRICULAR SPECIFICATION
Specific Competences Assessment Criteria Basic Knowledge

Contribution to the achievement of Key Competences: Performance Descriptors

Contribution to the achievement of Stage Objectives

Cross-curricular issues/Sustainable Development Goals

5. TEACHING SEQUENCE
Grouping & Session
IW: individual work
Cognitive Ner
PW: pair work Processes
TW: team work Re: Remembering
WC: whole class Un: Understanding
Stage Description of Exercises, Activities & Tasks (Include resources and materials) Cooperative Ap: Applying
Note: insert as many rows as necessary according to the number of exercises, activities & tasks An: Analysing
Strategies Ev: Evaluating
NHT: Numbered Heads Cr: Creating
Together (see Bloom’s
124/TPS: Think-Pair-Share Taxonomy)
Jigsaw…
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Initial Stage
Introduction +
Motivation:
brainstorming, what
and how to work

Developmental
Stage
Activation + Search +
Organization +
Application: guided
practice, information
search, reflection and
elaboration of the final
product

Final Stage
Conclusion:
presentation of the final
product, self-
evaluation, co-
evaluation, test –if
included as assessment
activity–

6. MEASURES TO CATER FOR DIVERSITY: GENERAL AND SPECIFIC EDUCATIONAL SUPPORT NEEDS (SESN – NEAE in Spanish)
UDL Principles UDL Guidelines
by CAST Access Build Internalize
Engagement
(Why)
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Representation
(What)

Action &
Expression
(How)

7. STUDENTS ASSESSMENT
Assessment
Indicators of Achievement (Mark available in Seneca) Tools Marking Tools
(evidence to (tools to mark
Assessment
assess: i.e., the evidence:
Criteria Not enough (IN: 1-4) Enough (SU: 5) Good (BI: 6) Very Good (NT: 7-8) Excellent (SB: 9-10) oral i.e., rubric,
—From 0 to 4,9— —From 5 to 5,9— —From 6 to 6,9— —From 7 to 8,9— —From 9 to 10— presentation, checklist…)
leaflet…)

8. ASSESSMENT OF THE TEACHING PRACTICE

Note: specify the indicators according to the dimensions provided as a guideline
DIMENSIONS INDICATORS TOOLS
Teaching Design
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

(Exercises/Activities/
Tasks/Final Product)
Methodology
and Resources
Learning
Assessment
Attention to
Diversity (UDL)
Classroom
Environment
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Template – Model 3/3: English Bilingual Schools – One Final Product

INTEGRATED LEARNING SCENARIO – … GRADE OF COMPULSORY/POSTCOMPULSORY SECONDARY EDUCATION/VOCATIONAL TRAINING
Note: select grade and stage. This template is provided for the design of teaching units according to the tenets of the Integrated Language Curriculum (ILC) as stated in the Order of 28th
June 2011 and the yearly Instructions for Bilingual Education in Andalusia (Instruction 21/2022 of 21st July)
1. IDENTIFICATION
Teaching Unit 1: Timing:
2. JUSTIFICATION

3. DESCRIPTION OF THE FINAL PRODUCT

Type of Text:
ILC Subject L1 L2 (specify) L3 (specify) NLA1/NLS1 (specify) NLA2/NLS2 (specify)
(Currículo
Integrado de Discourse
las Lenguas – Genres
CIL– in Final
Spanish) Product

As in Model 2/3, in the following sections of the table you can find the template for the design of the learning scenarios for each one of the
areas/subjects included in this Teaching Unit or Integrated Learning Scenario. The templates provided for the First Foreign Language as well as
the Non-Language Areas are in English because they have been designed for Bilingual Schools whose language of instruction is English. You may
add as many non-language areas as included in the School Project. However, in this case, Model 3/3, the design of only one final product will
have implications in the Final Stage of the Teaching Sequence, because the presentation of the final product will have to be coordinated by all
the teachers involved in the design. As far as the assessment is concerned, each teacher will assess students’ learning according to the specific
assessment criteria of his/her area of knowledge.
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

SITUACIÓN DE APRENDIZAJE PARA LENGUA CASTELLANA Y LITERATURA

4. CONCRECIÓN CURRICULAR
Competencias Específicas Criterios de Evaluación Saberes Básicos

Contribución al logro de las Competencias Clave: Perfil de Salida

Contribución al logro de los Objetivos de Etapa

Temas Transversales/Objetivos de Desarrollo Sostenible

5. SECUENCIA DIDÁCTICA
Agrupamiento & Procesos Nº de
TI: trabajo individual Sesión
TP: trabajo en parejas Cognitivos
TE: trabajo en equipo Re: Recordar
TC: toda la clase Com: Comprender
Fases Descripción de Ejercicios, Actividades y Tareas (Incluir recursos y materiales) Ap: Aplicar
Nota: inserta tantas filas como sean necesarias según el número de ejercicios, actividades y tareas Estrategias An: Analizar
Cooperativas Ev: Evaluar
CN: Cabezas Numeradas Cr: Crear
124 (ver Taxonomía de
Jigsaw… Bloom)
Fase Inicial
Introducción +
Motivación: lluvia de
ideas, comprobar
conocimientos previos,
qué y cómo trabajar
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Fase de
Desarrollo
Activación + Búsqueda +
Organización +
Aplicación: práctica
guiada, búsqueda de
información, reflexión y
elaboración del
producto final.

Fase Final
Conclusión:
presentación del
producto final, auto-
evaluación,
coevaluación, “examen”
–si se incluye como una
actividad más para
comprobar lo
aprendido–.

6. MEDIDAS PARA ATENDER A LA DIVERSIDAD: GENERALES Y NECESIDADES ESPECÍFICAS DE APOYO EDUCATIVO (NEAE)
PRINCIPIOS Pautas y Puntos de Verificación del DUA
DUA
(CAST) Acceso Construcción Internalización
Compromiso
(Por qué)
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Representación
(Qué)

Acción y
Expresión
(Cómo)

7. EVALUACIÓN DEL APRENDIZAJE

Instrumentos Instrumentos
Indicadores de Logro (calificación según Séneca) de Evaluación de Calificación
(evidencias (instrumentos
Criterios de
Sobresaliente (SB: que se que califican la
Evaluación Insuficiente (IN: 1-4) Suficiente (SU: 5) Bien (BI: 6) Notable (NT: 7-8)
9-10) evalúan: i.e., evidencia: i.e.,
—De 0 a 4,9— —De 5 a 5,9— —De 6 a 6,9— —De 7 a 8,9— presentación rúbricas, listas
—De 9 a 10—
oral, folleto…) de cotejo…)

8. EVALUACIÓN DE LA PRÁCTICA DOCENTE

Nota: Especifica los indicadores según las dimensiones proporcionadas como guía
DIMENSIONES INDICADORES INSTRUMENTOS
Programación de
la Enseñanza
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

(Ejercicios/Actividad
es/Tareas/Producto
Final)
Metodología y
Recursos
Evaluación del
Aprendizaje
Atención q la
Diversidad (DUA)
Clima del aula
LEARNING SCENARIO FOR FIRST FOREIGN LANGUAGE (ENGLISH)
4. CURRICULAR SPECIFICATION
Specific Competences Assessment Criteria Basic Knowledge

Contribution to the achievement of Key Competences: Performance Descriptors

Contribution to the achievement of Stage Objectives

Cross-curricular issues/Sustainable Development Goals

5. TEACHING SEQUENCE
Grouping & Cognitive Session
Stage Description of Exercises, Activities & Tasks (Include resources and materials) Ner
Note: insert as many rows as necessary according to the number of exercises, activities & tasks
IW: individual work
PW: pair work
Processes
Re: Remembering
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

TW: team work Un: Understanding

WC: whole class Ap: Applying
Cooperative An: Analysing
Ev: Evaluating
Strategies Cr: Creating
NHT: Numbered Heads (see Bloom’s
Together Taxonomy)
124/TPS: Think-Pair-Share
Jigsaw…
Initial Stage
Introduction +
Motivation:
brainstorming, what
and how to work

Developmental
Stage
Activation + Search +
Organization +
Application: guided
practice, information
search, reflection and
elaboration of the final
product

Final Stage
Conclusion:
presentation of the final
product, self-
evaluation, co-
evaluation, test –if
included as assessment
activity–

6. MEASURES TO CATER FOR DIVERSITY: GENERAL AND SPECIFIC EDUCATIONAL SUPPORT NEEDS (SESN)
UDL Principles UDL Guidelines and Checkpoints
by CAST Access Build Internalize
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Engagement
(Why)

Representation
(What)

Action &
Expression
(How)

7. LEARNING ASSESSMENT
Assessment
Indicators of Achievement (Mark available in Seneca) Tools Marking Tools
(evidence to (tools to mark
Assessment
assess: i.e., the evidence:
Criteria Not enough (IN: 1-4) Enough (SU: 5) Good (BI: 6) Very Good (NT: 7-8) Excellent (SB: 9-10) oral i.e., rubric,
—From 0 to 4,9— —From 5 to 5,9— —From 6 to 6,9— —From 7 to 8,9— —From 9 to 10— presentation, checklist…)
leaflet…)
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

8. ASSESSMENT OF THE TEACHING PRACTICE

Note: specify the indicators according to the dimensions provided as a guideline
DIMENSIONS INDICATORS TOOLS
Teaching Design
(Exercises/Activities/
Tasks/Final Product)
Methodology
and Resources
Learning
Assessment
Attention to
Diversity (UDL)
Classroom
Environment
SITUACIÓN DE APRENDIZAJE PARA LA SEGUNDA LENGUA EXTRANJERA
4. CONCRECIÓN CURRICULAR
Competencias Específicas Criterios de Evaluación Saberes Básicos

Contribución al logro de las Competencias Clave: Perfil de Salida

Contribución al logro de los Objetivos de Etapa

Temas Transversales/Objetivos de Desarrollo Sostenible

 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

5. SECUENCIA DIDÁCTICA
Agrupamiento & Procesos Nº de
TI: trabajo individual Sesión
TP: trabajo en parejas Cognitivos
TE: trabajo en equipo Re: Recordar
TC: toda la clase Com: Comprender
Fases Descripción de Ejercicios, Actividades y Tareas (Incluir recursos y materiales) Ap: Aplicar
Nota: inserta tantas filas como sean necesarias según el número de ejercicios, actividades y tareas Estrategias An: Analizar
Cooperativas Ev: Evaluar
CN: Cabezas Numeradas Cr: Crear
124 (ver Taxonomía de
Jigsaw… Bloom)
Fase Inicial
Introducción +
Motivación: lluvia de
ideas, comprobar
conocimientos previos,
qué y cómo trabajar

Fase de
Desarrollo
Activación + Búsqueda +
Organización +
Aplicación: práctica
guiada, búsqueda de
información, reflexión y
elaboración del
producto final.

Fase Final
Conclusión:
presentación del
producto final, auto-
evaluación,
coevaluación, “examen”
–si se incluye como una
actividad más para
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

comprobar lo
aprendido–.

6. MEDIDAS PARA ATENDER A LA DIVERSIDAD: GENERALES Y NECESIDADES ESPECÍFICAS DE APOYO EDUCATIVO (NEAE)
PRINCIPIOS Pautas y Puntos de Verificación del DUA
DUA
(CAST) Acceso Construcción Internalización
Compromiso
(Por qué)

Representación
(Qué)

Acción y
Expresión
(Cómo)

7. EVALUACIÓN DEL APRENDIZAJE

Instrumentos Instrumentos
Indicadores de Logro (calificación según Séneca) de Evaluación de Calificación
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Criterios de (evidencias (instrumentos

Sobresaliente (SB: que se que califican la
Evaluación Insuficiente (IN: 1-4) Suficiente (SU: 5) Bien (BI: 6) Notable (NT: 7-8)
9-10) evalúan: i.e., evidencia: i.e.,
—De 0 a 4,9— —De 5 a 5,9— —De 6 a 6,9— —De 7 a 8,9— presentación rúbricas, listas
—De 9 a 10—
oral, folleto…) de cotejo…)

8. EVALUACIÓN DE LA PRÁCTICA DOCENTE

Nota: especifica los indicadores según las dimensiones proporcionadas como guía
DIMENSIONES INDICADORES INSTRUMENTOS
Programación de
la Enseñanza
(Ejercicios/Actividad
es/Tareas/Producto
Final)
Metodología y
Recursos
Evaluación del
Aprendizaje
Atención q la
Diversidad (DUA)
Clima del aula
LEARNING SCENARIO FOR NON-LANGUAGE AREA/SUBJECT 1 (Through English)
4. CURRICULAR SPECIFICATION
Specific Competences Assessment Criteria Basic Knowledge
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Contribution to the achievement of Key Competences: Performance Descriptors

Contribution to the achievement of Stage Objectives

Cross-curricular issues/Sustainable Development Goals

5. TEACHING SEQUENCE
Grouping & Session
IW: individual work
Cognitive Ner
PW: pair work Processes
TW: team work Re: Remembering
WC: whole class Un: Understanding
Stage Description of Exercises, Activities & Tasks (Include resources and materials) Cooperative Ap: Applying
Note: insert as many rows as necessary according to the number of exercises, activities & tasks An: Analysing
Strategies Ev: Evaluating
NHT: Numbered Heads Cr: Creating
Together (see Bloom’s
124/TPS: Think-Pair-Share Taxonomy)
Jigsaw…
Initial Stage
Introduction +
Motivation:
brainstorming, what
and how to work

Developmental
Stage
Activation + Search +
Organization +
Application: guided
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

practice, information
search, reflection and
elaboration of the final
product

Final Stage
Conclusion:
presentation of the final
product, self-
evaluation, co-
evaluation, test –if
included as assessment
activity–

6. MEASURES TO CATER FOR DIVERSITY: GENERAL AND SPECIFIC EDUCATIONAL SUPPORT NEEDS (SESN)
UDL Principles UDL Guidelines and Checkpoints
by CAST Access Build Internalize
Engagement
(Why)

Representation
(What)
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Action &
Expression
(How)

7. LEARNING ASSESSMENT
Assessment
Indicators of Achievement (marks available in Seneca) Tools Marking Tools
Assessment (evidence to (tools to mark
assess: i.e., the evidence:
Criteria Not enough (IN: 1-4) Enough (SU: 5) Good (BI: 6) Very Good (NT: 7-8) Excellent (SB: 9-10) oral i.e., rubric,
—From 0 to 4,9— —From 5 to 5,9— —From 6 to 6,9— —From 7 to 8,9— —From 9 to 10— presentation, checklist…)
leaflet…)

8. ASSESSMENT OF THE TEACHING PRACTICE

Note: specify the indicators according to the dimensions provided as a guideline
DIMENSIONS INDICATORS TOOLS
Teaching Design
(Exercises/Activities/
Tasks/Final Product)
Methodology
and Resources
Learning
Assessment
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Attention to
Diversity (UDL)
Classroom
Environment
LEARNING SCENARIO FOR NON-LANGUAGE AREA/SUBJECT 2 (Through English)
4. CURRICULAR SPECIFICATION
Specific Competences Assessment Criteria Basic Knowledge

Contribution to the achievement of Key Competences: Performance Descriptors

Contribution to the achievement of Stage Objectives

Cross-curricular issues/Sustainable Development Goals

5. TEACHING SEQUENCE
Grouping & Session
IW: individual work
Cognitive Ner
PW: pair work Processes
TW: team work Re: Remembering
WC: whole class Un: Understanding
Stage Description of Exercises, Activities & Tasks (Include resources and materials) Cooperative Ap: Applying
Note: insert as many rows as necessary according to the number of exercises, activities & tasks An: Analysing
Strategies Ev: Evaluating
NHT: Numbered Heads Cr: Creating
Together (see: Bloom’s
124/TPS: Think-Pair-Share Taxonomy)
Jigsaw…
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Initial Stage
Introduction +
Motivation:
brainstorming, what
and how to work

Developmental
Stage
Activation + Search +
Organization +
Application: guided
practice, information
search, reflection and
elaboration of the final
product

Final Stage
Conclusion:
presentation of the final
product, self-
evaluation, co-
evaluation, test –if
included as assessment
activity–

6. MEASURES TO CATER FOR DIVERSITY: GENERAL AND SPECIFIC EDUCATIONAL SUPPORT NEEDS (SESN – NEAE in Spanish)
UDL Principles UDL Guidelines and Checkpoints
by CAST Access Build Internalize
Engagement
(Why)
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

Representation
(What)

Action &
Expression
(How)

7. STUDENTS ASSESSMENT
Assessment
Indicators of Achievement (marks available in Seneca) Tools Marking Tools
(evidence to (tools to mark
Assessment
assess: i.e., the evidence:
Criteria Not enough (IN: 1-4) Enough (SU: 5) Good (BI: 6) Very Good (NT: 7-8) Excellent (SB: 9-10) oral i.e., rubric,
—From 0 to 4,9— —From 5 to 5,9— —From 6 to 6,9— —From 7 to 8,9— —From 9 to 10— presentation, checklist…)
leaflet…)

8. ASSESSMENT OF THE TEACHING PRACTICE

Note: specify the indicators according to the dimensions provided as a guideline
DIMENSIONS INDICATORS TOOLS
Teaching Design
 MUPES – Aprendizaje y Enseñanza de las Materias Correspondientes en Lengua Extranjera: Inglés (2022/2023) – Universidad de Córdoba
Templates for the Design of Learning Scenarios
Adaptations of the Andalucian Template provided in Appendix VII of the Joint Instruction 1/2022, of 23rd June 2023 by María del Carmen Ramos Ordóñez

(Exercises/Activities/
Tasks/Final Product)
Methodology
and Resources
Learning
Assessment
Attention to
Diversity (UDL)
Classroom
Environment