(1) The "eki" project provides curriculum materials for Basque schools, including print and digital textbooks, workbooks, and an online learning platform.
(2) The project is based on the Basque curriculum which focuses on developing students' competencies through an integrated pedagogical approach and multilingual education with an emphasis on the Basque language.
(3) The didactic units which make up the curriculum materials are designed to help students achieve specific competencies outlined in the subject-specific standards and to integrate basic cross-curricular competencies. Each unit presents students with situations requiring them to apply and mobilize what they have learned.
6. PORTAFOLIOA
Ikasleak unitate didaktiko
bakoitzean egingo dituen fitxak eta
lanak jasotzeko baliabide
didaktikoa
7. EKIGUNEA
www.ekigunea.com
EKI proiektuaren webgunea,
euskarri digitalak biltzen
dituen txokoa:
Audioak
Bideoak
Animazioak
Irudiak
Jarduera osagarriak
Konpetentzia digitala lantzeko fitxak
Informazio- testuak
8. www.ikaselkar.com
IRAKASLEAREN
GIDALIBURUA
Diseinu kurrikularraren ezaugarriak
eta curriculumaren garapenerako
hiru zehaztapen-mailak jasotzen
dituen liburua
10. LIBURU DIGITALA
www.virtusbooks.com
Unitate didaktikoak jasotzen
dituen ikasmateriala (zoom eta
web bertsioak):
Audioak
Bideoak
Animazioak
Irudiak
Jarduera osagarriak (*)
Konpetentzia digitala lantzeko fitxak
Jarduera-fitxak
Informazio- testuak
Irakaslearen gidaliburua (*)
(*) Irakaslearentzat bakarrik
15. The “eki” project and its curriculum design:
characteristics
(1)
Based on students’ exit
profile
(2) (3) (4)
Based on “Euskal Competence Metadisciplinary
curriculuma” based: pedagogy procedures integrated in
of integration all subjects
(5)
Multilingualism based on Basque language;
Digital competence integrated in all subjects
17. Didactic Units
A curriculum design based on students’ exit profile
IN EACH SUBJECT
What is expected from each student Subject-specific basic competence
by the end of compulsory education?
DIDACTIC UNIT
A tool which leads students to achieve a particular competence.
This competence derives from the subject-specific basic competence and
integrates the basic metadisciplinary competences.
18. Didactic units
How do we go from the subject-specific basic competence to the didactic unit’s
competence?
Student general exit profile
Subject-specific basic competence
1st level of the curriculum
Subject-specific competences
Valid for all levels of compulsory education
Student specific exit profile
2nd level of the curriculum
Final competences
For each level
Competence map
For each level
Didactic unit Competence
3rd level of the curriculum: syllabus Didactic unit
19. Didactic units
A competence-based educational approach: pedagogy of integration
COMPETENCE
SITUATION 1 SITUATION 2 SITUATION 3
COMMON CHARACTERISTICS OR PARAMETERS.
Knowledge to be mobilised and transferred by students
FAMILY OF SITUATIONS
20. UNIT 1
The student, in both academic and private
situations, selects the music and the images
appropriate to the parameters of the situation and
integrates them into a musical montage, gives
information about the authors or participants of
musical montage and assesses montages done by
others.
21. Situation 1
1. Choose a song and adapt it for
the talent show.
2. Edit a presentation video of
your music group.
3. Use your music knowledge to
assess your classmates’
performances.
22. Situation 2
1. Select two actors and create a
poster with the biographical
details that you think are most
important about them.
2. Edit a video with images from
some films and some music
you think is appropriate.
3. Give your opinion about other
students’ work, before they
take it to the teacher.
23. Situation 3
1. Write a short biography of
yourself for your American
family.
2. Send them a video to make him
feel better about their sick dog.
Put some photographs and some
music on the video.
3. Their son has a band called
“SGS‘’, and he wants to know
your opinion about their first
video clip. Tell him what you
think.
24. Didactic units: common characteristics of the situations
1. To give biographical information:
• Selecting and organising information into the categories of a biography
• Using the appropriate verb tenses and personal pronouns
2. To edit a video with music and image:
• Selecting the appropriate images and music
• Using a video editing program
3. To justify personal opinions on musical montages:
• Using music and performing arts criteria
• Using opinion structures and valorative adjectives
Two types of learning: Two types of assessment:
- Contents - Contents
- Transferring contents - Achievement of competence
25. Didactic unit: structure
1. INITIAL PHASE:
– To understand the demands of the situation
– To visualise the work plan
2. DEVELOPMENT PHASE:
– To acquire contents
Assessment of contents (guide)
– To integrate and mobilise contents
3. FINAL PHASE:
– To transfer contents
Assessment of the competence (guide)
26. THE INITIAL PHASE
Understanding the demands of the situation and visualising
the work plan
1. Introductory activities: to introduce the complex situation
related to the competence and motivate students
2. Exploring activities: to explore background knowledge and
stimulate cognitive challenges (act 7)
3. Planning activities: to introduce what the unit proposes,
and help students visualise the work plan: what, why, and
how (act 8)
27. DEVELOPMENT PHASE 1:
Working with contents
1. Comprehension or examining activities: to obtain, understand,
assess and create information
2. Application activities: to consolidate and integrate newly
learnt contents into previous mental schema (act 24)
3. Structuring activities: to re-organise and arrange newly learnt
contents into the mental schema from where the previous
knowledge derives
4. Self-assessment activities: to recover the initial planning and
promote students’ self-assessment regarding the learning of
the contents (act 30)
Assessment of contents (guide)
28. DEVELOPMENT PHASE 2:
Integrating and mobilising contents
1. Simple integration activity: to learn how to mobilise in an
integrated way some of the contents learnt
2. Complex integration activity: to recover and solve the
initial situation, learning to mobilise in an integrated way
the contents needed (act. 36, 37)
3. Self-assessment activity: to recover the initial planning
and promote students’ self-assessment regarding the
process and the final product (act. 38)
29. FINAL PHASE:
Transferring contents
1. Complex integration activity: to propose a new complex
situation which belongs to the same family of situations
and which requires students to perform three tasks by
activating and transferring the contents learnt (act 40)
2. Self-assessment activity: to promote students’ self-
assessment regarding the transfer of the contents in order
to deal with the new situation (act 41)
Assessment of the competence (guide)
30. INTRODUCTION
1. COMPETENCE, FAMILY OF SITUATIONS AND PARAMETERS
2. INITIAL PHASE: Understanding the demands of the initial situation and visualising the
work plan
2.1. Activity typology and function
2.2. Description of activities
3. DEVELOPMENT PHASE: Working with contents
3.1. Modules, didactic objectives and contents
3.2. Didactic objectives and activities
3.3. Activity typology and function
3.4. Description of activities
3.5. Certificative assessment of contents
Teacher’s 4. DEVELOPMENT PHASE: Mobilising and integrating contents
4.1. Activity typology and function
4.2. Description of activities
guide 5. FINAL PHASE: Transferring contents
5.1. Activity typology and function
5.2. Description of activities
6. CERTIFICATIVE ASSESSMENT OF THE COMPETENCE: Showing the achievement of the
competence
7. TOOLS FOR CERTIFICATIVE ASSESSMENT AND GRADING
7.1. Tools for certificative assessment
7.1.1. Dossiers for the assessment of contents
- Student dossier
- Teacher dossier
7.1.2. Dossiers for the assessment of the competence
- Student dossier
- Teacher dossier
7.2. Grading
8. APPENDICES
31. MODULE 1: INSTRUMENTS WE PLAY
BASIC INGREDIENTS Conducting a survey on what instruments are played by class members and writing the results.
Didactic
Number Activity type Interaction
Objective
Individual
12 Examining 1
Pairwork
STEPS
- Pick on someone in the class who you know plays a musical instrument. Ask him / her and scaffold the answers.
o Can you play a musical instrument? (Yes, I can)
o What can you play? (I play the piano)
o How well can you play? Brilliantly. Very well. Quite well. Not very well. Terribly!
- Help with the correct formulation of the answers.
- Ask a few more questions too.
o How long have you been playing? (I’ve been playing for 5 years)
o What’s your favourite type of music to play on the piano?
o Etc.
- Tell the students they are going to conduct a class survey to see what musical abilities we have in the class and who plays what instruments.
- Explain that the first step is individually to ask half the class if they can play an instrument, and the second stage in pairs is to draw a graph with the
results and write them down.
- Go through the headings on page …, eliciting the questions they need for each column.
- Give them a few minutes to find out how they say the instruments they play in English. (e.g. from the dictionary)
- Divide the class in half, so that they question a maximum of 12 classmates. Put the halves on different sides of the classroom and tell them not to mix.
They must keep their voices down and they must use English.
- Give them some time to move around asking and filling in their survey.
- When most of them have finished, stop the activity and pair off students; one from each group. In this way they have the names of all (or most) of the
class members.
- Look at the graph paper on page … together and ask them to draw their results onto the graph as a bar chart and write up the results.
- Go around helping and encouraging with the graphs and with the language they need to write up the results.
- Let them try and write the results by themselves. If you see that everyone is having the same kind of problems, stop them and point out the language
points. i.e.
o All of the class can play the …
o Five people can play the …
o One person can play the …
- Ask for a pair from each group to give their results. They should be the same but there may be different ways of saying the same things. Use this
moment to work on the pronunciation of the instruments.
KEY ANSWERS and COMMENTS:
- If you find you have some good musicians, ask them to bring their instruments in and play something for the class. Ask them about the instrument,
what it’s made of, how it is played, what genre of music they like playing, how long they have been playing etc.
