PRACTICAL CASE OUTLINE
THE SUBSEQUENT TABLE OF CONTENTS WILL GUIDE YOU THROUGH EVERY
PRACTICAL CASE YOU ATTEMPT TO SOLVE.
UNLIKE UNITS, IT ISN’T REQUIRED TO WRITE THIS TABLE OF CONTENTS AT THE
BEGINNING OF THE PRACTICAL CASE.
1. PURPOSES OF THIS PRACTICAL CASE
2. INTRODUCTION
3. LEGAL FRAMEWORK
4. CONTEXT AND THEORETICAL FRAMEWORK
5. SCHEME OF WORK
5.1. RELATIONSHIP WITH CURRICULAR ELEMENTS
5.2. ACTION PLAN
a)​
If it is a session
Development
b)​ If it is a teaching
c)​ If it is a more theoretical
5.3. ATTENTION TO DIVERSITY
5.3.1. Specific measures
5.4. EVALUATION
5.5. COMMUNICATION WITH TEACHING STAFF AND FAMILIES (OPTIONAL)
6. CONCLUSION
7. BIBLIOGRAPHY
1. PURPOSES OF THIS PRACTICAL CASE (no escribir el título en el examen)
CREATE YOUR OWN SENTENCE TO TALK ABOUT THE AIMS OF YOUR
PRACTICAL CASE. IT IS ESSENTIAL THAT THE EXAMINERS KNOW THAT YOU
HAVE UNDERSTOOD WHAT YOU HAVE TO DO.
After analysing this practical case, we aim to propose different strategies to
improve/enhance students' linguistic and sociocultural competence. Consequently, our
proposal will be organized into separate sections: an introduction, legal and theoretical
frameworks, scheme of work, conclusion, and bibliography.
2. INTRODUCTION ( no es necesario escribir el título en el examen)
YOU MUST ELABORATE YOUR OWN INTRODUCTION. INCLUDE ONE SENTENCE ABOUT
THE IMPORTANCE OF THE TOPIC AND THEN, ADD ONE PARAGRAPH EXPLAINING
GENERAL ASPECTS (IT MUST BE SHORT).
It is often commonly/often assumed that _________ is at the core of Foreign Language
Teaching (hereafter FLT), since ________(explain briefly why it is important)_______.
Ejemplo: It is commonly/often assumed that communication is at the core of Foreign
Language Teaching (FLT hereafter), since effective communication is essential for learners to
engage meaningfully in real-world interactions, bridging linguistic and cultural gaps.
Paragraph 2 with general information
1
3. LEGAL FRAMEWORK
Regarding the legislation we abide by, both the Organic Law 2/2006, 3rd May, of
Education (hereafter referred to as 'LOE 2/2006') and the Organic Law 3/2020, 29th
December, which amends LOE 2/2006 (hereafter referred to as 'LOMLOE'), are currently in
force. At a national level, they deal explicitly with _________________ (specify the topic the
practical case is based on).
Regarding Royal Decree 157/2022, 1st March, article 7, General Stage Objectives f)
and (nombrar otro GSO) shall be mentioned, being the former related to the acquisition of
basic Communicative Competence to enable students to express and understand simple
messages and get by in daily situations, and the latter associated with (explicar el otro GSO
que hemos añadido).
OTHER OBJECTIVES TO CONSIDER:
- General stage objectives. F is obvious, but there are others like:
-​
-​
-​
-​
-​
-​
Objective b working habits and entrepreneurship
Objective d cultures and differences.
Objective e Castilian language and Reading habits.
Objective i ICT.
Objective m stereotypes and violence.
Objective n road safety.
When it comes to addressing Key Competences, we shall focus on Linguistic
Communication Competence. Nonetheless, depending on the techniques used we could also
promote other competences, such as the ________________________, since the current
lesson involves ___________________, and Digital Competence, in view of the fact that
students_____________ ___________________.
At the regional level, Decree 209/2022, dated November 17th, explicitly addresses the
importance of structuring the curriculum around students’ needs and interests by designing
communicative activities based on their previous knowledge. Moreover/besides, Article 10
and Annex III outline several methodological guidelines, one of which is particularly relevant to
the topic under discussion, as (choose option A or B below).
- OPTION A: It promotes natural language acquisition by prioritizing oral skills over
written ones, particularly/especially in the first cycle of Primary Education.
- OPTION B: It emphasizes the importance of using different types of grouping
strategies and a variety of materials, such as ______________, which contribute to making
learning both enjoyable and stimulating.
Finally, Decree 359/2009, 30th October, article 7 and 14, addresses attention to the
diversity by establishing specific support measures and the procedures to be followed. In this
respect, the presence of a student with Specific Learning Support Needs derived from
ADHD/Dyslexia???, requires considering Resolution 20th November 2023 and LOE 2/2006,
article 71.2, which established the need to design a Personal Performance Plan, as it will be
further detailed in the subsequent section on Attention to diversity.
2
4. CONTEXT AND THEORETICAL FRAMEWORK
Before giving an educational answer, we will make reference to the specific context of this
practical case. We are dealing with a group of students who are in Year _____ of Primary
Education, their ages range from ____ to_____. Following Piaget’s theory of cognitive
development (1952), we should say that they are..
a)​
(From 6 to 7 years old: Year 1 P.E.) ….at the pre-concrete operational thinking stage
which means that they are egocentric since they are not able to understand another person’s
point of view. As they are expert at symbols, pretending games and role-playing are the most
frequent activities.
b)​
(From 7 to 11 years old: Years 2-6 P.E.) ….at the concrete operational thinking stage,
which means that they are not able to understand abstract concepts yet, and therefore, need to
learn in a contextualized way. This implies that the language presented in this scheme of work will
be contextualized by means of ____________.
As for the theoretical framework, some of the most influential theories in the field of Foreign
Language Teaching (FLT) will be considered.
-​
-​
-​
-​
CHOOSE THE MOST ADEQUATE ONES DEPENDING ON THE CASE. ADD NEW ONES IF
NECESSARY.
REMEMBER TO INCLUDE INFORMATION FROM THE UNITS JUSTIFYING YOUR DECISIONS
ON THE CASE.
ALWAYS LINK THE TOPIC AND THE THEORETICAL INFORMATION.
NEVER USE IT IN AN ISOLATED WAY.
A) We shall start from the premise that a learner-centred approach, proposed by David Nunan, is at the
core of this action plan so as to better satisfy our students’ needs and interests. Therefore, As a matter of
fact, it is largely agreed that the better we know our students, the better we shall plan.
B) Motivation has an essential role in the learning process, as stated by Ellis and Brewster, “The
Primary English Teacher’s Guide”, among others. They have dealt with the topic of ___________ from a
practical perspective. So as to keep the students’ willingness to learn a language, the use of enjoyable
activities and games is put forward at a primary stage, taking into account our students’ needs and
interests in the selection of materials and tasks.
C) Krashen claimed that there are affective factors such as self-confidence, motivation or low anxiety
which lead to a low affective filter and, therefore, to L2 acquisition. On the contrary, factors like fear, low
self-esteem or debilitating anxiety will provoke a mental block which does not allow comprehensible input
to account for acquisition. Therefore, it is important to lower the students’ affective filter by means of
activities that students might like, such as games, songs, stories, and routines, especially when working
on _____________.
D) James Asher proposed the so-called Total Physical Response (TPR from now on), which involves
listening to something and then showing understanding by means of movement and actions. It is
adequate for young learners as they are physically active. This approach can be implemented to the
teaching of __________, especially during the first years of Primary Education.
E) The widespread implementation of the Communicative approach and the
concept of
communicative competence, a term coined by Dell Hymes, has led to the greater importance given to
______, among other skills, so as to be able to communicate effectively using the foreign language.
F) We should take into consideration the diversity we have in class, like the predominant learning styles.
Berman stated that there are three of them, namely visual, auditory and kinaesthetic. Teachers should
include varied activities and materials to appeal to all of them.
3
G) Gardner claimed that there are eight types of intelligences, and that people can be intelligent in
different ways. These intelligences can be improved, and the English class seems to be a perfect place
to do it. Particularly, ___________.
H) According to Vygotsky, children have to talk in order to develop their thinking.
His
social-constructivist model sees children as constructing their understandings from the social interaction
of their learning contexts. Therefore, communicative activities will be at the core of this scheme of work.
I) Marc Prensky firstly coined the term “digital natives”, which implies that nowadays students learn in
different ways than in the past, so teachers need to adapt their methodology and tools to make learning
both relevant and real, by means of new technologies.
J) Several authors like Ellis, Brewster and Girard claimed that introducing cultural aspects is a good
opportunity to develop respectful attitudes among students towards other languages, their speakers and
their customs and idiosyncrasies. In line with this, using literature at these stages has endless
advantages, such as the introduction of comprehensible input in a contextualized way or passing on
moral and social aspects.
K) Johnson, Johnson and Holubec state that cooperative learning involves using small groups of
students working together so as to learn and make sure that their mates learn as well. From a didactic
perspective, they claim that cooperation means working in the same way in order to achieve common
learning goals.
L) According to Karl M. Kapp, gamification is using game-based mechanics, aesthetics and game
thinking to engage people, motivate action, promote learning, and solve problems. In addition, Kapp
argues that gamification is not just about adding points, levels and badges to an eLearning program, but
about rethinking learning design
M) As stated by Kramsch (2016), language is the principal means whereby we conduct our social lives,
and when it is used in contexts of communication, it is bound up with culture in multiple and complex
ways. In other words, language expresses, symbolizes and embodies cultural reality through its verbal
and non verbal aspects, so it must be tackled as an essential content in our teaching process.
N) Following Krashen (2003) and his Input Hypothesis, new, unfamiliar vocabulary is acquired when its
significance is made clear to the learner. Therefore, songs are of great importance when presenting
comprehensible input as they provide a significant context for the language to be acquired.
O) Gardner (2011) claimed that individuals have at least eight different intelligences that can be
developed over a lifetime. In this sense, games are connected to a variety of intelligences. Among others,
we can mention interpersonal intelligence, since the game is played with other people; visual spatial
intelligence, if the game involves drawing or bodily-kinaesthetic intelligence, if students have to move.
P) Following Bland (2015), the value of drama is multi-layered, since it can be used as a brief interactive
warming-up activity, or as a task-based project that lasts many weeks. As a matter of fact, contextualising
make-believe comes naturally to children, it provides them with their vital and authentic learning
environment.
Q) Lloyd (1998) argues that phonics is a very suitable method, particularly for the students that may
struggle with the reading and writing skills. This approach, also known as synthetic phonics, is intended to
teach students how to synthesise, that is, blend the letter sounds to work out the words for themselves.
R) In accordance with Coyle, Hood and Marsh (2010) Content and Language Integrated Learning
(CLIL) is an educational approach where some content learning (like a topic on global climate, or a
subject) is taught in an additional language. The aim is to help youngsters understand the point of
learning a language and develop in the students a positive “can do” attitude towards themselves as
language learners. This is crucial in places like Spain where English is often remote from the real lives of
young people.
4
5. SCHEME OF WORK
In light of the above-mentioned information, we shall attempt to offer a well-rounded
plan which would be worth applying in this particular case.
a) If it’s a session: In order to develop this scheme of work // action plan, we will
consider a 60-minute session for a mixed- ability group in year ___.
b) If it’s a unit: We will trace the stages of a single unit, composed by ___ sessions
lasting 60 minutes each.
c) If it is a more theoretical case: In light of the above-mentioned information, we shall
attempt to offer an in-depth analysis to the question posed.
5.1. RELATIONSHIP WITH CURRICULAR ELEMENTS
Particularly, (topic of the case) is clearly included in the different curricular elements of
Decree 209/2022 17th November.
-​ As for the basic knowledge, _______________.
-​ Regarding evaluation criteria, _________________.
OPTIONAL: YOU CAN ALSO INCLUDE THE CONNECTION BETWEEN THE EVALUATION
CRITERIA AND THE INSTRUMENTS OF EVALUATION AT THE END OF THIS SECTION. IF
YOU OPT FOR THIS PARTICULAR ARRANGEMENT, YOU MAY OMIT SECTION 5.4.
EVALUATION
-​ Evaluation criteria have been closely connected to the corresponding specific
competences and, therefore, with the evaluation instruments through which they will
be evaluated. For instance, evaluation criterion _______ related to specific
competence ____________ will be evaluated by means of ___________ (name of
instrument of evaluation).
* NOTE: REMEMBER TO ESTABLISH THESE RELATIONSHIPS THROUGHOUT THE DEVELOPMENT
OF THE PRACTICAL CASE, TALKING ABOUT KEY
COMPETENCES, GENERAL STAGE
OBJECTIVES, EVALUATION CRITERIA, BASIC KNOWLEDGE…AS YOU EXPLAIN YOUR ACTIVITIES.
5.2. ACTION PLAN
a)​ IF IT IS A SESSION
This session would be the (1st, 2nd…) of the teaching unit entitled “___X____”. The main aim
of the session is for students to ____________.
The organization we shall present here follows the Presentation-Practice Production (for
phonics, grammar or vocabulary and productive skills) / Pre-While Post (for receptive skills)
lesson structure, which is widely used in foreign language teaching due to the advantages it
entails. This structure gradually guides the students, asking them to do more difficult things little
by little.
DEVELOPMENT OF THE SESSION
STAGE 1
PRESENTATION PRE
Activity 1
STAGE 2
PRACTICE
WHILE
Activity 2
STAGE 3
PRODUCTION
POST
Activity 4
Activity 3
5
* DO NOT FORGET TO CONSIDER:
- Instances of linguistic exponents.
- Classroom layout.
- Groupings.
- Materials and resources.
- Use of ICT.
- Games.
- Cooperative learning techniques (if possible).
- Adaptations to attend to diversity for each activity (depending on the case).
b)​
IF IT IS A TEACHING UNIT
This teaching unit is the __(1st, 2nd…)__ of our school year and it is designed for Year _X_ of
Primary Education. It will be dealt with during the (1st / 2nd / 3rd term) due to the fact that…
●​ FIRST UNIT OF THE YEAR: This unit is a good opportunity to engage our students
from the beginning of the year, working on things of their interest, like ___X___ for
instance.
●​ REST OF FIRST TERM, SECOND AND THIRD TERMS: Because some previous
knowledge is needed before dealing with the contents of the current unit, such as
__X___. (Add other reasons if necessary)
The unit is called ‘X’ and it is focused on the topic of X. Students will learn and revise
vocabulary dealing with _____ as well as structures such as _____, in order to ______.
Furthermore, classroom language will be emphasized for students to be able to use English to
express their immediate needs during the lessons.
The structure of this unit moves from input to output in a guided way, as Krashen stated in his
Input hypothesis, and Swain in his Output hypothesis. This implies that receptive skills will be
worked on before productive skills. The unit is made up of the following sessions:
Session 1
Aim + Main activity
Session 2
Aim + Main activity…
* NOTE: For each session, you should include in a summarised way:
●​ Main aim of the session.
●​ Structure of the session (P-P-P or Pre/While/Post) and methodology used (cooperative
learning, .
●​ Activities + materials and resources (focusing on the most attractive ones) + classroom
layout or groupings.
●​ Adaptations to attend to diversity for each activity.
6
c)​ IF IT IS A MORE THEORETICAL CASE
IN SPITE OF BEING A THEORETICAL CASE, A WELL-PLANNED STRUCTURE IS NEEDED
TO SEGMENT THE INFORMATION AND EASE UNDERSTANDING. IN THIS REGARD, AS
THIS TYPE OF CASE DEALS EXPLICITLY WITH THEORY AND AUTHORS, YOUR
PREVIOUS THEORETICAL FRAMEWORK (SECTION 3) SHOULD BE CONCISE AND
SUCCINCT SO THAT YOU CAN EMPHASIZE AND DEVELOP THE TOPIC POSED IN THE
CURRENT SECTION (5.2. ACTION PLAN)
EXAMPLE: LET’S ASSUME THIS IS A THEORETICAL CASE ABOUT DEVELOPING
THE COMMUNICATIVE COMPETENCE IN THE EFL CLASSROOM
5.2.1. DEFINITION OF THE TOPIC FROM A THEORETICAL PERSPECTIVE (i.e.:
Defining Communicative Competence)
5.2.2. METHODS AND TECHNIQUES BUILT AROUND THE TOPIC (i.e.: Methods
and techniques aimed at achieving the Communicative Competence)
5.2.3.
PRACTICAL
TECHNIQUES
/
STRATEGIES
/
ACTIVITIES
/
ACCOMMODATIONS TO BE IMPLEMENTED IN THE EFL CLASSROOM (i.e.
Specific methodology used in Foreign Language Teaching)
Despite being a theoretical case, don’t forget the main goal is to prove your didactic skills as a
FL teacher. Therefore, you must justify all your decisions and provide the committee with a
realistic teaching approach, particularly in section 4.2.3.
* NOTE:
Strategies to write a successful theoretical case:
- Link your essay with the theoretical units studied.
- Provide practical examples (techniques, strategies, activities, accommodations) on
how to deal with the previous theory in a realistic teaching-learning environment.
- Include possible adaptations to attend to diversity, if needed.
- Keep always in mind the purpose of your essay. Don’t let the theoretical background or
the great number of authors prevent you from solving the question at stake.
5.3. ATTENTION TO DIVERSITY
OPTIONAL: THIS PARTICULAR SECTION CAN BE OMITTED IF EVERY SPECIFIC
ACCOMMODATION HAS BEEN RENDERED EXPLICIT IN THE ACTION PLAN. HOWEVER,
BESIDES ADAPTATIONS, MAKE SURE DECREE 359/2009 IS MENTIONED TOGETHER WITH
PERSONALIZED PERFORMANCE PLANS ESTABLISHED BY RESOLUTION 20th NOV 2023.
Decree 359/2009, 30th October deals with attention to the diversity we have in class. As
our curriculum is open and flexible, teachers can make any adjustments they consider necessary
so as to satisfy all students’ needs and interests.
We shall therefore make provision for diversity in different ways:
7
CHOOSE THE ONES YOU CONSIDER MORE ADEQUATE.
●​ Grading activities in difficulty, in other words, designing different levels of the same activity for the
students to choose the most adequate one for their abilities, so that they can feel secure and keep
motivated.
●​ Preparing extension and reinforcement activities for fast-finishers and slow learners respectively,
which will be sometimes uploaded to (Choose: Google Classroom, our class blog, Edmodo…).
●​ Making use of ICT, which enables students to work and learn at their own pace and develops digital
competence (by means of tablets, certain apps like X). − Using different groupings, this is, students
will work individually in more analytical activities to develop their intrapersonal intelligence (Gardner),
but also in pairs and heterogeneous groups, to foster cooperation among them and, therefore, their
interpersonal intelligence and the social and civic competence. − Providing varied materials and
resources to appeal to the different students’ learning styles. By way of example, the use of the
interactive whiteboard will be put forward, as this resource appeals to the three different learning
styles at the same time.
5.3.1. Specific measures to cater diversity
DEPENDING ON THE TYPE OF DIFFICULTY YOU DEAL WITH, YOU SHOULD MENTION
SPECIFIC MEASURES.
If necessary, a curricular adaptation will be elaborated. Resolution 20th November 2023
gives us instructions on the addressees of Personal Performance Plans. Therefore, all the
measures previously explained would be gathered in this document, together with some
specific measures such as _____________.
Other legislation related to Attention to diversity:
●​ Order 4th July 2010, which regulates the elaboration of the Attention to Diversity Plan in
schools.
●​ Resolution 20th July 2018, which deals with the identification and pedagogical
intervention with special needs of educational support associated with late entry or lack
of knowledge of the Spanish language.
●​ Resolution 30th June 2019, which gives instructions on the identification and
pedagogical intervention with students with learning difficulties.
5.4. EVALUATION
As far as evaluation is concerned, Decree 209/2022, 17th November, article 6.d, establishes
that evaluation criteria will be the main referent in order to determine the level of achievement of
key competences.
Therefore, in order to assess our students’ learning process, different evaluation criteria
and evaluation instruments will be used, being interrelated in the following way:
o Evaluation criterion _____ will be assessed by means of (say an instrument of evaluation)
EXAMPLES OF EVALUATION INSTRUMENTS
- Direct observation and descriptive rubrics.
- Oral and written assessments or tests.
- Role-plays and dialogues.
- Activities.
- Projects or tasks.
8
Finally, it is important to note that our own teaching practice should also be assessed in order
to find out possible problems and make the necessary adjustments and improvements. Some of
the aspects that should be assessed are: tasks developed, resources used, timing or spaces,
among others.
5.5.COMMUNICATION WITH TEACHING STAFF AND FAMILIES (optional)
If the practical case includes or should include COORDINATION MEASURES among teaching
staff involved in the situation or families, we shall include a new subsection inside our action plan
called “COMMUNICATION WITH TEACHING STAFF AND FAMILIES”. It would be placed after
the evaluation section. In this section we could say:
As established in the Curricular Proposal (Decree 209/2022 article 32), regular meetings among
the teaching staff are held so as to reach agreements and make decisions together with not only
the other English teachers, but also with the rest of the staff teaching in the same year and
stage cycle.
Moreover, we will communicate with parents on a regular basis. At the beginning of the year and
of the second and third terms, a meeting with all the parents at the same time will be arranged,
with the aim of informing them about how their children will learn, and more specifically about
______________.
6. CONCLUSION
YOU MUST CREATE YOUR OWN CONCLUSION. IT CANNOT BE TO
BECAUSE IT MUST BE CLOSELY RELATED TO THE TOPIC OF THE CASE.
GENERAL,
1)​ EXAMPLE:
Throughout this paper, we have analysed blablabla. It should be noted that
blablabla. To sum up, blablabla.
2)​ EXAMPLE:
To conclude, the proposed activities not only improve and consolidate
__________, but also motivate students. This action plan helps students achieve an
important feature of communicative competence, ______X_______. This way, we are
avoiding breakdowns in communication. By and large, these activities and techniques
will improve pupils’ capacity to communicate and ______X______.
3)​ EXAMPLE:
On balance, once the main elements of this case have been analysed, it should
be pointed out that although the role of the teacher has changed during the last few
years, their main goal should be making students become independent learners,
capable of critical thinking and decision-making. At this point, this scheme of work
aims to offer a set of activities and techniques intended to foster and develop the
communicative competence and _____X______, bearing in mind a learner-centred
approach.
9
7. BIBLIOGRAPHY
7.1. LEGAL REFERENCES
CHOOSE THE ONES THAT YOU HAVE USED IN THE LEGAL FRAMEWORK
​Organic Law 2/2006, 3rd May, of Education. BOE, 106, 4th May, 17158-17207.
​Organic Law 3/2020, 29th December, which modifies LOE 2/2006. BOE, 340, 30th December,
122868-122953.
​Royal Decree 157/2022, 1st March, which establishes the minimum teaching requirements of
Primary Education in Spain. BOE, 52, 2nd March, 24386- 24504.
​Decree 209/2022, 17th November, which establishes the Primary Education curriculum in the
Autonomous Community of the Region of Murcia. BORM, 267, 18th September, 39896-40128.
​ Resolution 20th November 2023 which issues the elaboration Personal Performance Plans for
students with Specific Needs of Learning Support.
​Resolution 30th July 2019, which establishes the instructions for the identification and educational
response to the students’ learning difficulties. BORM, 184, 10th August, 25034-25073.
7.2. THEORETICAL REFERENCES
CHOOSE THE ONES THAT YOU HAVE USED IN THE THEORETICAL FRAMEWORK
​ Asher, J. (2012). The Total Physical Response Approach to Second Language
Learning. (7th
edition). Modern Language Journal 56:133-139.
​Berman, J. (2007). Dying to Teach: A Memoir of Love, Loss, and Learning. New York: Sunny
Press.
​Bland, J. (2015). Teaching English to Young Learners. London: Bloomsbury.
​ Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher’s Guide. (2nd edition).
London: Penguin.
​Bruner, J. (1983). Child’s Talk: Learning to use language. New York: W.W. Norton.
​Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning.
Cambridge: Cambridge University Press.
​Gardner, H. (2006). Multiple Intelligences: New horizons in theory and practice. New York: Basic
Books.
​ Harmer, J. (2007). The Practice of English Language Teaching. (4th edition). London: Longman.
​Hymes, D. (1971). On Communicative Competence. Philadelphia, PA: University of Pensylvania
Press.
​Johnson, D., & Johnson, R. (2013). The impact of cooperative, competitive, and individualistic
learning environments on achievement. New York: Routledge.
​Kapp, K. M. (2012). The Gamification of Learning and Instruction. San Francisco: Wiley.
​ Kramsch, C. (2016). Language and culture. (2nd edition). Oxford: Oxford University Press.
​Krashen, S. (1985). The Input Hypothesis. Oxford: Pergamon.
​Lloyd, S., & Wernham, S. (1998). The Phonics Handbook. A handbook for teaching Reading,
Writing and Spelling; in print letters. (3rd edition). Essex, United Kingdom: Jolly Learning.
​Nunan, D. (1988). The Learner-centred Curriculum. Cambridge: Cambridge University Press.
​Piaget, J., & Inhelder, B. (1984). The psychology of the child. New York: Perseus Basic Books.
​Prensky, M. (2001). Digital Natives, Digital Immigrants. Washington: MCB University Press.
​Swain, M. (1985). Communicative competence: some roles of comprehensible input and
comprehensible output in its development. In S.M. Grass & C.P. Madden. Input in Second
Language Acquisition. Rowley, MA: Newbury House 235-53.
​Verdú, M., & Coyle, Y. (2002). La Enseñanza del Inglés en el Aula de Primaria. Murcia: University
of Murcia.
​Vygotsky, L. (1978). Mind in society. Cambridge: Cambridge University Press.
10
THE FOLLOWING CHART RENDERS EXPLICIT THE CORRELATION BETWEEN THE
MOST RECURRENT EDUCATIONAL ISSUES AND THE
CORRESPONDING
STATUTORY LEGISLATION.
Academic
Organisation
(National level)
●​ Organic Law 2/2006, 3rd May, of Education. (BOE, 4th May, 2006).
●​ Organic Law 3/2020, 29th December, which modifies Organic Law 2/2006, 3rd May.
(BOE, 30th December, 2020).
●​ Royal Decree 157/2022, 1st March, which establishes the basic Primary Education
curriculum. (BOE, 3rd March, 2022).
Academic
Organisation
(Reg. level)
●​ Decree 209/2022, 17th November, which establishes the curriculum for Primary
Education in the Autonomous Community of the Region of Murcia. (BORM, 18th
November, 2022).
Foreign
Language
Teaching
●​ Decree 137/2024, 25th July, regulating Improvement and Enrichment programs in
Foreign Languages in the Autonomous Community of the Region of Murcia.
(BORM, 3rd August, 2024).
Attention
to diversity
●​ Decree 359/2009, 30th October, which establishes and regulates the educational
response to the diversity of students in the Autonomous Community of the Region
of Murcia. (BORM, 3rd November, 2009).
●​ Order 4th June 2010 which regulates the Plan for Attention to Diversity in both
Public and Private Schools of the Region of Murcia.
●​ Resolution 20th November 2023 which issues
instructions for Personal
Performance Plan elaboration addressed to students with Specific Needs of
Learning Support.
●​ Resolution 20th July 2018 which establishes the instructions for the identification
and the educational response to the students with specific needs of learning
support associated with lack of knowledge of Spanish or significant curricular gap,
due to late entry into the educational system or due to personal conditions or
school history, in centers supported by public funds in the Region of Murcia that
teach Education Primary or Compulsory Secondary Education.
●​ Resolution 15th April 2016 which establishes a protocol for the evaluation and
intervention of problematic behaviours in students with special educational needs
derived from intellectual disabilities.
●​ Resolution 30th July 2019 which issues instructions for the identification and
educational response to the needs of students with learning difficulties.
School
coexistence
●​ Decree 16/2016, 9th March, which establishes the rules of coexistence in
non-university educational schools supported with public funds of the Autonomous
Community of the Region of Murcia. (BORM, 11th March, 2016).
●​ Resolution 13th November 2017 which issues instructions for the improvement of
school coexistence in non-university educational schools supported with public
funds of the Autonomous Community of the Murcia region.
●​ Order 29th March 2019 which establishes the requirements of the record document
of facts witnessed by teachers who exercise their functions in schools of the
Region of Murcia that teach any of the non-university education established in the
Organic Law 2/2006, 3rd May, of Education.
Educational
innovation
●​ Order 13th April 2022 which regulates the Digital Teaching System in the
Classroom in the Autonomous Community of the Region of Murcia.
11