Global action: Physical Education 1. Primary. Teacher's guide (sample)

TEACHER’S GUIDE Sample

PRIMARY 1 Physical Education

The keys to GLOBAL ACTION

How is what I am learning useful?

Global Action Anaya's new project for Primary Education, proposes pedagogical keys that place pupils at the center of the learning process.

Lifelong learning.

Global Action is a project:

skills-based, committed, interdisciplinary, inclusive

Based on active methodologies and with a new digital project:

Skills

Global Action aims for gradual and inclusive skills acquisition. It helps pupils to learn how to act in the situations that they face in their daily lives.

Learning situation

Situations outlined in the SDGs, which invite pupils to make a final reflection with a transformative proposal.

Skills activities

Activities that prepare pupils for day-to-day decision-making.

Skills evaluations

They are a key element for inclusion and academic success, with an inclusive and flexible approach. It responds to the outbound skills profiles of the pupils at this level.

Committed

The pupils will play an active role in the project, which goes beyond the school setting. They will be involved in proposals that contribute towards transforming their family, social, cultural and natural environments for the benefit of a more sustainable world in all domains.

Sustainable Development Goals

It involves areas such as cultural diversity, the culture of peace, adopting sustainable lifestyles, equality.

Target in action

In the context of the learning situations, proposals are made, inviting students to participate in a transformative plan.

Inclusive

This project was created with a firm commitment to the principle of inclusive education and the creation of better learning conditions for all pupils. To achieve this, it offers resources for personalised teaching, flexible structures and reinforcement mechanisms.

UDL Guidelines

Based on the document Guidelines on Universal Design for Learning.

The bottom line

The project identifies the essential learning that will allow pupils to acquire the expected outbound profile, helping teachers to adapt the pace and detail, making use of appropriate active methodologies in each case.

Resources for inclusion

It offers various options for presenting information such as subtitled videos, audios, summaries, diagrams and interactive activities that make customisation easy.

Anaya Inclusion Online

A powerful inclusion tool that offers resources to personalise learning according to the pupils' special educational needs.

Active methodologies

Global Action presents a set of methods, techniques and strategies that encourage teamwork and critical thinking. A way of working that prepares pupils for real life situations.

Cooperative learning

Cooperative techniques and structures organised in a progressive way.

Thought development

Interdisciplinary

An action-oriented model with integrated areas of knowledge, abilities, skills and personal and collaborative attitudes are enhanced, resulting in contextualized learning.

Interdisciplinary projects

An inclusive learning experience is presented in the interdisciplinary projetcs. Pupils will carry out research and produce a final product with a transforming

A transversal plan with the following Improve the pupils' oral and written

Stimulate interest in reading and

Thinking strategies to promote learning skills, helping pupils to become aware of their mental processes and to act in a reflective and critical manner.

Emotional education

Skills that help pupils identify and recognize emotions, regulating and managing them.

ICT

Integrated use as a resource to obtain information, select it and use it for a specific purpose. It favors the development of planning, management and work preparation skills, network communication and collaboration, and digital skills.

Learning through play

Gamification comes to the class via activities and games.

Evaluation

It incorporates strategies that allow pupils to participate in the evaluation of their learning by analysing what they have learned and how they have learned.

Materials for the stage

Materials for students

BOOKS

One book per course with a competence approach to learn what has been studied.

Students will find all the game cards at www.anaya educacion.es.

PRIMARY 1 Physical Education

DIGITAL PROJECT INCLUDED Globalaction

PRIMARY 3 Physical Education

Physical Education Physical Education

Physical Education Physical Education

Physical Education

PRIMARY 6 Globalaction DIGITAL PROJECT INCLUDED

Materials for teachers

They reproduce the pages of the student's book to enrich them with complementary activities, teaching suggestions, a list of digital resources, solutions, etc.

Digital Project

In addition to the resources and tools described in the pages of the Digital Project, the Physical Education books contain:

– Interactive activities.

- Games.

- Videos.

- Infographics, etc

Digital project

Interactive

A digital project covering all course content which adapts to any platform and device.

Versatile

Adaptable to different approaches and needs: for those who complement the paper book and for fully digital classrooms.

Traceable

You will be able to visualise the completion and results of the proposed activities.

What is Edudynamic like?

Intuitive . Easy to use for you and your students.

Downloadable. You can use it without an internet connection and download it to more than one device.

Multi-device . It adapts to any type of device (computer, tablet, smartphoneetc,) and works with any screen size and resolution.

Inclusive

Its environment facilitates the personalisation of learning by adapting the tasks to the pupils' needs.

Contains a variety of resources such as videos, animations, gamification, self-assessment activities and self-correcting interactive activities

It is much more than a copy of the paper book.

Synchronizable . Any changes made by the user are automatically synchronized when connecting any of the devices that they are using.

Universal Compatible with all operating systems, virtual learning environments (VLE) and educational platforms most commonly-used in schools.

1 Who am I? 9:45 AM

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What about the pupils?

For Year 1 and Year 2, an active book combines the digital version of the pupil’s book with the resources developed for the multimedia and interactive reproduction of all the contents of the course, gamification, audio, video, etc.

For classroom work and homework, the active book can be used as a digital complement to the printed book or as an independent learning tool.

From Year 3 to Year 6, an specially designed format for the educational digital environment, using all the technological potential and is compatible with any device. Specific editions of all the theoretical and practical contents of the textbook have been made to obtain an interactive and dynamic version that includes all the curricular content corresponding to that level, together with a wide variety of multimedia resources, videos, gamification.

What does it offer?

Resources

Active methodologies (like techniques and strategies) and resources for the following:

• Exercise: interactive activities, musical and rhythmic dictations.

• Study: active listening, songs, karaoke, etc.

• Learning: musicograms, choreographies, videos, scores, etc.

• Assessment: self-assessment, portfolio, etc.

Evaluation

• Assessment instruments, self-assessment and co-assessment.

• Instruments to evaluate teaching practice.

Programming, teacher’s guides and documentation of the project

•The keys to Global Action.

• Teacher’s guide.

• Schedules.

From LOMLOE to Global Action

From LOMLOE to Global Action

Outbound Profile of Primary Education

The Outbound Profile of students at the end of basic education identifies and defines, in connection with the challenges of the 21st century, the key skills that pupils must have developed by the end of Primary education, and introduces the guidelines on the level of performance expected at the end of Primary Education.

The aim is to ensure that every pupil who successfully completes Primary Education and, therefore, reaches the Outbound Profile knows how to mobilise the learning acquired to respond to the main challenges that they will have to face throughout their lives:

- Develop a responsible attitude towards environmental degradation, using knowledge of the factors that cause, aggravate or improve it, applying a local and global systemic overview.

- Identify the aspects related to responsible consumption, assessing its repercussions on the individual and on common good, critically judging needs and excesses and exercising social control when faced with a violation of consumer rights.

- Develop healthy lifestyle habits based on the understanding of how the body works and critical reflection on the internal and external factors that affect it, assuming personal responsibility to promote public health.

- Be sensitive to detect situations of inequality and exclusion using understanding of their complex causes, in order to grow empathy and compassion.

- Understand conflicts as inherent elements of life in society that must be resolved peacefully.

- Critically analyse and take advantage of all kinds of opportunities offered by today’s society, and those related to digital culture in particular, evaluating their benefits and risks and using them ethically and responsibly, in a way that contributes towards improving the quality of personal and collective life.

- Accept uncertainty as an opportunity to formulate more creative responses, learning to manage the anxiety that may come with it.

- Cooperate and live together in open and dynamic societies, valuing personal and cultural diversity as a source of wealth and taking an interest in other languages and cultures.

- Feeling part of a collective project, locally and globally, developing empathy and generosity.

- Develop skills that allow you to continue learning throughout your life, using the confidence in knowledge as the driving force for development and the critical assessment of the risks and benefits of this.

The key skills to be acquired are the following:

a) linguistic communication skills

b) multilingual skills

c) mathematical, scientific and technology-based skills

d) digital skills

e) personal, social and learning-to-learn skills

f) civic skills

g) entrepreneurial skills

h) cultural awareness and expression skills

Regarding the dimension of the key skills, a set of operational descriptors has been defined for each of them. These operational

descriptors of the key skills represent the reference framework from which the specific skills of each area, scope or subject are specified. This link between operational descriptors and specific skills means that, by evaluating latter, it is possible to infer the degree of acquisition of the key skills defined in the Outbound Profile and, therefore, to achieve the skills and objectives set for each level. These operational descriptors are as follows:

Linguistic communication skills (LCS)

LCS1. Express facts, concepts, thoughts, opinions or feelings orally, written or signed, with clarity and adaptation to daily contexts of their personal, social and educational environment, participating in communicative interactions cooperatively and respectfully, in order to exchange information and create knowledge to form personal bonds.

LCS2. Understand, decode and evaluate simple oral, signed, written or multimodal texts from the personal, social and educational domains, with occasional support, to actively participate in everyday contexts and to build knowledge.

LCS3. Locate, select and contrast, with support, simple information from two or more sources, evaluating its reliability and usefulness based on the reading objectives, and integrate and transform it into knowledge in order to communicate it, adopting a creative and personal point of view which respects intellectual property rules.

LCS4. Read works which are suitable for their development, selecting those which best suit their tastes and interests. Recognise literary heritage as a source of enjoyment and individual and collective learning, and mobilise personal and reading experience to build and share interpretation of the works and to create texts of literary intention from simple models.

LCS5.Communicative practices for democratic coexistence, managing conflicts through dialogue and equal rights for all people, detecting discriminatory uses of language as well as abuses of power using it, promoting a more effective and also ethical use of language.

Multilingual skills (MS)

MS1. The pupil uses at least one language, besides his native language or languages, to respond to simple and predictable communication needs, in a way that is appropriate both to his development and interests and to everyday situations and contexts in his personal, social and educational spheres.

MS2. Based on previous experiences, the pupil recognises the diversity of linguistic profiles and experiences strategies that, in a guided manner, allow him to make simple transfers between different languages to communicate in everyday contexts and expand his individual linguistic repertoire.

MS3. Pupils are aware of and respect the linguistic and cultural diversity present in their environment, recognising and understanding its value as a factor of dialogue, to improve coexistence.

Mathematical, scientific, technology and engineering skills (MSTE)

MSTE1. In a guided way, use inductive, deductive and logical methods of mathematical reasoning in familiar situations, and select and use strategies to solve problems, reflecting on the solutions achieved.

MSTE2. Uses scientific thinking to understand and explain some of the phenomena that occur around them, relying on knowledge as the engine of development, using the appropriate tools and instruments, asking questions and carrying out simple experiments in a guided manner.

MSTE3. Complete guided projects, designing, manufacturing and evaluating different prototypes, adapting to uncertainty, to cooperatively generate a creative product with a specific objective,

seeking the participation of the entire group and peacefully resolving any conflicts that may arise.

MSTE4. Interpret and transmit the most relevant elements of some scientific, mathematical and technological methods and results in a clear and authentic way, using appropriate scientific terminology, in different formats (drawings, diagrams, graphs, symbols, etc,) and taking critical advantage of, ethical and responsible digital culture to share and build new knowledge.

MSTE5. Participate in scientifically based actions to maintain health and the environment, applying principles of ethics and safety by practicing responsible consumption.

Digital Skills (DS)

DS1. Carry out guided searches on the Internet and use of simple strategies to digitally process information selection of relevant information, keywords organization of data, etc) with a critical attitude towards the content obtained.

DS2. Create, integrate and edit digital content in different formats (text, table, image, audio, video, computer program, etc) by using different digital tools to express ideas, feelings and knowledge, respecting intellectual property and the copyright rules applicable to any content being used.

DS3. Participate in activities and/or school projects using virtual tools or platforms to acquire new knowledge, communicate, work collaboratively, share data and content in restricted and supervised digital environments safely, with an open and responsible attitude towards their use.

DS4. Be aware of the risks and adopt, with teacher’s guidance, preventive measures when using digital technologies to protect devices, personal data, health and the environment, and begin to adopt critical, safe, healthy and sustainable habits.

DS5. It begins with the development of simple and sustainable digital solutions (reuse of technological materials, computer programming by blocks, educational robotics, etc) to solve specific problems or challenges proposed in a creative way, asking for help if necessary.

Personal, social and learning to learn skills (PSLLS)

PSLLS1. Pupils are aware of their own emotions, ideas and personal behavior and use strategies to manage this in situations of tension or conflict, adapting to changes and harmonizing them to achieve their own goals.

PSLLS2. Learn about the most relevant health risks and adopt healthy habits for physical and mental well-being.

PSLLS3. Recognises and respects the emotions and experiences of others, actively participates in team work, assumes assigned individual responsibilities and uses cooperative strategies aimed at achieving shared goals.

PSLLS4. Recognises the value of effort and personal dedication to improve their learning process and adopts critical stances when guided reflection processes take place.

PSLLS5. Plan short-term goals, use self-regulated learning strategies and participate in self and peer assessment processes, recognising limitations and knowing how to ask for help during the knowledge acquisition process.

Citizenship Skills (CC)

CS1. Understands the most significant historical and social facts related to their own identity and culture, reflects on the rules of coexistence, and applies them in a constructive, communicative and inclusive manner to any context.

CC2. Engage in community activities, decision-making and conflict resolution in a communicative and respectful manner with democratic procedures within the framework of the European Union

and the Spanish Constitution, human and children's rights, the value of diversity and achievement of gender equality, social cohesion and the Sustainable Development Goals.

CS3. Reflect and discuss contemporary values and ethical problems, understanding the need to respect different cultures and beliefs, care for the environment, rejection of prejudice and stereotypes, and opposing any form of discrimination and violence.

CS4. Includes the systemic relationships between human actions and the environment and begins with sustainable lifestyles adoption, to contribute towards the conservation of biodiversity from both a local and global perspective.

Entrepreneurial Skills (ES)

ES1. Recognises challenges to be faced and develops original ideas, using creative skills and becoming aware of the consequences and effects that ideas could have on the environment, to propose valuable solutions that respond to the detected needs.

ES2. The pupil identifies his own strengths and weaknesses using self-knowledge strategies, with the knowledge of basic economic and financial elements, applying these to situations and problems faced in his daily life, to detect those resources that can turn original and valuable ideas into actions.

ES3. Create original ideas and solutions, plan tasks, cooperate with others and work as a team, valuing the process carried out and the result obtained, to carry out an entrepreneurial initiative, using previous experience as an opportunity to learn.

OUTBOUND PROFILE AND PEDAGOGICAL KEYS OF GLOBAL ACTION

Cultural Awareness and Expression skills (CAES)

CAES1. The pupil recognises and respects the fundamental aspects of the cultural and artistic heritage of any era, understanding cultural differences and the need to respect them, interculturally.

CAES2. The pupil recognises and is interested in the intentions and characteristics of the most outstanding artistic and cultural manifestations of heritage, through their languages and technical elements, in various media and formats, in a context which is continuously transforming.

CAES3. The pupil improves and builds his identity, interacting with the environment and society, through creative cultural and artistic expression, using his own body and developing his affective skills, with an open and inclusive attitude towards others.

CAES4. The pupil uses different representations and artistic expressions in a creative way, using plastic, visual, audiovisual, sound and corporal techniques to create artistic and cultural proposals, working with others.

The key elements of Global Action significantly reinforce the operative descriptors of the outbound profile of primary school students, regarding key skills. In the following table we can see how the key elements of Global Action contribute towards the achievement of the output profile:

Key skills: LCS linguistic communication skills. MS multilingual skills. MSTE mathematical, scientific, and technology-based skills. DS digital skills. PSLLS personal, social and learning to learn skills. CS citizenship skills. ES entrepreneurial skills. CAES cultural awareness and expression skills.

OUTBOUND PROFILE AND SPECIFIC SKILLS FOR THE AREA

It also contributes towards acquiring the skills required for the outbound profile by working on specific skills in each unit. The following table shows the relationship between the skills which are specific to the subject area and the descriptors of the Primary Education outbound profile that they relate to:

OUTBOUND PROFILE

CCL1, STEM2, STEM5, CPSAA2, CPSAA3, CPSAA5, CC3, CE3.

SPECIFIC SKILLS

To develop a healthy lifestyle.

1. To develop an active and healthy lifestyle, regularly taking part in physical and sporting activities, adopting habits that promote physical, emotional and social health, as well as assuming individual and collective responsibility measures while taking part in physical activities, in order to internalise and integrate systematic physical activity habits which contribute towards well-being.

STEM1, CPSAA5.

To respond to the demands of motor projects and practices.

2. Adapt the elements of the body schema, physical, perceptual-motor and coordination skills, as well as motor skills and abilities. Pupils must apply perception, decision making and execution processes which are appropriate to the internal logic and the objectives of different situations, in order to respond to the demands of motor skill projects and practices which have different purposes in everyday contexts.

CCL1, CCL5, CPSAA1, CPSAA3, CPSAA4, CPSAA5, CC2, CC3.

Contribute towards social harmony and ethical commitment.

3. Develop self-regulation and interaction processes within the framework of motor practice, adopting an empathetic and inclusive attitude. Pupils must use their social, cooperation, respect, inclusion, teamwork, and sportsmanship skills, regardless of whether their ethnic, cultural, or social background, gender and abilities differ from that of their peers, in order to contribute towards social coexistence and an ethical commitment while using the different spaces.

CC3, CEC1, CEC2, CEC3, CEC4.

Express motor culture in different ways.

4. Recognise and practise different gaming, physical-sporting and artisticexpressive practice and artistic-expressive motor culture practice, valuing their influence and their aesthetic and creative contributions towards traditional and contemporary culture, integrating these into the the motor performance repertoire that is regularly used in everyday life.

To take part in sport in a way which is efficient and respectful to the environment.

5. Value different natural and urban environments as contexts where motor skills can be used, interacting in these different settings and understanding the importance of taking care of them sustainably. Pupils must take personal responsibility while playing games and taking part in physical-sporting activities, in order to enjoy them and to be efficient, yet caring for the environment and contributing towards improving it at the same time.

Basic knowledge Physical Education

FIRST CYCLE

The basic knowledge must be applied to different real contexts in order to achieve the specific skills of the area. In Physical Education, the following basic knowledge will be worked on in Early Years:

Active and healthy living

• Physical health: beneficial physical effects of an active lifestyle. Healthy eating and hydration. Postural education in everyday situations. Body care: personal hygiene and resting after physical activity.

• Social health: physical activity as a healthy social practice.

• Children’s rights in school sport.

• Respect for all people regardless of their personal characteristics.

• Mental health: personal and environmental well-being and using motor skills to improve these. Self-awareness and identification of strengths and weaknesses in all areas (social, physical, and mental).

B

Organisation and management of physical activity

• Choice of physical practice: different body experiences in different contexts.

• Preparation for motor practice: sports clothing and general bodily hygiene habits.

• Planning and self-regulation of simple motor projects: objectives or goals.

• Prevention of accidents in motor skills practice: activation games, warm-up, and cool-down.

Problem solving in motor situations

• Decision-making: matching actions to personal abilities and limitations in motor situations. Coordination of actions with peers in cooperative situations. Appropriateness of the action, taking the location of the opponent in motor situations involving pursuit and interaction with a mobile. Choosing the correct body position or distance when taking part in contact sports. Choosing the correct action when maintaining possession, retrieving a mobile or preventing the attacker’s progress in activities involving collaborative-oppositional exercises, pursuit-oppositional exercises or interaction with a mobile.

• Body schema: body awareness. Laterality and its projection in space. Foot-eye coordination and hand-eye coordination. Static and dynamic balance.

• Physical skills using games and a gaming point of view.

• Generic basic motor skills and abilities: locomotive, nonlocomotive, and manipulative.

• Motor creativity: variation and adaptation of motor action in response to internal stimuli.

D

Emotional self-regulation and social interaction in motor situations

• Emotional management: strategies for identifying, experiencing and expressing emotions, thoughts, and feelings from motor experiences.

• Social skills: verbalisation of emotions triggered during interaction in situations when motor skills are used.

• Respect for the rules of the game.

• Behaviours which go against the rules of peaceful coexistence, which are discriminatory or sexist in motor situations (including aggressive or violent behaviour): identification strategies and negative effects.

E

Expressing motor culture

• Contributions of motor culture to cultural heritage.

• Games and dances as a way of expressing one’s own culture.

• Communicative uses of the body: gestures, grimaces, postures and more.

• Taking part in expressive rhythmic-musical activities.

• Sport and gender perspective: references of different genders in sport.

F

Efficient and sustainable interaction with the environment

• Rules of use: road safety education for pedestrians. The Highway code. Sustainable mobility.

• Motor possibilities during child’s play and when using recreational areas.

• Material and how it can be used to develop motor skills.

• Taking part in physical activities in a natural and urban environment.

• Caring for the environment around us, as a service to the community, while taking part in physical activity in the natural environment.

Inclusiveness in Global Action

Universal Design for Learning (UDL) is a compound of principles used to develop a curriculum that provides all students with equal opportunities to learn. These principles are as follows:

Provide multiple ways to ensure MOTIVATION AND COMMITMENT

Provide multiple ways to ensure REPRESENTATION

Provide multiple ways to ensure ACTION AND EXPRESSION

Provide options to capture interest

7.1 Optimise individual choices and autonomy.

7.2 Optimise relevance, value, and authenticity.

7.3 Minimise threats and distractions.

Provide options to maintain effort and persistence

8.1 Highlight the relevance of goals and objectives.

8.2 Change demands and resources to optimise challenges.

8.3 Aim to collaboration and communication.

8.4 Increase teacher-oriented feedback.

Provide options for perception

1.1 Suggest other ways to customize how information is displayed.

1.2 Suggest other alternatives for auditory information.

1.3 Suggest other alternatives for visual information.

Provide options for language and symbols

2.1 Clarify vocabulary and symbols.

2.2 Clarify syntax and structure.

2.3 Support the comprehension of texts, mathematical notations and symbols.

2.4 Promote understanding between different languages.

2.5 Illustrate through multiple mediums.

Provide options for physical action

4.1 Assorted response, navigation, and interaction methods.

4.2 Optimise access to tools and support technologies.

Provide options for expression and communication

5.1 Multiple mediums for communication.

5.2 Multiple tools for construction and composition.

5.3 Build fluency with different levels of support for practice and performance.

Provide options for self regulation

9.1 Promote expectations and beliefs that optimise motivation.

9.2 Facilitate skills and strategies to face challenges.

9.3 Develop self-assessment.

Provide options for comprehension

3.1 Activate or provide background knowledge.

3.2 Highlight patterns, key features, main ideas, and relationships between them.

3.3 Guide the processing, visualisation and handling of information.

3.4 Maximise information transfer and generalisation.

Provide options for executive function

6.1 Guide the setting of appropriate goals.

6.2 Support planning and strategy development.

6.3 Facilitate the management of information and resources.

6.4 Improve monitoring progress ability.

EXPERT APPENDICES

Determined and motivated

Resourceful and knowledgeable

Strategic and goal-orientation

SDG

UDL Guidelines in Global Action

The different elements of the Global Action Project are designed taking the principles of Universal Design for Learning (UDL) into account. The following table shows the relationship between the UDL principles or guidelines and the elements of the project:

Image and context

• The direct relationship with the SDGs (challenges of the 21st century) and with the daily life of students optimizes relevance, value and authenticity (7.2).

• An alternative representation of the text facilitates the understanding and the personal connection with the context of the Learning Situation (2.5).

• The questions link the Learning Situation with the pupils' experiences and knowledge (3.1).

What do you think?

Context

Target in action

• It provides objective and verifiable information about the importance of the target in action (8.1).

• It stimulates collective reflection using a useful thinking strategy which can be used to deal with everyday problems (9.2).

• It encourages independence by proposing a final product which is open to contextualization in the center and allows the students to choose (7.1), varying the levels of difficulty (8.2).

• Facilitates generalisation and transfer of essential learning (3.4).

• It promotes community and collaboration for the collective creation and presentation of the final product (8.3).

• Give teachers and pupils access to up-todate information about the SDGs using various means of communication (5.1).

• What do I know? It suggests traceable interactive activities to detect previous ideas at the start of the unit (3.1).

• It uses audiovisual materials that present learning situations, stimulating expectations and beliefs that increase motivation (9.1) at the start of the unit.

• In each unit, further information from selected sources is presented in different formats to provide alternatives to auditory (1.2) and visual (1.3) information to represent the text (2.5): songs, subtitled audio or video, locutions of textual information, graphical organisers, visual thinking, etc. also usable to stimulate participation.

UDL Guidelines in Global Action

Didactic sequence

Essential learning

• Identifies each unit’s basic vocabulary (color, icons, typography) (2.1).

• Provides examples of good execution and prompts that focus attention (3.2) while minimizing insecurity and distractions (7.3).

• It offers manipulative material to acquire essential learning with multiple media (2.5) and tools (5.2).

• Choose the most important part of each unit (3.2) and provide outlines or summaries to study (3.3) and interactive printables of the basic knowledge of each unit that allow personalization in the presentation of information (1.1).

Applicable activities

• Provides clear and well-structured definitions of the concepts (2.2) and presents them with various types of graphical organizers that represent the key ideas and their relationships (3.2), progressively between the levels of the stage (3.3).

• It incorporates systematic practice and review actions that favor the generalization of learning (3.4).

• Complements the written text using multiple resources as support to show basic knowledge with presentations or videos (2.5).

• Offers support to exercise basic knowledge with traceable interactive activities in each unit, using support tools and technologies (4.2).

Skills activities

• It incorporates activities that allow open answers that encourage participation, experimentation, problem solving, and creativity (7.2).

• It provides models and support using strategies and thinking keys that promote the processing of information and its transformation into useful knowledge (3.3).

• It encourages interaction and peer tutoring using cooperative learning techniques (8.3).

Evaluation

What have I learned?

Evaluation activities

• Stimulates self-assessment and peer-assessment by providing a variety of assessment tools and activities (9.3).

• Presents models and support for the process and guidelines to check the results (6.1.) supporting planning and strategy development (6.2) and facilitating the management of information and resources (6.3).

– Linguistic Plan Infographics.

– ICT infographics.

• Encourages self-assessment and peerassessment (9.3) with non-traceable interactive activities with supporting tools and technologies (4.2).

• Increases the ability to track progress (6.4):

– Traceable interactive instruments and activities for hetero-assessment.

– Develops evaluation and exercise tests by performance levels (basic/advanced) at different times of the annual programming (initial, during development, final) (5.3).

– Competence evaluation.

– GYM skills: tables and solutions.

Target response in action

• Maximises learning transfer to new contexts and situations (3.4).

• Printable digital portfolio that allows personalization in the presentation of information (1.1) in each unit, improving the students' ability to continuously monitor their progress (6.4) using self-assessment and reflection (9.3) and the use of feedback guiding better execution (8.4).

How have I learned?

• Stimulate achievement and improvement through self-regulation strategies that allow students to face challenges with relevant information about personal strengths and error patterns (9.2).

LEARNING SITUATIONS

Introducing myself

1. Having a healthy lifestyle.

3. Contributing to social co-existence and ethical commitment.

A. Active and healthy life

– Physical health: beneficial physical effects of an active lifestyle. Healthy eating and hydration. Postural education in everyday situations. Body care: personal hygiene and resting after physical activity.

1. Having a healthy lifestyle.

2. Responding to the demands of motor projects and motor practices.

A. Active and healthy life

– Physical health: beneficial physical effects of an active lifestyle. Healthy eating and hydration. Postural education in everyday situations. Body care: personal hygiene and resting after physical activity.

C. Problem solving in motor situations

– Body structure: body awareness. Laterality and its projection in space. Foot-eye and hand-eye coordination. Static and dynamic balance.

– Generic basic motor skills and abilities: locomotor, non-motor and manipulative.

2. Responding to the demands of motor projects and motor practices.

B. Organisation and management of physical activity

– Preparation of motor practice: sports clothing and general body hygiene habits.

C. Problem solving in motor situations

– Generic basic motor skills and abilities: locomotor, non-motor and manipulative.

3. Contributing to social co-existence and ethical commitment.

4. Practising different manifestations of motor culture.

5. Practising sports effectively in an environmentallyfriendly way.

E. Manifestations of motor culture

– Communicative uses of corporality: gestures, grimaces, postures and others.

F. Efficient and sustainable interaction with the environment

– Carrying out physical activities in the natural and urban environment.

1. Having a healthy lifestyle.

3. Contributing to social co-existence and ethical commitment.

A. Active and healthy life

– Social health: physical activity as a healthy social practice. Rights of boys and girls in school sports. Respect for all people regardless of their personal characteristics.

D. Emotional self-regulation and social interaction in motor situations

Emotional management: identification strategies, experimentation and manifestation of emotions, thoughts and feelings about motor experiences.

WHAT

ARE WE GOING TO LEARN? RESOURCES

Main page

Learning experience: How do you see it? Context and target in action (The importance of games and sports to grow up healthy).

SDG 3: Health and well-being.

The body: image and perception

Physical exercise and the musculoskeletal system. Diversity of corporal realities and levels in the Physical Education class.

Motor skills

Experimentation with different possibilities in basic motor skills.

Basic skills and their importance in exercises.

Basic abilities and their relationship with basic motor skills.

Artistic-expressive physical activities

Possibilities and expressive resources of the body: gestures.

Physical activity and health

The playground and natural spaces.

Beneficial effects of physical exercise on health.

Harmful effects of a sedentary lifestyle on health.

Games and sports activities

Performance and explanation of games.

Respect for diversity of opinions.

Video: Health and well-being (SDG 3)

Portfolio

What have I learned? What have I learned in the learning experience? How have I learned?

Interactive activities

Practical game

Video: The parts of the body

Interactive activities

Practical game

Interactive activities

Practical game

Interactive activities

Practical game

Infographic: Public speaking

Hoops Balls

Cones

Images of animals

Overall

Paper

Chalk

Interactive activities

Practical game

Interactive activities

Assessment

1 Who am I?

What do you think?

Do you feel better when you play with your friends? Do you use any equipment?

Target in action

The facts

Playing and doing exercise every day gives us energy and makes us happy.

SDG Resources

Digital resources

Video: Health and well-being (SDG 3)

Learning experience

It shows the impact that physical activity and sports have on the life of a person, since they are presented as essential elements for the optimal development of pupils, improving mood, health and, therefore, quality of life.

Goal 3. Health and well-being.

Promoting and awakening motivation towards the regular practice of physical activity, helping to acquire a healthy lifestyle.

What do you think? Context Initial image Target in action

The image at the start of the unit shows a group of girls and boys enjoying outdoor sports. They should identify with the satisfaction and happiness that the practice of physical activity transmits.

The question aims to draw attention to the feelings experienced when playing, either with or without materials.

The context is based on the fact that if we play and exercise regularly, we will have more energy in our daily life and this, in turn, will have a positive influence on our emotional state.

The target in action is presented in a brainstorming session on what games they would like to play in class and the material needed to do so.

Body parts

8 eight

Digital resources

Interactive activities

Practical game

Video: The parts of the body

Activity suggestions

1 Our body is made up of a series of very recognisable elements. Some of them we only have one of, such as the head and trunk, while others are symmetrical, such as the limbs (arms and legs), and are located two by two on the upper and lower part of the trunk. We name the parts of the body that appear in the images while the students point them out on their own body.

2 To perform any physical activity, all parts of the body are important and are involved to a greater or lesser extent, although, depending on the sport we are doing,

Puppets

we will mainly use the arms or legs. Now we carefully observe the images and think before circling the parts of the body that are used to hit the ball in each of the sports mentioned.

Complementary activities

We use the images from Activity 1 to work on the concept of symmetry. There are parts of the body that, like the upper and lower limbs , are symmetrical. We ask in class what other symmetrical parts there are in our body and we begin to name them, from the head to the lower limbs, and they point to these parts on their own body; for example, in the head, the eyes or ears; in the upper limbs, the hands, elbows, etc.

ZONE

My joints

Digital resources

Interactive activities

Practical game

Activity suggestions

3 The human body is formed by different joints that allow us to make movements by varying their direction and sense. We look at the picture, read each word and match each joint to its location.

4 Carrying out an action involves moving more than one joint. We look at the images and circle the joints involved in the movements they are making.

Complementary activities

On the blackboard, we draw a table in which the following joints appear: shoulder, hip, neck, knee, wrist, ankle and elbow. Under each one we write activities, sports or movements in which these joints intervene.

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Cooperative learning

Applying the Thinking Heads technique, we read the statement and ask the students, in groups, to explain what joints are, what they are for, which ones we know and where they are located.

10

Let’s play! ten PLAY

Digital resources

Interactive activities

Practical game

Activity suggestions

Complementary activities

We ask the students to raise their hands when they have thought of an activity or a game in which it is necessary to use a material. Later, we ask the same question, but in this case we ask them to think of an activity or game in which a certain material is necessary, for example, a rugby ball or a mat.

Gestures

11

Digital resources

Interactive activities

Practical game

Activity suggestions

6 To communicate, human beings do not always speak, we also use our body instinctively, as when we are asked something and we hesitate or do not know the answer, and we raise our shoulders to express this. In this activity we carefully observe the four images and circle the gestures that are being made in each of them.

7 Next, in our own words, we briefly explain what we are trying to convey with the gestures used in each of the images from the previous activity.

Complementary activities

We ask the students, in pairs and in turns, to show everything they know on how to express using only gestures.

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Thought development

In order for the students to propose alternative and creative situations, we can guide this brainstorming session with questions such as: Why is the girl saying goodbye? What might they be celebrating as they give a high five?

Digital resources

Interactive activities

Practical game

Activity suggestions

8 The practice of physical activity leads us to adopt a healthy lifestyle, hence the importance of recognising which activities physically involve our body and which ones do not, looking for the benefits they provide and the preferences when performing one activity or another. To carry out the proposed activity, we observe the six images carefully and circle those people who are having fun while practising physical activities.

Complementary activities

We comment on the answers to the activity, emphasising the benefits of practising physical activity in company and outdoors. Next, we look for alternatives to images in which no type of physical activity is performed.

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ICT

On the Internet we can see videos about physical activity in the natural environment via "amazing people doing extreme sports".

PLAY ZONE ¡¡

The collector

Digital resources

Interactive activities

Practical game

Infographic: Public speaking

Activity suggestions

9 Attitude is a determining factor in the world of sports and in any area of life. We observe the four proposed situations and mark the smiling face when the scene shows a positive attitude and the sad face when a negative attitude or behaviour is shown.

Complementary activities

We ask the pupils in which situations they usually show a positive attitude and also for situations in which they show a negative attitude. Then we ask them to reflect by

asking different questions. For example: Why? What's the point of displaying that attitude? Wouldn't it be better to show a positive attitude so that things go better, avoiding problems and anger?

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Learning through play

We ask the pupils to represent each of the scenes in groups, then to change roles and reflect on what they have felt. Finally, we ask in each frame: What does the captain do? What is their attitude? How do they feel? How do your classmates respond? Do you think their answer is correct? How do we like to be treated?

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Interactive activities

What have I learned?

Remember

10 We return to the parts of the body and the joints to reinforce what has been worked on in this unit.

Complementary activities

In pairs, we think of a type of gesture that we often use. Next, we draw a boy or a girl gesticulating, and we indicate in the drawing the parts of the body and the joints that they are moving to perform said gesture.

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Cooperative learning

Once the activity is completed, we ask the class, in groups of four or five, to propose games or sports they know in a brainstorming session. Next, we pose questions for them to show what they have learned in relation to body parts and joints and other content. For example: with what parts of the body do we play ...? What joints do we move in ...? Can we perform a physical activity without moving the joints? Etc.

To reinforce learning

For students in whom learning difficulties have been detected, response to diversity strategies can be used.

L et’s reflect TARGET IN ACTION

Digital resources

Interactive activities

How have I learned?

11 We propose student self-assessment. In this way, we get them to reflect and become aware of what they have learned, the learning process and the difficulties they have encountered in this process. Next, we can pose different questions so that they reflect on their learning and how they value the importance of physical activity.

12 Finally, we ask them to reflect on what they have felt throughout the unit, participating in the games and we ask, for example, what emotions they have noticed when they have successfully achieved the goal in a game.

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Evaluation

On this page, questions are asked that invite reflection on different aspects of the unit and assessment of its achievements.

Emotional education

This activity encourages recognition and personal acceptance.

Connection with the learning experience

Pointing out the impact of physical activity and sport in daily life, as well as the importance of maintaining order and taking care of material. The brainstorming thinking technique is proposed to facilitate performing the activity.

Puppets

Classification

Motor (locomotion) and sensory (visual); cooperation.

Goal

Working on the parts of the body through movement.

Materials

No.

Description

In pairs, one person acts as a puppet while another indicates by means of gestures the parts of the body that they should move. After a while, they change roles, and the person who was playing the puppet starts to show by gestures the parts their partner should move.

I'm capable of

Classification

Motor (coordination); opposition.

Goal

To perform various gestures using objects from the area.

Materials

Hoops and balls.

Description

We propose small challenges and gradually increase the difficulty. For example, with a hoop, we can start with the challenge of throwing, catching and rolling it, or keeping it in the air with just one finger.

Animals

Classification

Sensory (visual and auditory); cooperation.

Goal

To recognise and imitate animals by working on body language.

Materials

Images of animals.

Description

We distribute all the images of animals and, individually, imitate the animal that we have been given. We have to recognise and identify each other through imitation and then join animals from the same species. Variant: we learn what animal each classmate is imitating.

Page 11

Mirror

Classification

Motor (locomotion) and sensory (visual); cooperation.

Goal

To recognise and imitate different movements, working on body language.

Materials

No.

Description

Page 12

The collector

Classification

Motor (locomotion); cooperation-opposition.

Goal

To understand distances and make decisions in changing environments.

Materials

Hoops, cones and balls of various sizes.

Description

We split into four teams. The teacher distributes as many balls, cones and hoops as possible on the floor, each with a different score. The collectors of each team collect and deposit what is collected in their warehouse. Points are added up to see which team has collected the most. Variant: we collect using the non-dominant hand.

Page 13

The sleepy crocodile

Classification

Motor (locomotion and reaction speed); symbolic; opposition.

Goal

Working on displacements and the correct choice.

Materials

No.

Description

A boy or a girl, who will be the sleepy crocodile, stands at one end of the playground; the rest of the group are nearby to wake him/her up and yell "Sleepy crocodile, sleepy crocodile!" When the crocodile decides to wake up, it will chase the group, which will try to escape and reach shelter, a spot decided previously. Any player who is touched becomes the next sleepy crocodile.