MICROTEACHING UNIT: We need to talk by karol barriuso

MICROTEACHING WE NEED TO TALK!

Laia Alguacil Mir, Anna Font Reverter, Coral Peña Aguilar and Carla Romero Fernández Learning English Using Stories Teacher: Carol Barriuso Rayo Group 7A University of Barcelona 14/04/2021

Table of contents 1.

Introduction ........................................................................................................................... 1

Diversity awareness............................................................................................................... 1

Microteaching template ......................................................................................................... 3

Materials and resources ....................................................................................................... 12

4.1.

Adapted letters from the storybook ............................................................................ 12

4.2.

Stop! Game template .................................................................................................. 16

4.3.

Adverbs of frequency language support ..................................................................... 16

4.4.

Roleplay script ............................................................................................................ 17

4.5.

Support to write the forgiveness letter........................................................................ 19

Assessment instruments ...................................................................................................... 21 5.1.

Session 1 general observation grid ............................................................................. 21

5.2.

Session 1 scale ............................................................................................................ 22

5.3.

Session 2 scale ............................................................................................................ 23

5.4.

Peer assessment guide (session 3) .............................................................................. 24

5.5.

Session 3 scale ............................................................................................................ 25

5.6.

Final assessment rubric (session 4) ............................................................................ 26

5.7.

Self-assessment closure activity ................................................................................. 27

References ........................................................................................................................... 29

Introduction

Our microteaching is addressed to Year 6 students of Primary Education, taking into account that not all of them have the same educational needs. For this purpose, diversity awareness has been taken into account along this microteaching, including both an ADHD student and a dyslexic student. We are aware of the fact that storytelling becomes a useful tool, especially when teaching English to Early Years students. Although it is true that storytelling is used in Primary Education as well, we detected that it becomes less used as students grow up. Consequently, we can rarely see teachers using storytelling with Year 6 students, as this tool is generally associated with Very Young learners. Taking these precedents into account, we considered necessary to break these stereotypes by creating a microteaching that used storytelling as the common thread in order to teach the intended English structures and vocabulary to Year 6 students of Primary Education. To do so, we did not only choose a story that would fit these students’ likes and interests, but we also developed the four sessions of this microteaching in a way in which both their creativity and communication in English were promoted. Therefore, students’ active role is fostered from the very beginning through dynamic activities that let the children learn in a meaningful way and enjoy the process of learning English. We have guaranteed that the four language skills are worked: listening, reading, speaking and writing. To finish with, we are also aware of the importance of promoting the students’ digital competence from an early age. For this purpose, ICT is integrated in our sessions so that they become really useful and meaningful to students. In addition, we also considered this fact appropriate in order to transmit to our students how important it is not to spend paper and take care of our planet.

Diversity awareness

This microteaching follows the principles of inclusion from the UDL (Universal Design for Learning) and the Decree 150/2017, which states the need to adapt the teaching and learning process so as to attend to the students’ diversity, offer the same learning opportunities and guarantee the achievement of the basic curricular objectives and contents. In this case, it is necessary to highlight that the group has a huge variety of learning levels and rhythms, so this project includes universal measures, that is, measures that are aimed at all the children. First of all, in some sessions the children work in heterogeneous groups so that everyone can participate and is included in the educational process regardless of their learning rhythm and level. By using this social organisation, the students learn to cooperate, to have initiative and to interact with their peers successfully. Furthermore, as they will establish different roles in the group, all the children are motivated, maintain the concentration and have a big implication in the development of the task while helping the others. Secondly, throughout the project the teacher takes into consideration the transition of the activities and explains them beforehand so that all the students know what they will do afterwards, and they are prepared for the exercise, especially the child with ADHD. This way, the teacher makes sure that everyone understands the task and the students can start working autonomously. This is really useful for the child with ADHD because he/she can work on his/her self-management and self-control. Thirdly, the activities of the microteaching are thought to be short and interactive in order to make the activities more fun and to keep the students’ motivation towards the tasks. This universal

measure is essential for the children with dyslexia or ADHD because they are able to maintain their attention and do the exercises to achieve the same educational goals as the rest of the classmates. Fourthly, the students that are struggling in English have visual resources with the language structures and vocabulary so that they can practise and use them when necessary and do the task successfully. This is really useful for the child with dyslexia because he/she will be able to do the reading and writing activities more easily and fluently, but these supports will be withdrawn progressively so that the students are capable of using the language structures and vocabulary on their own. Finally, this microteaching is based on an assessment of, as and for learning (which is explained in the assessment section in more detail) so that the teacher can value the work done by the students during the process, observe their strengths and areas of improvement and provide them feedback to improve their learning process. Consequently, by using this feedback the teacher takes into account the personal characteristics of each child and personalises their learning so as to guarantee more attention and quality education. Moreover, it has to be mentioned that the child with dyslexia and the child with ADHD have other assessment criteria and instruments adjusted to their needs so that these students can achieve the objectives contemplated and the teacher can assess them properly.

Microteaching template UNIT PLANNING TEMPLATE Title: We need to talk!

Main goal: To write adequate complaint and forgiveness letters through the active participation and listening of a story. AIMS and ASSESSMENT CRITERIA

Learning outcomes

Assessment criteria

L2 L3

1. To adequate the oral expression to the needs of the communicative situation to express the message effectively.

I. Adequates the oral expression to the needs of the communicative situation to express the message effectively.

2. To demonstrate listening comprehension through the use of strategies such as making hypotheses and predictions.

II. Demonstrates listening comprehension through the use of strategies such as making hypotheses and predictions.

3. To write a complaint letter by using the corresponding language structures and vocabulary.

III. Writes a complaint letter by using the corresponding language structures and vocabulary.

4. To demonstrate reading comprehension and skills while reading the classmates’ letters.

IV. Demonstrates reading comprehension and skills while reading the classmates’ letters.

5. To write a forgiveness letter by using the language structures that have been worked: Dear…, I am..., I am writing to you because…, I am sorry to…, Please come back, I promise I will/will not… and Thank you very much.

X X

V. Writes a forgiveness letter by using the language structures that have been worked: Dear…, I am..., I am writing to you because…, I am sorry to…, Please come back, I promise I will/will not… and Thank you very much.

COMPETENCES Key competences 1. Competència comunicativa lingüística i audiovisual

L1 (intro.)

L2 (dev.)

L3 (dev.)

L4 (dev.)

2. Competència matemàtica 3. Competència en el coneixement i la interacció amb el món físic 4. Competència artística i cultural

5. Competència digital

6. Competència social i ciutadana

7. Competència d’aprendre a aprendre 8. Competència d’autonomia, iniciativa personal i emprenedoria

CURRICULAR CONTENTS

English

• • • • •

Comprensió global d’un text oral, amb un contingut fàcil d’entendre i de predir amb ajut d’elements gestuals i icònics. Comprensió de mots i frases senzilles conegudes i treballades àmpliament en els contextos orals de l’aula. Producció de textos breus seguint un model treballat oralment. Comprensió de textos literaris senzills (contes, poemes, cançons...). Dramatització de contes i altres textos literaris senzills.

Digital

•

Realització d’activitats en grup utilitzant eines i entorns virtuals de treball col·laboratiu.

Arts and crafts

• •

Creació de missatges visuals mitjançant materials plàstics i tecnologies de la comunicació (imatge digital, vídeo, fotografia, instal·lació). Elaboració de produccions a partir de la percepció sensorial, la imaginació, les experiències, la realitat, les idees i les emocions.

Physical education

• •

Adequació de la postura a les necessitats expressives i motrius de forma eficaç i equilibrada. Elaboració, participació i conscienciació de les possibilitats i recursos que ofereix el llenguatge corporal. ASSESSMENT

The assessment of this didactic sequence is structured in three main blocks: • Assessment for learning, which aims to track the students’ process and give them feedback throughout the sequence. This is done throughout all lessons. • Assessment as learning, which aims to encourage the children to reflect on and monitor their progress. This is done in the form of peer assessment in lesson 3 and self-assessment in lesson 4. • Assessment of learning, which aims to value the achievement of the learning outcomes at the end of the unit considering the learning evidences gathered throughout the process. This is done at the end of the sequence, after finishing lesson 4. Therefore, the assessment has been structured in the following way with the respective instruments: • Session 1: The aim of this session’s assessment is to understand the students’ prior knowledge and initial statement. Therefore, we use a general observation grid to collect general ideas of the students’ starting points, needs and expectations. Getting feedback from them directly, as well as observing how they react to the activities and manage to overcome them, will help us adapt the microteaching sequence. In addition, we use the session 1 scale, an instrument that contains the assessment criteria for this session, with the aim to help the teacher check on the attainment of this session’s learning outcomes, give adequate feedback and provide the adequate scaffolding to our students.

•

Session 2: The aim of assessment in this session is to track the students’ progress throughout the unit to provide them with adequate feedback and support. Consequently, we use the session 2 scale with the corresponding assessment criteria so as to check on the degree of attainment of this session’s learning outcomes. Session 3: Similarly to session 2, the objective of this lesson’s assessment is to keep track of the students’ progress in the unit, so we have designed the session 3 scale. Moreover, since students are reading each other’s letters and working from them, we aim to encourage peer assessment. In order to support them in the peer feedback exchange process, we have included some questions in the peer assessment guide, to be shown on the digital board. Session 4: The aim of the assessment in this session is to determine the degree of attainment of the learning outcomes at the end of the unit, considering and valuing the evidences from the process. As a consequence, we aim to use the final assessment rubric. Furthermore, we have planned a self-assessment closure activity with some questions to encourage students’ reflection and feedforward. INTRODUCTION. LESSON 1 LEARNING OUTCOMES

ASSESSMENT CRITERIA

To adequate the oral expression to the needs of the communicative situation to express the message effectively.

Adequates the oral expression to the needs of the communicative situation to express the message effectively.

To demonstrate listening comprehension through the use of strategies such as making hypotheses and predictions.

Demonstrates listening comprehension through the use of strategies such as making hypotheses and predictions.

TASKS / ACTIVITIES T.

10’

Description Introduction. First, students will play a game to warm up and to review the vocabulary related to colours. This vocabulary is not new to the students, so we do not need to teach it. Instead, we chose a memory game where this vocabulary has to be used in context. The teacher will show the students a sequence of colours, they will have to retain the information and then repeat it, remembering the exact order. This will get progressively harder. To make the game more challenging, students will be shown some colours in a specific order in a grid, and then will be asked for the colour of a specific position.

S.O.

Whole group

Communication Language structures: - T: What colour is missing? S: It’s ________. - T: What is the colour sequence? S: It’s ___, ___, ___ and ___. Vocabulary: “sequence” and the name of colours

Materials and resources

Memory game with colours (first sequences, then grids)

Diversity awareness Dyslexia: does not need extra resources ADHD: does not need extra resources

15’

Development. With this activity, we aim to introduce the structures from the story that the characters (that is, the crayons) use to complain in their letters. Each group of three will be given a funny scene, like a meme or a comic strip, where one of these structures are used. They will be asked to read it and understand what is happening, using the image for context. Then, they will represent it in front of the class and share the meaning behind the situation. Finally, they will identify similarities between words and structures, deduce the complaint structures and write them down on a poster with the memes.

Groups of 3

20’

Development. At this point, we will introduce the story. We will show students the cover and ask them to read the title. At the same time, we will ask some questions for them to make hypotheses about the content of the book –they are used to this process, so they are familiar with the language structures. Then, we will only read the beginning of the book, because we have adapted the rest. Therefore, then we will bring out the four letters and ask the students to choose one to start. As we are reading, we will ask questions to check on reading comprehension, such as “how is the blue crayon?”, “what happened to the pink crayon?” and “how is Duncan?”. We will continue doing the same process until we have read all four letters and make a conclusion at the end.

Whole group

15’

Conclusion. Finally, we will play a game to conclude the lesson, based on the storybook. Students will gather in groups of three to play the game Stop! They will have to come up with one word for each category that is the colour that will have been randomly chosen by the spinning wheel we will project on the screen. They will have

Groups of 3

Language structures and vocabulary (fixed phrases): - We need to talk. - I need a break! - Listen to me! - I don’t like… - You need to… - I’m tired of…

Memes and comic strips, one for each group of 3 Poster, markers and glue

Dyslexia: does not need extra resources

Language structures: - T: What can you see? S: I can see a/an _______. - T: What could the book be about? S: I think the book is about _____. - T: How is the blue crayon? / How is Duncan? S: I think + subject + is + adjective + because _____. - T: What happened to the pink crayon? S: The pink crayon ______. Vocabulary: colours, emotions, crayon, quit, feel, because Language structures: - S: ____ is a/an + colour + category Banana is a yellow food WhatsApp is a green app

“The day the crayons quit” book and adapted letters from the story

Dyslexia: a sheet of paper with the language structures and vocabulary related to the story ADHD: does not need extra resources

Online spinning wheel of colours, laminated

Dyslexia: does not need extra resources

ADHD: does not need extra resources

limited time to complete each round, but if a team finishes before that, they can stop the time by raising their hand. The game sheets will be laminated so they can be reused multiple times.

Vocabulary: colours, categories, various vocabulary related to each category

game sheets for Stop!, whiteboard markers

ADHD: does not need extra resources

DEVELOPMENT. LESSON 2 LEARNING OUTCOME

ASSESSMENT CRITERION

To write a complaint letter by using the corresponding language structures and vocabulary.

Writes a complaint letter by using the corresponding language structures and vocabulary.

TASKS / ACTIVITIES

1 2

S.O.2

Materials and resources

T.1

Description

10’

Introduction: At the beginning of the session, the teacher and the students will revise the parts of the body by playing a game. In this activity, they will have to make a circle and the teacher will tell them that they have to touch the person on their right with a specific part of their body. If someone makes a mistake or is not capable of doing it he/she is eliminated and the last person remaining is the winner.

Whole group

Language structures: - T: I can touch my peer with... S: I can touch my peer with (part of the body) Vocabulary: Parts of the body

No resources needed

Dyslexia: does not need extra resources ADHD: does not need extra resources

15’

Development: After that, the students will gather in small groups and with the story cubes they will have to create a small story of 3 sentences in which they will have to use the frequency adverbs with the structure Subject + frequency adverb + verb in infinitive (e.g. I always eat hamburgers) or Subject + verb to be + frequency adverb + verb in -ing (e.g. I am always being late).

Small groups

Language structures: - Subject + frequency adverb + verb in infinitive - Subject + verb to be + frequency adverb + verb in ing

Story cubes Sheets of paper and writing material Language support of adverbs of frequency and

Dyslexia: a sheet of paper with the language structures and vocabulary of the session ADHD: does not need extra resources

Communication

Vocabulary: Various vocabulary related to daily life objects

Timing Social Organisation

Diversity awareness

language structures 35’

Development: Finally, the teacher will put the students in pairs. Once done, each one will become a body part of their peer and they will have to write a complaint letter in which this body part warns the student that if it is not treated better it will leave his/her body. In order to write this letter (which, in fact, will be an e-mail), the students will have to use the grammar structures and vocabulary worked before and in case the child does not know the translation of a specific word he/she will be able to use online resources so as to solve it (dictionaries, webpages…).

In pairs

Language structures (fixed expressions): - We need to talk. - I need a break! - Listen to me! - I don’t like… - You need to… - I’m tired of… Vocabulary: Parts of the body

Computer and Internet connection (in case they want to check some online resources) Language support of adverbs of frequency and language structures

Dyslexia: a sheet of paper with the language structures and vocabulary of the session ADHD: different sheets of paper that divide the letter in parts (make shorter activities for him/her)

DEVELOPMENT. LESSON 3 LEARNING OUTCOMES

ASSESSMENT CRITERIA

To adequate the oral expression to the needs of the communicative situation to express the message effectively.

Adequates the oral expression to the needs of the communicative situation to express the message effectively.

TASKS / ACTIVITIES T.3

3 4

Description

S.O.4

Communication

Timing Social Organisation

Materials and resources

Diversity awareness

10’

15’

Introduction: At the beginning of the session, the teacher will Whole do a short recapitulation of what they have done until now. group What is more, they will do a peer-assessment activity that will consist on the following: the students will gather up in pairs (the ones they have sent the letter to) in order to answer some questions such as: • Did you like it? Why? • Is it well written? • Is it easy to understand?

Language structures: - I liked it/didn’t like it because… - It was well/bad written because… - It was easy/difficult to understand because...

Development: Then, she will ask the students to gather up in small groups of three people each. It has to be noted that each group will have one computer, since they sent the complaint letter via email. The objective of this first activity will be for the students to read the letter they wrote to one of their peers’ body part. Once they have read them all, they will have to choose the one they have liked the most in order to represent it in a short roleplay performance.

Language structures (fixed expressions): - We need to talk. - I need a break! - Listen to me! - I don’t like… - You need to… - I’m tired of…

Peer assessment guide

Dyslexia: does not need extra resources ADHD: does not need extra resources

Computers Letters

Dyslexia: does not need extra resources ADHD: does not need extra resources

Writing material Script sheet Technological devices to record Computers

Dyslexia: does not need extra resources ADHD: does not need extra resources

Vocabulary: Parts of the body

Small group

Vocabulary: Parts of the body Conclusion: To do so, they will be given a paper with some 35’’ instructions and important points that have to be taken into account when writing the script of the play. They will have to plan and organise the ideas before they write the final version of the script. Finally, each group will have some time to rehearse and record their final roleplay performance.

Small group

Language structures: - Subject + verb in the past (chose) + complements - Subject (Ester’s) + part of the body (leg) + is + adjective (tired) + because Vocabulary: - Parts of the body

CONCLUSION. LESSON 4 LEARNING OUTCOMES

ASSESSMENT CRITERIA

To adequate the oral expression to the needs of the communicative situation to express the message effectively.

Adequates the oral expression to the needs of the communicative situation to express the message effectively.

TASKS / ACTIVITIES

5 6

T.5

Description

S.O.6

10’

Introduction: The students will sit down on the floor creating a circle all together and a debate will be carried out among them, and also among the students and the teacher. To do so, the teacher will guide the students with questions such as: Can we help the different parts of our bodies? or What can we do with this situation? This way, the students will be aware of the problem and will try to find a solution to it. In the end, they will decide (with the guidance of the teacher if necessary) to change the situation by writing letters to ask for forgiveness.

40’

Development: The teacher will show the students a template Whole that will consist of two pages: on the first one, a model letter group + will be included. This letter will be very visual and, through it, Individually students will clearly see the structure that this type of letter follows. On the second page, each of the sections of this letter will be explained in more detail by adding questions and examples that will help the students understand this type of letter better. Moreover, through these questions it will be ensured that students are not missing any necessary information to add. Consequently, students will know which useful structures they will need to use when writing the emails.

Communication

Whole group

Timing Social Organisation

Materials and resources

Diversity awareness

Language structures: No - T: Can we help the different resources parts of our body? needed. S: Yes, we can. / No, we can’t. - T: What can we do with this situation? S: We can __________. Vocabulary: parts of the body, colours, crayons, letters to ask for forgiveness.

Dyslexia: does not need extra resources ADHD: does not need extra resources

Language structures (fixed expressions): - Dear _____. - I am ______. - I am writing to you because _____. - I am sorry to ______. - Please, come back. - I promise I will/ will not ______. - Thank you very much.

Dyslexia: a sheet of paper with the language structures and vocabulary of the session ADHD: different sheets of paper that divide the letter in parts (make shorter activities for him/her)

Template. Computers. Internet connection. Email service.

Vocabulary: parts of the body, places, date, recipient, presentation, reason, forgiveness, request, farewell, author.

Once the students are familiarised with this type of letter, each of them will pretend to be one of their classmates’ part of their body, and these letters will be done and sent to the corresponding classmates. As these letters will be done online, they will be emails. 10’

Conclusion: At the end of this session, the students will be gathered and the teacher will ask them some questions to encourage students’ reflection and feedforward. To do so, Jamboard program will be used, thanks to which the students will answer the questions in a motivating way.

Whole group

Language structures (fixed expressions): - My favourite part was _______. - I learnt ________. - I can write a letter. - I want to improve _________. - In the future, I want to learn about _________. Vocabulary: story, parts of the body, letter, story cubes, role playing, colours, crayons, categories, emotions.

Computers. Internet connection. Jamboard program.

Dyslexia: does not need extra resources ADHD: does not need extra resources

4. Materials and resources 4.1. Adapted letters from the storybook

4.2. Stop! Game template

4.3. Adverbs of frequency language support

4.4. Roleplay script

Name of the group members Anna, Coral and Laia Which complaint letter did you choose? We chose the complaint letter of Coral Summarize the complaint letter in three sentences:

1. The complaint letter was about… 2. Coral’s leg is tired because… 3. … Which will be the role of each member?

1. Anna will be Coral’s leg 2. Coral will be the camera man 3. Laia will be Coral’s shoe Draw the acting sequence adding some description

Now it’s time to write your script! What will each of you say in each acting sequence?

•

First acting sequence Anna Coral Laia

•

Second acting sequence Anna Coral Laia

•

Third acting sequence Anna Coral Laia

…

4.5. Support to write the forgiveness letter

1. PLACE AND DATE • Where are you when you are writing the letter? (Barcelona, Badalona, Sabadell…). •

What day is it when you are writing the letter? (7th April 2021, 14th May 2021, 17th June 2021…).

2. RECIPIENT • Who are you writing to? (Dear Leg/Knee/Head…). 3. PRESENTATION AND REASON • Who are you? (I am Joan/Clàudia/Irene…). • Why are you writing this letter? (I am writing to you because I feel bad/want to change this situation/want you to forgive me…). 4. FORGIVENESS • What bad things did you do? (I am sorry to always hurt you when playing football/make you think too much very often/wash you using my saliva…). 5. REQUEST • Request the return of the recipient (Please come back). • •

What will you do from now on? (I promise I will play football carefully/rest more often/wash you using water…). What WON’T you do from now on? (I promise I will not play football when the floor is wet/always play videogames/use saliva to wash you).

6. FAREWELL • Thank your recipient (Thank you very much). 7. AUTHOR • Write your name and your surname (Joan Garcia/Clàudia Puig/Irene Ruiz…).

5. Assessment instruments 5.1. Session 1 general observation grid GENERAL OBSERVATION GRID – STARTING POINT (S1) Observation criteria

Comments

Uses contextual information to understand the target language Understands and uses the new target language vocabulary and structures with progressive confidence Engages with the storybook of the unit and is eager to participate Shows comprehension of the story and the activities surrounding it

DATE:

5.2. Session 1 scale PROGRESS SCALE (SESSION 1)

DATE:

Assessment criteria

Adequates the oral expression to the needs of the communicative situation to express the message effectively. Demonstrates listening comprehension through the use of strategies such as making hypotheses and predictions. Comments and observations:

5.3. Session 2 scale PROGRESS SCALE (SESSION 2)

DATE:

Assessment criteria

Writes a complaint letter by using the corresponding language structures and vocabulary. Comments and observations:

5.4. Peer assessment guide (session 3)

5.5. Session 3 scale PROGRESS SCALE (SESSION 3)

DATE:

Assessment criteria

Adequates the oral expression to the needs of the communicative situation to express the message effectively. Demonstrates reading comprehension and skills while reading the classmates’ letters. Comments and observations:

5.6. Final assessment rubric (session 4) FINAL ASSESSMENT RUBRIC (SESSION 4) Assessment criteria

DATE:

Not accomplished

Intermediate

Accomplished

Excellently accomplished

Adequates the oral expression to the needs of the communicative situation to express the message effectively.

The student does not use the oral expressions that are required according to the given instructions. Consequently, the message that is transmitted lacks coherence and does not make sense in the communicative situation that takes place

The student sometimes adequates the oral expression taking into account some of the elements related to the communicative situation such as the receptor.

The student adequates, most of the time, the oral expression taking into account the different elements related to the communicative situation: the receptor, the message, the language…

The student adequates the oral expression taking into account the different elements related to the communicative situation: the receptor, the message, the language…

Writes a forgiveness letter by using the language structures that have been worked

The student does not produce any sort of piece of writing at all. OR The student produces a piece of writing that does not resemble the letter that is required and does not use the language structures and vocabulary that has been worked throughout the didactic sequence.

The student manages to write a letter that is adequate and follows the structure, but might lack some cohesion and coherence. They can sometimes make mistakes with the structure, leaving some important parts out. They make an effort using the target language, but some are frequently misused.

The student is able to write a letter that is mostly adequate and coherent but lacks some cohesion. They follow the structure of a letter (or email), but they can sometimes forget a part. They also use the language structures and vocabulary from the unit, even though they sometimes make mistakes.

The student is able to write a letter that is adequate, coherent and cohesive to the communicative situation. They follow the structure of a letter (or email), as well as the adequate language structures and vocabulary with barely any mistakes. Consequently, they manage to communicate their message effectively.

General comments and observations:

5.7. Self-assessment closure activity

References

Books Alive. (27th March, 2019). The day the crayons quit [Video]. Youtube. https://www.youtube.com/watch?v=489micE6eHU&t=323s DECRET 150/2017, de 17 d‟octubre, de l'atenció educativa a l'alumnat en el marc d'un sistema educatiu inclusiu. Diari Oficial de la Generalitat de Catalunya, núm. 7477, de 19 d‟octubre de 2017, pp. 1-18, https://portaldogc.gencat.cat/utilsEADOP/AppJava/PdfProviderServlet?versionId=1639 866&type=01 Departament d‟Ensenyament. (2017). Currículum educació primària. Decret 119/2005. http://educacio.gencat.cat/web/.content/home/departament/publicacions/colleccions/curr iculum/curriculum-ed-primaria.pdf