UNIVES_TEACHING--4.1_FINAL

<<<<<||-----FEEDBACK.txt-----||>>>>>

| 📌 Tutor Suggestion                   | ✅ Correction Made                                              |
| ------------------------------------- | -------------------------------------------------------------- |
| Clarify weekly objectives             | Weekly goals added using CEFR-based language                   |
| Include formative assessments         | Quizzes, checklists, and reflection tools integrated each week |
| Add real-world context                | School-wide eco-campaign added to Week 3 and Week 4            |
| Use more A1–A2-appropriate vocabulary | Visual aids, sentence starters, and word webs included         |
<<<------------------->>>
<<<<<||-----Module 3, Activity 3.7. CORECTION.txt-----||>>>>>

Perfect! Here's a finalized 4-week curriculum design project using the problem-based learning methodology, specifically tailored for A1–A2 middle school English learners. This can be submitted as your corrected version for Module 3, Activity 3.7. AS WELL 


🧩 Curriculum Design Project – Middle School A1–A2 English
📘 Subject: English as a Foreign Language (EFL)
🎯 Level: Middle School – CEFR A1–A2
📅 Duration: 4 Weeks
🔍 Methodology: Problem-Based Learning (PBL)
📌 Project Title: “Let’s Save the Planet – Creating a Green School Campaign”
🧠 Project Overview

This project engages students in using English to solve a real-world problem: how to make their school more eco-friendly. Students develop language skills by researching, discussing, designing, and presenting a sustainability campaign, all in English.
📅 WEEKLY PLAN
Week 1: Define the Problem & Activate Prior Knowledge

Objective:
Students identify environmental issues in school and express basic ideas using known vocabulary.

Activities:

    Brainstorm: “What problems do we see in our school?” (e.g., plastic use, trash)

    Vocabulary activity: match environmental words with images

    Create a classroom “problem wall” with sticky notes

Target Language:

    Vocabulary: plastic, trash, recycle, clean, save water

    Grammar: There is/There are, simple present

Assessment:

    Picture-label quiz

    Participation in discussion

    KWL chart completion (Know / Want to know / Learned)

Week 2: Identify Required Knowledge & Conduct Research

Objective:
Students learn about global and local environmental actions through English resources.

Activities:

    Watch simple videos (A1–A2 level) about recycling and green schools

    Group research with guided worksheets (e.g., “How do schools recycle?”)

    Create a word web with new vocabulary

Target Language:

    Vocabulary: energy, pollution, garden, water bottle, lights

    Grammar: can/can’t, modals for suggestions (we should…)

Assessment:

    Vocabulary quiz

    Research summary (1 paragraph using sentence starters)

    Oral group report (3–4 sentences each)

Week 3: Share Solutions & Collaborate

Objective:
Students plan and present an environmental campaign for their school.

Activities:

    Groups design posters, slides, or short skits with solutions

    Practice presentation: speaking in front of peers

    Peer feedback using a checklist

Target Language:

    “We should recycle plastic.”

    “Let’s turn off the lights when we leave.”

    Imperatives, modals, and group expressions (e.g., Let’s work together)

Assessment:

    Presentation rubric (fluency, pronunciation, clarity)

    Group participation

    Poster/project creativity

Week 4: Reflect, Compare & Analyze

Objective:
Students reflect on what they learned, compare projects, and self-evaluate.

Activities:

    Present campaign to the class or school (digitally or physically)

    Complete reflection worksheet: “What did I learn?”

    Class vote: Which idea is the most helpful and realistic? Why?

Target Language:

    “I learned new words about the environment.”

    “Our group worked well together.”

    Past simple for basic reflection

Assessment:

    Self-assessment and peer feedback forms

    Teacher reflection rubric

    Final writing: “My project and what I learned” (5–6 sentences)

✅ Tutor Feedback Corrections (Example Table)
📌 Tutor Suggestion	✅ Correction Made
Clarify weekly objectives	Weekly goals added using CEFR-based language
Include formative assessments	Quizzes, checklists, and reflection tools integrated each week
Add real-world context	School-wide eco-campaign added to Week 3 and Week 4
Use more A1–A2-appropriate vocabulary	Visual aids, sentence starters, and word webs included
🧾 Summary: Key Curriculum Design Features

    Problem Identified: Students explore ways to make their school greener

    Prior Knowledge Activated: Environmental terms and real-life school issues

    New Knowledge Gathered: Through video, group tasks, and research

    Formative Assessments: Weekly quizzes, presentations, reflections

    Collaboration: Group projects and peer feedback

    Critical Thinking: Comparing ideas, selecting best solutions

    Language Focus: Vocabulary + grammar aligned with A1–A2 outcomes

    Final Outcome: A Green Campaign + Reflection
<<<------------------->>>
<<<<<||-----New Text Document.txt-----||>>>>>

Final project
Requisitos de finalización
Hecho: Ver
Por hacer: Hacer un envío
Por hacer: Recibir una calificación
Cierre: domingo, 10 de agosto de 2025, 23:59

The purpose of doing curricular design is to create a cohesive plan for instruction,address the needs of individual students, ensure that all students have a comparable learning experience,  prepare students with the skills they need, avoid repetition of material and help students make informed choices.

Learning objective: 

To build a curricular design project based on the strategies reviewed during the course with the idea of improving their teaching.

Instructions: 

1. Go to Module 3, Activity 3.7, and locate the final activity you submitted.

2. Carefully read all the feedback and suggestions your teacher provided.

3. Take note of each correction or improvement required.

4. Edit your project according to the feedback received.

5. Review your updated file to ensure all corrections have been made and the content is complete and well-organized.

6. Upload the corrected file to the task mailbox on the platform.

Product to be delivered

A four weeks curriculum design a curricular project.

Evaluation criteria

Criteria
	

Score

    Delivers a project including a curriculum design for only four weeks.

	

50%

    Includes the characteristics of a project identify required knowledge, research, asses, share solutions reflect and compare and critically analyse.

	30%

    All the parts suggested previously by the tutor are corrected.

	10%

    Delivered on time.

	10%

Total
	

100%

Resources: 

Resources reviewed throughout the module.
Estado de la entrega
Estado de la entrega 	Todavía no se han realizado envíos
Estado de la calificación 	Sin calificar
Tiempo restante 	23 días 1 hora restante
Última modificación 	-
Comentarios de la entrega 	
Comentarios (0)