ASSESSMENT

📊Assessment 

 

Here is how each Learning Outcome (RA) connects with the traditional English skills:

  • RA1 (20%) — Listening comprehension
    → Listening + interaction + vocabulary

    1. Puppet theatre
    2. Song ( 25th November) 

  • RA2 (20%) — Reading comprehension
    → Reading + vocabulary + short written responses

    1. Observation task performance 
    2.  Test

     

  • RA3 (20%) — Oral production
    → Speaking + interaction + accuracy

    1.  Role-play (Looking for a job)
    2.  School planning
    3. Puppet Theatre

  • RA4 (20%) — Written production
    → Writing + organization + vocabulary

    1.  School planning
    2.  Phrase book-posters
    3. Puppet theatre 
    4. 25th November Slogan 
    5. Thanksgiving Day 

  • RA5 (20%) — Use of English
    → Grammar + vocabulary + application in speaking and writing

    1.  Observation class performance
    2. Grammar test  
    3. Vocabulary: different projects
    • Alphabet Name (Alphabet)
    • Feeling Thermometre (Emotions)

 

RAListeningSpeakingReadingWritingUse of English
RA1⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐
RA2⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐
RA3⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐
RA4⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐
RA5⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐⭐
(⭐ = nivel de presencia de esa destreza dentro del RA) 

Evaluation Methods

  • Observation of oral interactions and task performance.

  • Rubrics evaluating accuracy, creativity, pronunciation, and contextual use of English.

  • Portfolio assessment, compiling completed projects and reflective notes.

  • Self- and peer-evaluation, promoting awareness of learning progress.

    Tests. 

    Grading Criteria

Assessment will follow a qualitative and continuous approach:

  • Excellent (9–10): Demonstrates fluent, confident, and contextually correct use of English in all tasks.

  • Good (7–8): Uses most English accurately; participates actively and appropriately.

  • Satisfactory (5–6): Understands and uses basic English with some errors; completes tasks with support.

  • Insufficient (0–4): Shows limited understanding or participation; English use is inconsistent or incorrect.

CONTENTS/ CONTENIDOS


          HALLOWEEN

  • VOCABULARY Hallowen Costumes, Tradition, Halloween songs, Autumn
  • READING Halloween
  • SPEAKING AND LISTENING Puppet Theatre

 

TEMPORALIZACIÓN

Unit 0 1ºtrimestre

Unit 1

Halloween

Christmas

Unit 2 2ºtrimestre

Unit 3

Unit 4

Easter Break

Unit 5 3º Trimestre

Unit 6

Summer Time

Evaluation Tools (detailed by units)


 Evaluation Tools and Assessed Activities

FIRST TERM                                                                                    








Activity–Learning Focus–Assessment–Evaluation Tools Chart

ActivityLearning FocusAssessment CriteriaEvaluation Tools
Nursery School Planning (Vocabulary: School Facilities)Vocabulary related to school rooms, materials, and spaces.Correct use of facility-related terms; ability to describe and plan a classroom environment.Planning worksheet, oral explanation, peer observation.
Nursery School Phrase Book – Posters (Vocabulary: Nursery School Language)Functional language used with children (classroom management, routines).Appropriateness and accuracy of common classroom expressions.Poster creation, group presentation, teacher checklist.
Your Alphabet Name (Vocabulary: Alphabet)English alphabet and phonetic awareness.Accurate pronunciation, letter recognition, and creative use in context.Oral presentation, individual participation.
My Feeling Thermometer (Vocabulary of Feelings and Emotions)Emotional vocabulary and expression.Ability to identify and name emotions; use of vocabulary in child-friendly contexts.Visual thermometer project, oral participation.
Weather Corner (Vocabulary – Weather)Vocabulary related to weather and seasons.Correct identification and use of weather terms; ability to link vocabulary to daily routines.Weather chart activity, oral questions.
Halloween Puppet Story (Culture – Halloween; Vocabulary; Speaking; Listening; Writing)Cultural awareness through English celebrations.Understanding and correct use of specific vocabulary; participation in cultural activities; comprehension of stories or songs.Class participation, creative writing/drawing, listening activity rubric.
🎭 Role-Play: “Looking for a Job” (Speaking)Professional communication and job interview vocabulary.Fluency, accuracy, pronunciation, interaction skills, and professional language.Role-play simulation, peer and teacher assessment.
🦃 Thanksgiving Activity: “Hand Turkey – I’m Thankful For…” (Vocabulary: Gratitude & Feelings)Vocabulary of gratitude, positive emotions, and family/community concepts; cultural awareness of U.S. Thanksgiving.Ability to express gratitude in simple, meaningful sentences; correct use of “I’m thankful for…” structure; participation in group work to build the “Turkey Group” display.Hand-tracing craft, written sentence strip, group poster/turkey creation, teacher observation.
🟧 25 November Activity: International Day for the Elimination of Violence Against Women (Values & Social Awareness)Vocabulary about respect, safety, emotions, equality; development of social awareness and inclusive language.Ability to use respectful and empathetic language; participation in reflective activities; accurate expression of key values (respect, equality, safety); completion of message/poster related to the theme.Orange message card (“Wall of Hope”), group discussion, oral reflection, mini-poster or sentence activity.








GRAMMAR:

UNIT 0. INTRODUCTION: 

  • Observation task performance
To be
To have got
Subject pronouns
Possessives adjectives
Demonstratives
Saxon Genitive
Articles and plurals 

 UNIT 1. 

  • Test 
  • files
There is/are
Countable/ Uncountable nouns
Quantifiers:
  • a/an/the
  • some/any
  • many/much
  • How much/ How many 
Present Simple
Adverbs of frequency and Time expressions 

 

1️⃣ Nursery School Planning (Vocabulary: School Facilities)

Focus: vocabulary of school spaces, materials, classroom organization
RA connected:

  • RA3 – Oral explanation of the classroom plan

  • RA4 – Written planning (labels, descriptions)

  • RA5 – Use of vocabulary related to facilities

2️⃣ Nursery School Phrase Book – Posters

Focus: functional classroom language
RA connected:

  • RA4 – Writing short phrases/sentences for the poster

  • RA5 – Use of English: appropriate structures and classroom vocabulary








3️⃣ Your Alphabet Name

Focus: alphabet vocabulary & phonetic awareness
RA connected:

  • RA5 – Vocabulary (alphabet, names, spelling)

4️⃣ My Feeling Thermometer

Focus: emotions and child-friendly vocabulary
RA connected:

  • RA3 – Explaining how they feel or describing child scenarios

  • RA4 – Writing labels or simple sentences (“I feel…”)

  • RA5 – Vocabulary of feelings & structures like “I am + emotion”

6️⃣ Halloween Puppet Story

Focus: speaking, listening, culture, vocabulary, creativity
RA connected:

  • RA1 – Listening to a Halloween story or instructions

  • RA3 – Speaking during storytelling or puppet performance

  • RA4 – Writing short dialogues or descriptions

  • RA5 – Use of English: vocabulary (Halloween), sentence building

  • 7️⃣ Role-Play “Looking for a Job”

    Focus: professional speaking skills, interview vocabulary
    RA connected:

    • RA1 – Listening to interview questions
    • RA3 – Main RA: oral production in a professional context
    • RA5 – Use of English: correctness, vocabulary for employment
    • 8️⃣ Thanksgiving Hand Turkey – “I’m Thankful For…”

    Focus: gratitude vocabulary, simple sentence production, culture
    RA connected:

    • RA4 – Writing the sentence on their hand-turkey

    • RA5 – Structure “I’m thankful for…” + correct vocabulary

    9️⃣ 25 November – International Day for the Elimination of Violence Against Women

    Focus: respect, equality vocabulary; reflection; social awareness
    RA connected:

    • RA1 – Listening to a song about the topic

    • RA4 – Writing an “(Purple)range Message of Hope” or personal statement

    • RA5 – Use of English in value-based vocabulary (respect, equality, empathy)



    SECOND TERM                                                                               

    GRAMMAR:

    UNIT 2

    Present Simple/Present Continuous
    Comparatives and Superlatives
    Order of Adjectives 

     UNIT 3

     

     THIRD TERM                                                                                  

     

    GRAMMAR:

    UNIT 



     

    Evaluation Framework

    In accordance with the principles set out in the Law on Education of Andalusia, evaluation in Early Childhood Education Training is:

    • Continuous and formative, allowing for ongoing observation and adaptation of the learning process.

    • Global, taking into account all dimensions of student learning (linguistic, social, emotional, and cultural).

    • Oriented towards competence acquisition, particularly communicative competence in English as a tool for educational practice with young children.

    Purpose of Evaluation

    The main objective of evaluating Unist 0-1 is to verify that future early childhood carers and educators:

    • Acquire essential vocabulary/grammar related to daily life in a nursery school setting.

    • Can apply this vocabulary/grammar functionally in realistic educational contexts.

    • Develop communicative strategies suitable for interaction with children aged 0–6.

    • Understand and transmit cultural aspects relevant to early childhood education.


    Feedback and Improvement

    Students will receive individualized feedback after each activity, focusing on:

    • Vocabulary accuracy and pronunciation.

    • Functional language in classroom situations.

    • Cultural awareness and creativity.
      This feedback aligns with the formative evaluation model promoted by the Andalusian educational law, ensuring that students reflect on their progress and set goals for improvement

    Connection to Professional Competences

    Through these activities, students develop the different professional competences, according to Law regulating the Early Childhood Education Technician qualification in Andalusia:

    • C1: Communicate effectively with children, families, and colleagues.

    • C2: Create stimulating, language-rich learning environments.

    • C3: Integrate linguistic and cultural aspects into early education.