PRACTICAL CASE: Coexistence, inclusion and active methodologies in the English classroom in the Third Cycle of Primary Education

MINI 1

Context

During an English lesson in Year 6 of Primary Education at an urban school, you notice repeated mockery and systematic exclusion of a student because of his accent when completing speaking tasks. You subsequently discover that denigrating memes about him have been circulated on social media, directly linked to voice recordings made for the Foreign Language subject. The student is presenting with severe anxiety, selective absenteeism from your lessons, and refuses to take part in any form of oral presentation in the English classroom during this second term.

Question

How should you act as a teacher of Foreign Language: English, applying the anti-bullying protocol and the School Coexistence Plan of your educational centre in the Comunitat Valenciana, in order to address this situation and coordinate effectively with the school counsellor and the affected families?

MINI 2

Context

During the second term, a student with total blindness joins a Year 5 Primary Education class; he requires the use of Braille and tiflological materials to access written and visual information. The current English subject plan includes the development of a cooperative project based on an interactive map of a British city, using QR codes and analogue visual supports. The student shows high motivation for the foreign language subject, but lacks specific adapted materials for developing plurilingual competence within this task.

Question

What inclusion measures, curriculum access adaptations and subject-specific didactic resources for the English specialty will you implement to guarantee this student's active participation and competence-based learning in the interactive map project?

MINI 3

Context

During the second term, several families from a Year 6 Primary Education class submit written complaints alleging a lack of objectivity in the grades awarded for the speaking skill in English. The discontent arises following the assessment of a competence-based task consisting of an oral presentation in a podcast format on the Sustainable Development Goals (SDGs). As the school's English specialist, you must technically justify your formative and shared assessment process before the educational community.

Question

How would you design a competence-based, formative and transparent assessment system for this English speaking task that responds to the assessment criteria of the current curriculum in the Comunitat Valenciana and serves to objectively justify the results obtained to the families?

MINI 4

Context

You are implementing a digital gamification project in English through a cooperative "Escape Room" about British culture with your Year 5 Primary Education students. During the classroom sessions, the use of the school's digital tablets generates serious conflicts over control of the device, exclusion of students with lower digital competence, and disruptive behaviour that disturbs the working environment. This situation is preventing the proper development of the oral activities in the foreign language planned for solving the challenges.

Question

What methodological strategies, classroom management techniques and cooperative learning structures will you apply in your English lessons to redirect the situation, ensuring adequate group management and the digital inclusion of all students?

MINI 5

Context

In an English learning situation in Year 6 of Primary Education aimed at breaking gender stereotypes and making family diversity visible, you use songs and adapted texts by contemporary British authors. A group of families at this urban school submits a formal complaint demanding that the material be withdrawn, arguing that it conflicts with their moral and religious convictions. The management team passes the complaint on to you so that you can provide a formal and institutional response from the Foreign Language subject area.

Question

How will you resolve this situation as an English specialist teacher, grounding your response in the current legislation in the Comunitat Valenciana on co-education, the School Coexistence Plan, and the right of students to a well-rounded education?