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

MINI 1

Context

During an English lesson in the sixth year of Primary Education at an urban school, you detect repeated mockery and systematic exclusion directed at a student because of his accent when carrying out speaking tasks. You subsequently discover that degrading memes about him have been circulated on social media, directly linked to voice recordings made for the Foreign Language subject. The student is presenting 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 school bullying protocol and the School Coexistence Plan (Plan de Convivencia) of your school in the Comunidad de Madrid, in order to address this situation and coordinate effectively with the school counsellor and the families concerned?

MINI 2

Context

A student with total blindness who requires the use of Braille and tactile and assistive materials to access written and visual information joins a fifth-year Primary Education group during the second term. Currently, the English subject plan includes the development of a cooperative project based on an interactive map of an English-speaking city, incorporating 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 in this task.

Question

What inclusion measures, curricular access adaptations and subject-specific teaching resources for English will you implement in order to guarantee the active participation and competence-based learning of this student in the interactive map project?

MINI 3

Context

During the second term, several families from a sixth-year Primary Education group submit written complaints alleging a lack of objectivity in the grades awarded for the speaking skill in the English subject. The dissatisfaction arises following the assessment of a competence-based task involving an oral presentation in podcast format on the Sustainable Development Goals (SDGs). As the school's English specialist, you are required to provide a technically grounded justification of your formative and shared assessment process to the school community.

Question

How would you design a competence-based, formative and transparent assessment system for this English speaking task that meets the assessment criteria of the current curriculum in the Comunidad de Madrid 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" on British culture with your fifth-year Primary Education students. During the classroom sessions, the use of the school's digital tablets is generating serious conflicts over control of the device, exclusion of students with lower digital competence, and disruptive behaviour that is undermining the working atmosphere. This situation is preventing the oral foreign language dynamics planned for solving the challenges from developing correctly.

Question

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

MINI 5

Context

In an English learning situation in the sixth year 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 from this urban school submits a formal complaint demanding the withdrawal of said material on the grounds that it conflicts with their moral and religious convictions. The senior management team passes the complaint on to you so that you can provide a formal, 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 legislation currently in force in the Comunidad de Madrid on co-education, the school's Coexistence Plan (Plan de Convivencia) and students' right to a holistic education?