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- Didactic guidelines -

General guidelines for teachers

This project is part of a set of projects entitled 'Digital World' which is based on the curriculum for the 2nd year of compulsory secondary education.

The following objectives have been considered in the design of this project:

  • to learn while working on a project.
  • to encourage collaborative work, since most assignments require information sharing and interaction with other students.
  • to foster students' self-learning process by using IT resources.
  • to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks in which they must produce their own oral and written messages.


About the project is the first section of the project containing information about the channels that students will use to publish and share all their work as we think that they will be happy to showcase their familiy and classmates the poster, slideshow, writing composition, etc. that they will have done throughout the project. From the wide range of websites and social networks available, we suggest that students have their own site at, just like a portfolio, where they can post all their work and complete a Learning diary that will help them reflect on their own learning process.

Encourage students to design their site following a clear structure. Their site must contain at least these pages:

  • Homepage, the first and main page which must include a title, index, images and a description of the project.
  • 'My writing guide' . This page will include all the student's writing tasks and tips for good writing.
  • 'Internet vocabulary'. Students will include here links to the wordmaps and charts that they create using key vocabulary.
  • 'My digital resources'. On this page, students will publish the links to the digital material that they will have created in their missions, like their digital poster, slideshow or a voki recording.

On the other hand, students can use Pinterest to share their outcome with the people they like. Google drive apps will be also used for writing texts and preparing presentations collaborativelly. Besides, students can collect and add notes about vocabulary and grammar using online tools such as cacoo and canva.

The rest of sections in the project include several stages that students will need to go through to eventually do the final challenge, which is described in the 'Safety campaign' section and is based on the production of a flyer promoting Internet security. Within this learning resource, relevant language contents can be practised and a wide range of tasks is presented so that students are encouraged to practise and improve the linguistic skills required for their final output.


As a teacher, you can use the following rubrics to evaluate your students in the different missions and the challenge. This will be 40% of the final mark.

      what and how to evaluate

      Alexander Henning DrachQuestion Mark in Esbjerg (CC BY-SA)

      Students will also play an important and active role in the evaluation process.

      • Peer evaluation: students will assess other partners by creating their own assessment sheet with the items that they consider as appropriate or by using the assessment rubrics listed above. This will be 20% of the final mark.
      • Teacher's observation in class based on students' degree of participation in the project and how well they perform all the missions will be 20%.

      Remember that the "Rubric for assessing the project" is an important document where relevant criteria are gathered up to evaluate your students' main missions and challenge.


      This project has been designed to be worked on along approximately fifteen 50-minute sessions. However, feel free to adjust the time sequence according to your students' learning pace and needs.


      Sese IngolstadtBahnsteiguhr.jpg (CC BY-SA)

      For carrying out this project, remember that you can follow the flipped classroom-based pedagogical model with which the majority of assignments such as watching videos, reading texts, doing collaborative work online or writing down doubts about contents can be done at students' home. Later on, in the classroom, you can revisit the concepts students do not understand and offer them support in the realization of their missions and final challenge.


      Language Resources

      In this project, students are presented several language contents that they can practise by clicking on the links below:

      • Internet dangers – vocabulary image.
      • Engvid video  explanatory video (modals of necessity and obligation).

      Online Apps

      Throughout this project, we suggest a wide range of open source apps and tools with which students will carry out their missions and final challenge. However, feel free to replace them or recommend your students others which you think are more suitable according to their profiles and needs.

      How to

      Some links to tutorials are provided throughout the project to help your students  learn about how several online tools work so that they can perform their work more easily.

      Remember that you can find more tutorials about other online apps and tools on YouTube.

      Project Mindmap

      Project mindmap

      Contents (LOMCE curriculum)

      At the end of the project, students will have been able to work on the following contents:

      • listening and reading activities: students understand general information and identify specific information in oral and written messages.
      • writing a basic and logical paragraph on life before and after the invention of the Internet.
      • expressing purpose with to + infinitive and for + -verb-ing.
      • use of the Present Simple tense to refer to daily actions.
      • use of Past Simple to refer to past  actions.
      • practise open and closed questions  to gather information for the writing task.
      • use of linking words to express several semantic relationships, above all, contrast.
      • expression of necessity, prohibition, obligation and advice with modal verbs.
      • use of key words related to the Internet uses and Internet dangers.

      Notice that all the contents are related to the four blocks stated in the new curriculum for the first  foreign language area in the first cycle of compulsory secondary education. These four blocks are comprehension of oral messages, production of oral messages: expression and interaction, comprehension of written texts and production of written texts: expression and interaction.

      Learning standards (LOMCE)

      At the end of the project, students will have been able to practise and acquire the following learning standards stated in the BOE (3rd January 2015) regarding the curriculum for the first cycle of CSE

      Bloque 1. Comprensión de textos orales

      • Distingue, con el apoyo de la imagen, las ideas principales e información relevante en presentaciones sobre temas educativos, ocupacionales o de su interés (p. e., sobre un tema curricular, o una charla para organizar el trabajo en equipo).

      Bloque 2. Producción de textos orales: expresión e interacción

      • Hace presentaciones breves y ensayadas, bien estructuradas y con apoyo visual (p. e. transparencias o PowerPoint), sobre aspectos concretos de temas de su interés o relacionados con sus estudios u ocupación, y responde a preguntas breves y sencillas de los oyentes sobre el contenido de las mismas.
      • Participa en conversaciones informales cara a cara o por teléfono u otros medios técnicos, en las que establece contacto social, intercambia información y expresa opiniones y puntos de vista, hace invitaciones y ofrecimientos, pide y ofrece cosas, pide y da indicaciones o instrucciones, o discute los pasos que hay que seguir para realizar una actividad conjunta.

      Bloque 3: Comprensión de textos escritos

      • Entiende los puntos principales de anuncios y material publicitario de revistas o Internet formulados de manera simple y clara, y relacionados con asuntos de su interés, en los ámbitos personal, académico y ocupacional.
      • Entiende información específica esencial en páginas Web y otros materiales de referencia o consulta claramente estructurados sobre temas relativos a materias académicas, asuntos ocupacionales, o de su interés (p. e. sobre un tema curricular, un programa informático, una ciudad, un deporte o el medio ambiente), siempre que pueda releer las secciones difíciles.

      Bloque 4. Producción de textos escritos: expresión e interacción

      • Escribe notas, anuncios y mensajes breves (p. e. en Twitter o Facebook) relacionados con actividades y situaciones de la vida cotidiana, de su interés personal o sobre temas de actualidad, respetando las convenciones y normas de cortesía y de la netiqueta.
      • Escribe informes muy breves en formato convencional con información sencilla y relevante sobre hechos habituales y los motivos de ciertas acciones, en los ámbitos académico y ocupacional, describiendo de manera sencilla situaciones, personas, objetos y lugares y señalando los principales acontecimientos de forma esquemática.

      Key competences

      By working on this project, students will be able to develop and acquire the following key competences published in the organic law on the improvement of the quality of education (LOMCE).

      • Linguistic competence: students are able to use and interact with othe people using the English language, both in oral and written registers.
      • Digital competence: students are able to use IT resources to obtain, analize, produce and share information.
      • Learning to learn: students are able to manage their tasks and time throughout their learning process and can work in an individual and collaborative way to achieve an objective.
      • Social and civic competences: students are able to ineract with other students and participate actively in different missions following codes of good behaviour.
      • Sense of initiative and entrepreneurship: students show themselves as creative and are able to take risks, plan and manage their projects.