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3.1
 
Unit title. 
 
The didactic unit must have an interesting and catching title in order to engage 
students with the topic. This title can be made in the form of a statement, a problem or a 
question. 
3.2
 
Didactic goals. 
These goals are at the top of the didactic units and must be focused on specific 
criteria that students must develop in order to follow the path towards realizing the potential 
of their own skills and competences in specific knowledge fields. These goals can be 
classified according to: 

Formulation level (general stage goals, general department goals or 
didactic goals) 

Content extension (department, subject, etc.) 

Domain (concepts, procedures or aptitudes) 

Taxonomic category (memory, comprehension, assessment, etc.) 

Relative importance 

Assessment moment (long and short term goals) 
In order to continue the sequence that is being followed in our didactic unit, 
special attention must be paid to the Organic Law of Education 2/2006, May 3
rd
in its 
provision for the Primary and Secondary Education stages and the goals for each 
department/subject that are granted in the decrees of minimal teachings proposed by 
Educational Authorities (Royal Decree 1513/2006 December 7
th
and Royal Decree 1631/2006 
December 29
th
). These decrees establish that the teacher must contemplate the educational or 

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9 
didactic goals that are required to be accomplished by students at the end of the didactic units. 
In order to set the didactic objectives two different patterns can be chosen: 

The student (description of the outcome of the required learning), by the 
way…(specific content) 

Infinitive + direct object (specific content) + finality (optional). 
A good example for the area of Natural and Social Science in Primary Education 
could be the following: