Bloque II: Temas 20 y 21

UNIT 20

THE FOREIGN LANGUAGE AREA IN THE CURRICULUM EDUCATION SCHOOL PROJECT AND CHURRICULUM SCHOOL PROJECT CRITERIA

INDEX

1. INTRODUCTION

2.SYSTEM STRUCTURE:BASIS AND BASIC PRINCIPLES

2.1 Organization an structure of the education system

3.THE FOREIGN LANGUAGE AREA IN THE CURRICULUM

3.1 General considerations 3.2 Key competences 3.3 Objectives 3.4 Contents 3.5 Methodology 3.6 Evaluation criteria and learning outcomes

4. EDUCATION SCHOOL PROJECT AND CURRICULUM SCHOOL PROJECT CRITERIA

4.1 Education school project 4.2 Curriculum school project criteria

5 CONCLUSION

6. BIBLIPOGRAPHY, LEGISLATION AND WEBOGRAPHY USED TO DEVELOP THIS UNIT

TÍTULO

• However, the basis and structure of Spanish Education System remain the same.
• It is important to know them as they set out the first step in the constructions of the Education System

• During the development of this topic we will obsevre that our current educational system is involved in a process of changes.
• The reforms affects to the curriculum, we will analyze how the teaching of a foreign language is structured and organized.

2. SYSTEM STRUCTURE:BASIS AND BASIC PRINCIPLES

The Spanish education system is built on some basic principles set out in the 1978 Spanish Constitution and some basic organic laws

Spain is in a process of reforming the Education System on all levels

This reform involves the structure of the different stages and the curricula (the organization of the teachers, school..)

2.1 Organization and structure of our current education system Our current educational law is the Law 8/2013, 9th December for the improvement of educational quality LOMCE which modifies the Organic Law 2/2006, 3rd May(LOE) in some important aspects. Some regulations have been set by this law in order to establish the minimum standards in the curricula for the national territory in Royal Decree 126/2014, 28th February. Each community can adapt the curricular development stated in the Royal Decree according to their own characteristics. In this sense, the Decree 54/2014, 10th July establishes....The Loe(desarrollar) establishes the basic structure of the Spanish Education System but this structure has been reoirganized by LOMCE(desarrollar). The following areas of Education are introduced: -Infant Edu:1stlevel(0/6 Non-compulsory)Foster phy/in/emo/so develop.compensate shortfalls.2 cycles(kinderg, school)2nd sycle several areas:Read.write skills, acq.fore.lang/techno/math/controlbody -Primary Educ:6academicy.(6-12). Is Free+secondary education=basic compulsory education.the syllabus is divided into different areas of know. contribute to the develop. of the K.Comp.(set ou in the R.D)Areas:span lang/math/social s/natural s. english, arts, music and physical education, MAINLY. -Compulsory Secondary Educ: 4 academic.y/ages 12-16. transmit basic elm. of culture. Reorganized by LOMCE(number of subjects and school years) -Baccalaureate:established by LOMCE as a non-compulsory 2year educational stage. Complement Secondary. Gives the basis for accesing to the University. Has been reformed along this school year

• Spanish Constitution: Its article 27 recognises the right to education as a basic right that public authorities must guarantee
• General law 8/1985 LODE: Regulates the right to education of the Spanish Constitution. States the main purpose of education, right to free basic education(enebling people develop their personality and play a useful activity in society)

THE FOREIGN LANGUAGE AREA IN THE CURRICULUM

First, look at some general considerations about the importance of the foreign language area in the curriculum

3.1 GENERAL CONSIDERATIONS Let us justify some reasons to justify the inclusion of the foreign language in the curriculum: From a sociological point of view: The Common European Framework of Reference provides guidelines for language learning and for the assessment of the competence in the different languages of a speaker. A key reference in our curriculum. Language is an instrument for communication, We must take it into consideration. From a Educational point of view: The student`s general communicative competence will grow with the incorporation of other linguistic codes and the acquisition of new concepts, strategies, abilities and attitudes. Acquiring a second language is more reflective/contributes to securing the knowledge of the mother tongue.

3.2 KEY COMPETENCES The European Union guidelines insist on the need for citizens to acquire the key competences as an essential condition for individuals to achieve a complete perosnal, social and professional development, adapted to the demands of a globalized world and making economic development possible, linked to knowledge. Key competences: represent a transferable, multifunctional package of knowledge, skills and attitudes that all individuals need for personal fulfilment and development, inclusion and employment. CLC/ CMST/DC/LL/SCC/SIE/CAE

3.4 CONTENTS Everything able to be learnt. Refers to the teaching and learning of objectives that society considers useful and necessary for promoting the personal and social development of all individuals 2dimensions: SOCIAL: role who play in what deserves to be learnt INSTRUMENTAL NATURE:in the integral development of the students RD126/2014:1OralC/2.OralE/3.Written C/4.Written E---development of the 4 skills D.54/2014: Block1 Oral and Written Compreh./Block2 Oral and Written Expression

3.3 OBJECTIVES According to the Royal Decree 126/2014, Objectives are defined as the achievements that students must have reached at the end of the Primary Education Stage. It establishes one related with the teaching of a Foreign Language F): To acquire basic communicative competence in, at least, a Foreign Language in order to be able to both express and understand simple messages as well as to manage daily situations.​​

3.6 EVALUATION Assessment is a continuous, systematic and flexible process. Oriented to get 2 aims: . Follow the learning process of the students and to make decisions for adequating the teaching-learning process design to the students needs. WHAT: we assess the knowledge and the skills the pupils have acquired. Take into account the assessment criteria and learning outcomes of the curriculum. Learning outcomes: speficications that help teachers to analyze the results of the learning process. We should also assess the teaching process, didactics units and syllabus design. Learning outcomes: are measurables, they will be graded in each unit according to achievement indicators we assess the acquisition of the key competences--the are related with learning outcomes. Each evaluation instrument will carry out a description of the learning outcomes. Its grading and relation with the acquisition with the key competences are established in Order ECD/65/2015(B.O.E 21/01/1015) WHEN: continuous assessment--good method. Helps to know the level of attaintment and draw conclusions about methods and suitability contents EVALUATION:INITIAL/FORMATIVE/SUMMATIVE HOW: Think carefully about previous aspects. Teachers can use different techniques.Direct Observation .Direct question. Task Analysis .Tests and activities .Self-assessment.Coevaluation

3.5 METHODOLOGY -Methodology in language teaching has been charac. in many ways. ELEMENTS -Classical formulation: metho. links theory and practice DEFINES -Theory stat. would include theories of what language is , how it is learnt and 2ND language acquisition LANGUAGE Such theories linked to design features of lang. instructio n TEACHING AND -These features:syllabus specification, stated obj,activities, teacher/pupils role -Design features linked to actual teach/lear practices METHODOLOGY Distinction between methods(fixed teaching systems with prescribed techniques and practises) and approaches (lenguage teaching philosophies) The period 1950-1980 "The Age of Methods": Situational Language Teaching (UK) and Audiolingualism(USA). Middle methods-period: Suggestopedia, TPR, Silent Way. 1980 These methods overshadowed--more interactive view of lan. teaching COMMUNICATIVE LANGUAGE TEACHING: 5 PRINCIPLES:Learners learn using lan. to communinate/Meaningful comm. goal of activities/fluency/diff skills/creative process trial&error We are going to develop the COMMUNICATIVE APPROACH: a mixture of earlier methods Communicative approach: pupils motivated to learn/function of lang/useful/comm. comp Grammar comp:put into prac linguis. units according to the rules. domain of gramm &lexical capacity Discourse comp:diff. types of discourse adecuate to the context and participants. Cohesion&coherence Sociolinguistic comp:Adequate utterances to the context, according to the lingu. community. Strategic comp:define, correct, readjust in the course of the comm situation. verbal/non verbal strate. Sociocultural comp:certain awareness of the social and cultural context in which the lang. is used.

4. EDUCATION SCHOOL PROJECT AND CURRICULUM SCHOOL PROJECT CRITERIA

Specifies the decisions taken by the educative cmmunity through the school board

Planning instrument that lists and defines de Centre`s identity, establishes general frame of reference, the educational aims and proposals, establishes the curriculum in global proposals for didactic intervention and expresses the organizational struct. of the centre

The Educational School project(PEC) is defined as

3.1 Educational School Project New legislation: Order of August 5,2014, of the organization and evaluation of Primary Education in the Autonomous Community of CLM modified by Order of July 27,2015. The Education School project consists of two documents: A) The School Curricular Project: Asme pecar tiac 1. Analysis of the school context and charac. of the Educative community 2. Stage objectives and key com. according to the school contextualization 3. Methodological didactic principles 4. Evaluation procedures 5. Promotion criteria 6. Curricular measures to catting for diversity 7. Reading plan 8. Tutorial plan 9.ICT plan 10 Agreements to improve the educational quality 11. Cross curricular elements B) The Diddactic Programming : is a document made up by all the Syllabus designed specifically for each area and it contains the elements: Como se el idolo de silvia? muchos musicos de clasica 1. Characteristics of this area 2. Sequence and timing of contents 3. Evaluation criteria and learning outcomes 4. Integration of the Key Competences and relation with: contents, obj, learning outcomes 5. Strategies and istruments to evaluate 6. Marking criteria 7. Methodological, didactic and organizational criteria 8. Didactic Resources 9. Complementary activities planning.

1.Education School Project: Includes the School Curricular Proposal and Didacting Programming 2.The Coexistence, Organizational and Working Rules: document guidelines to deal with coexistence, organization and working rules 3.The Annual School Plan: describes the main actions is going to carry out along this school year according to the Educational School Project 4.The Final Memory: provides feedback, reference for future, specific working of the school along this school year.

4.2 CURRICULUM SCHOOL PROJECT CRITERIA Foreign language teaching has an important role to play in the integral formation of the learners in the Educational Project. Teachers should take into account the socio-cultural context of the school and the main elements that made up the Educative Community. The Curricular Concretion of the School in the are must include: 1. PRELIMINARY CONSIDERATIONS:bear in mind previous exposed documents, legislation in force, group-class characteristics 2. CURRICULAR DEVELOPMENT: 1.Stage objectives/k.c/cont/eval criteria/lear.outcomes. 2. Methodological principles 3. Materials and didactic resources 4. Att. to diversity 5. Ict Plans 6. Cross curricular topics 7. Complementary and extracurricular activities. 3. DIDACTIC UNITS:The organization of the previous aspects in the D.U will be developed along the specific school year.

6. Bibliography/legisla/webography used to develop this unit Brewster, J,Ellis, G&Girard, D. The Primary English Teacher`s Guide. Penguin. London, 1991. Crystal, D. The Cambridge Encyclopedia of Language. Cup. Cambridge, 1987. Lomce 8/2013, 9th December R.D 126/2014, 28th February Decree 54/2014, 10th July Order ECD 65/2015(21/01/2015) Order of 5th August 2014, of the organization and structure of Primary Education in the Autonomous Community of CLMmodified by Order of 27th of July 2015 www.bbc.co.uk www.britishcouncil.org www.englishpage.com

5. Conclusion We have:

• Analyze the Spanish Education System structure.
• The importance of the Foreign Language Area
• The structure and organization of the Foreign Language Area
• We have dealt with documents related with the organization and working plan that schools must elaborate: Education School Project

UNIT 21

THE FOREIGN LANGUAGE AREA PLANNING:PLANNING UNITS CRITERIA FOR THE SEQUENCE AND TIMING OF CONTENTS AND OBJECTIVES METHODOLOGY TO BE USED IN LEARNING AND EVALUATION ACTIVITIES

INDEX

1. INTRODUCTION

2.FOREIGN LANGUAGE AREA PLANNING:PLANNING UNITS

2.1 Planning principles 2.2 Elements of a unit 2.3 Stages of a lesson: Presentation, Practice and Production model (PPP)

3.CRITETIA FOR THE SEQUENCE AND TIMING OF CONTENTS AND OBJECTIVES

3.1 Our pupils 3.2 Theory of language and language learning

4. METHODOLOGY TO BE USED IN LEARNING AND EVALUATION ACTIVITIES

4.1 Communicative Approach 4.2 Evaluation activities

5 CONCLUSION

6. BIBLIPOGRAPHY, LEGISLATION AND WEBOGRAPHY USED TO DEVELOP THIS UNIT

TÍTULO

An open and flexible curriculum is the basis of our current Educational System. Reflected on the Teaching Decrees of the Autonomous Communities where: stage objectives, contents, methodological orientation, evaluation criteria and learning outcomes are specified

Teachers have to establish the most suitable curricular elements. They will design the didactic units taking into account the previos aspects to the specific educative contexts. Teachers must have a professional approach, the must consider their students needs and interests among other factors. Programme design is an essential element for guiding the teaching-learning process--- It should be effective and flexible.

2. SYSTEM STRUCTURE:BASIS AND BASIC PRINCIPLES

It must include the same elements of the Curricular design:WHAT, HOW and WHEN to teach and evaluate

Planning units is the third level of concretion. Last link of the currculum´s specifications. It is a plan for a specific class group

Didactic unit: unit of work relative to an articulated and complete teaching-learning process

2.2 ELEMENTS OF A UNIT 1. STAGE OBJECTIVES: Core of the DU. Stage objective NOT didactive obj, Change our way of teaching 2.CONTENTS:All that is learneable. Are intended as a medium Not as an end 3. METHODOLOGY: general princi. strategies and group management techniques. COMMUNICATIVE 4.ACTIVITIES: Centr of the didactic programming. Achieve all the previous elements 5. EVALUATION:Essential element to check the effectiveness and attainment of the previous aspects. 6.LEARNING OUTCOMES:specifications in the eval. criteria. Help the teachers analuze the results 7. KEY COMPETENCES:Students must be competents!Not learn contentsNO real conexion their lifes

2.1 PLANNING PRINCIPLES We have to take into account Two principles: -Variety:activities and materials) Flexibility:not slave of one method Three aspects: -Our profession: Legislation R.D and Decree -The environment: it must be familiar to us. Socio-cultural. -Our students: Their motivations and their needs

2.3 Stages of a lesson:PPP A model widely used. Every lesson has an aim. Presentation:Consists of Warm-up raise student´s interest and an introduction on the target language Practice: Focus on the form. The teacher provides opportunities to practice Production: Focuses on fluency provide the opportunity to personalise the language learnt by doing less controlled tasks. It is important that our pupils lear in COMMUNICATIVE tasks!

3. CRITERIA FOR THE SEQUENCING AND TIMING OF CONTENTS AND OBJECTIVES

Sequencing capacities an contents in a foreign language where the main aim is the acquisition of communicative competence---we shoulg give importance to the four linguistic skills alternatively and in an integrated way. Decree This is why the contentsdivided into:1 O/ W Comprehension 2 O/W Expression 1. The teacher first of all organise contents along the school year according to criteria related with degree of difficulty. (Type of text, Communication Channel, Type of understanding, Interlocutor, Degree of correction, Verbal and non-verbal strategies 2. The previous knowledge 3.Maturity 4.The gradual introduction of contents Take into account stages objectives according to our Curriculum. Development of capacities---key competences.

3.2 THEORY OF LANGUAGE AND LANGUAGE LEARNING Communication and social exchange is the most import. function of language.It is a vehicle to communication. Pupils engaged in communicative situations A theory of language as communication involves the use of communicative methods in language learning Johnson---Five principles in Communicative Syllabus Design and Methodology: Information transfer: pupils extracting relevant information from reading and listening and reproduce Information gap:one knows information not known by another or diff. opiniones speaker/writters Jigsaw:technique for listening/reading. Class divided into groups. Each given only a part of the story Task dependency: have a clear and precise goal Correction for content principle: achieving a balance between fluency and accuravy

3.1 OUR PUPILS It is important to know their cognitive development. Understand their thoughts and abilities. Also their level ofmoral development. Piaget: children 5-10 an external morality, rules are seen as inviolable instructions from figures of authority. If we know all of this it will be more easy to adapt and sequence the objectives and contents

4.2 EVALUATION: ASSESSMENT ACTIVITIES Assessment is a continuous, systematic and flexible process. Oriented to get 2 aims: . Follow the learning process of the students and to make decisions for adequating the teaching-learning process design to the students needs. WHAT: we assess the knowledge and the skills the pupils have acquired. Take into account the assessment criteria and learning outcomes of the curriculum. Learning outcomes: speficications that help teachers to analyze the results of the learning process. We should also assess the teaching process, didactics units and syllabus design. Learning outcomes: are measurables, they will be graded in each unit according to achievement indicators we assess the acquisition of the key competences--the are related with learning outcomes. Each evaluation instrument will carry out a description of the learning outcomes. Its grading and relation with the acquisition with the key competences are established in Order ECD/65/2015(B.O.E 21/01/1015) WHEN: continuous assessment--good method. Helps to know the level of attaintment and draw conclusions about methods and suitability contents EVALUATION:INITIAL/FORMATIVE/SUMMATIVE HOW: Think carefully about previous aspects. Teachers can use different techniques.Direct Observation .Direct question. Task Analysis .Tests and activities .Self-assessment.Coevaluation

4. METHODOLOGY TO BE USED IN LEARNING AND EVALUATION ACTIVITIES Our aim as teachers.... our students acquire communicative competence in the foreign language. Communicative competence is the ability to use appropiate language depending on different factors, such as participants, setiing or the degree of formality of the situation We must choose a suitable methodology. The most common and complete is: 4.1 Communicative approach​ Pupils will be more motivated to learn if they are learning to do something useful. Language is seen as a mean of communication. The students becoming aware of the functions of language. The aim develops communicative competence in childre. Comprised by the following sub-competences Grammar comp:put into prac linguis. units according to the rules. domain of gramm &lexical capacity. Chomsky´s linguistic competence. Hymes Sistematic Potential Discourse comp:diff. types of discourse adecuate to the context and participants. It shows Cohesion&coherence in a unified written or spoken language Sociolinguistic comp:Adequate utterances to the context according to the accepted ussage of the determined lingu. community. It refers to an understanding of the social context in which communication takes place. Strategic comp:Ability to define, correct, readjust in the course of the comm situation. Ability to use verbal/non verbal strate. to compensate possible breakdowns in communication or improve the effectiveness Sociocultural comp:certain awareness of the social and cultural context in which the lang. is used.

5. Conclusion We have:

• Planning our teaching is really important in order to achieve our objectives
• We have analysed the aspects that we mas take into account such as: planning principles, elements of a unit, criteria for sequencing an timing contents and objectives, methodology and evaluation activities.
• The importance of knowing the elements of the curriculum which are set out within the Teaching Decrees of th Autonomous Communities

6. Bibliography/legisla/webography used to develop this unit Brewster, J,Ellis, G&Girard, D. The Primary English Teacher`s Guide. Penguin. London, 1991. Long, M& Doughty, C(Eds) (2009). The handbook of language teaching. Malden, MA:Wiley Blackwell Crystal, D. The Cambridge Encyclopedia of Language. Cup. Cambridge, 1987. Lomce 8/2013, 9th December R.D 126/2014, 28th February Decree 54/2014, 10th July Order www.bbc.co.uk www.britishcouncil.org www.englishpage.com