Programación 1º Primaria LomceandaLucía

INGLÉSAna Juárez Esteve

Autor: Ana Juárez EsteveEdita: Educàlia EditorialMaquetación: Educàlia EditorialISBN: 978-84-16663-29-3Printed in Spain/Impreso en España.

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NIBBLER’S WORLD TEACHING PLAN

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11..11.. PPrroojjeecctt rraattiioonnaallee..

As set out in the order...I will present a teaching plan, with reference to the official

curriculum, for an academic course in the 1st grade of English Language. This comprises

fifteen units. The legal framework of this teaching plan is the Fundamental Law for the

Improvement of Quality in Education (LOMCE) 8/2013 9th of December, which is the

current education law in Spain, established by the Department of Education, the Royal

Decree 126/2014 28th of February about Basic Teaching contents for Primary Education,

and the...... In addition, The Common European Framework of Reference for Languages

(2001) describes comprehensively the qualities necessary for communication, related

knowledge and skills, and the places and situations in which communication takes place.

The design of a teaching plan represents a project that must integrate a diversity of

tasks and requires considerable training. The level of commitment to and discussion of,

the way we work must be considered and negotiated between all tutors and specialists

involved.

Following the European directives, this document derives from the stage objectives

formulated in the LOMCE, and it is the legal model for the teaching plan. The present

curricular model is open and flexible and constitutes the 3rd level of curriculum design

following the decrees of education and the School Educational Project (PEC). I have

based this specific teaching project (P.D) on the selection and sequence of course

contents, formulation of aims and evaluation criteria, as well as Key Competences.

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11..22.. CChhaarraacctteerriissttiiccss ooff tthhee sscchhooooll..

The School for which the teaching plan is developed is....... According to the PEC the

characteristics of the school are:

Locality

The public school lies to ....

Origin of students

The population of the district is formed by a socioeconomic level of medium to medium.

Language

According to the data of the school population most students are Spanish speakers.

Economic situation

The recent building boom in the neighbourhood has introduced a young population,

however the current economic situation is not the most favourable since in many families

one or more members are unemployed.

Cultural Situation

There is no library or other resources where children of the neighbourhood can spend

their free time. The squares and the playground are the most usual meeting places for

recreation.

The AMPA offer extracurricular activities during the hours...

The municipal sports council and other associations offer sports and cultural activities.

With reference to the educational level of the parents, 59% do not study at all, 26% do

secondary studies and 15% do higher studies.

Characteristics of the school

The centre has 2 separate buildings; in the first we find only Infant Education. In the

other building are the pupils of Primary Education. The latter has two floors, placing the

elementary courses on the first floor, and the higher courses on the second floor. They are

divided into 18 groups incorporating A, B and C classes.

Besides tutors for these 18 groups there are support teachers specialising in Music,

English, P.E., Educational Needs Attention, Speech-Language and Hearing, and Religion.

Also they can use the dining room.

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11..33.. CChhaarraacctteerriissttiiccss ooff tthhee ggrroouupp..

The normal class size in the centre is between 20 and 25 pupils. I am designing the

teaching plan for 1st grade of primary education, so pupils are 6 and 7 years old. It is a

diverse group where students of different cultures coexist, presenting different levels of

learning strategies, including those requiring special needs attention. In the class there are

immigrant children from Romania, Algeria, Sudan, Mali, Colombia, Argentina and China. In

addition one of the children with special needs attention presents mental retardation and

learning disabilities (3/4 year cognition and 50% of disability) so she has an IEP

(individualised education plan), whereas the other has attention deficit disorder (ADD).

Considering all the above I always hope not to find problems of behaviour, discipline or

learning, and expect to have the support of their parents, tutors and teachers of

Educational Needs Attention, and Speech-Language and Hearing. From the

characteristics of the development of these students we might observe that changes are

continuing. I will show the most important childhood characteristics:

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The aims are references to the achievements that the student must attain at the end of

the educational process, as a result of the teaching and learning experiences intentionally

planned for this purpose. The aims do not constitute an independent element within the

educational process. They are an important part of the educational programme; we use

them as starting point to plan and to establish the contents. The objectives are the purpose

which guides the scheme and the realisation of the necessary activities to achieve

educational goals. Article 7 of the Royal Decree 126/2014 establishes the general aims for

Primary education. The Area of English learning towards the achievement of all the

aims, those highlighted:

a) Understand and appreciate the values and standards of living, learn to act in

accordance with them, prepare for active citizenship and respect for human rights

and pluralism inherent in a democratic society.

b) Develop individual and team work, effort and responsibility in the study as well as

attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and

interest in learning, and entrepreneurship.

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to

function independently in the family and household, as well as in social groups with

which they are associated.

d) Know, understand and respect different cultures and differences between people,

equal rights and opportunities for men and women and non-discrimination of people

with disabilities.

e) Know and use appropriately the Spanish language and, if any, the co-official

language of the Autonomous Community and develop reading habits.

f) Acquire, in at least one foreign language, skills to enable them to express and

understand simple messages and function in everyday situations.

g) Develop basic Maths skills and initiative in solving problems that require elementary

operations of calculation, geometry and estimates, as well as being able to apply to

situations in everyday life.

h) Know the main features of Natural Science, Social Science, Geography, History and

Culture.

i) Start using, for learning, the information technology and communication to develop a

critical mind to the messages they receive and produce.

j) Use representation and artistic expression and start to build visual and audio-visual

proposals.

k) Rate hygiene and health; accept their own body and that of others, respecting

differences and using physical education and sport to encourage both personal and

social development.

l) Know and appreciate those animals closest to us and adopt forms of behaviour that

contribute to their preservation and care.

m) Develop emotional skills in all areas of personality and in their relationships with

others and an attitude opposed to violence, prejudice of any kind and sexist

stereotypes.

n) Promote road safety education and respectful attitudes that affect the prevention of

accidents.

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The contents are established by the The Decree 97/2015, 3rdMarch and these define

knowledge as a set of abilities, skills, and attitudes which contribute to the acquisition of

the objectives for each educational stage and also of the relevant competences. In

AAANNNNNNEEEXXXEEE III are the English contents for the 1st course of primary education. The structure

of the English contents is the following:

EN

GL

ISH

CO

NT

EN

TS

BLOCK 1:understanding oral texts

Eve

ry b

lock is

div

ide

d in

to 5

:

diffe

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ctio

ns

1. Production strategies

2. Sociocultural and

sociolinguistic aspects

3. Communicative functions

4. Syntactical structures

5. High frequency oral

vocabulary

BLOCK 2:production of oral texts:

expressions and interactions

BLOCK 3: understanding written texts

BLOCK 4: production of written texts:

expressions and interactions

As we can see the English contents follow the development of four communicative

skills. In the teaching plan communicative skills are built up gradually and systematically

in a way appropriate to 1st level. According to this, the most developed skills are Listening

and Speaking, however Reading and Writing are focused on in recognition Practise. Key

features are outlined below:

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APOYO A LA DEFENSA DE LA PROGRAMACIÓN

La programación presentada incluye un esquema de los puntos que se deben exponer

de cara a un tribunal en la defensa de la programación y unidad didáctica. El opositor,

deberá elegir un número de unidad didáctica de tres posibles que el tribunal el comunicará

una hora antes de su defensa. En esa hora, el opositor puede prepararse los últimos

detalles de la presentación en lo que se ha conocido como “encerrona”, ya que queda

solo en un aula hasta la hora de enfrentarse al tribunal. En ese periodo de tiempo, el

opositor puede elaborar un esquema de su presentación que podría ser muy similar a la

propuesta hecha en la programación (páginas 60-64) Siguiendo estos apartados del

esquema, el opositor puede desarrollar la defensa de la programación general (unos 30

minutos) y la unidad didáctica (otros 30 minutos aproximadamente)

La programación didáctica contiene un guion para la defensa:

- Saludos y mencionar qué se va a presentar ( Una programación para 1ºEP y la

unidad didáctica número X sobre el tema Y) - Mencionar las leyes en las que se basa

(mirar el apartado 1 de la programación) - Seguiríamos mencionando un resumen de

todos los puntos incluidos en la programación, siguiendo el índice. –

El texto está completamente desarrollado, sólo hay que aprenderlo y añadir los

correspondientes aportes personales. Como apoyo, se han incluido frases

entrecomilladas que pueden servir como hilo conector entre diversas ideas o bien se trata

de aspectos que NO podemos olvidar mencionar en nuestra presentación.

Respecto a la unidad didáctica también hay un guion e índice, para abordar todos los

aspectos que se evalúan.

Las actividades están desarrolladas en el libro del alumno - Muestra la actividad que

estás explicando como apoyo visual a tus palabras. Debes de seguir el guión y hablar

claro, sin prisas, dado que está todo “cronometrado” para la hora exacta.

A continuación se ve una muestran unas líneas del guión escrito de la

programación y la unidad didáctica:

TEACHING PLAN DEVELOPMENT

Good morning everyone.

As set out in the order ...I will present a teaching plan, with reference to the official

curriculum, for an academic course in the 1st grade of English Language. This comprises

fifteen units. The legal framework of this teaching plan is the LOMCE, Royal Decree 126/2014,

Decree 97/2015, In addition, The Common European Framework of Reference for Languages

(2001)

The present curricular model is open and flexible and constitutes the 3rd level of curriculum

design following the decrees of education and the School Educational Project (PEC). I have

based this specific teaching project (P.D) on the selection and sequence of course contents,

formulation of aims and evaluation criteria, as well as Key Competences.

I would like to define a teaching plan:

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To organize the units I have followed the 4 blocks of Curriculum content according to

Decree 97/2015, , which establishes the curriculum of Primary Education in the Valencian

Community and the requirements of order..., which regulate the civil servant exams

In AAANNNNNNEEEXXX IIIIII there is an example about how to develop a didactic unit (DU11. Spring is

here!) Every unit develops the same scheme.

In the second part of this exam I’m going to develop the Didactic unit _______________

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This conclude my explanation of the teaching plan, I have further prepared a conclusion

that I would like to serve as a link for entering the D.U., which I will explain below.

"We should be able to give each child an optimal curriculum that suits their individual

abilities". This can be facilitated by following ten principles

CHILDREN LEARN WHAT THEY LIVE

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DIDACTIC UNIT DEVELOPMENT

1. CONCLUSION/INTRODUCTION

Now, I’m going to begin the second part of the exam.

2. PROJECT RATIONALE AND LEGAL JUSTIFICATION

I’m basing the teaching plan on resolution of ____ of the Council of Education, the

FUNDAMENTAL LAW FOR THE IMPROVEMENT OF QUALITY IN EDUCATION

(LOMCE) ,the Royal Decree 126/2014, the Decree 97/2015, and, The Common

European Framework of Reference for Languages.

3. CLASSROOM ORGANIZATION 1ST

The classroom is small, with all the usual resources around us.

4. CONTEXTUALISATION AND TIMING

The unit I’ve chosen is number___. The children

_____________________________________________________________________As

I mentioned, this unit is called______________ and the topic is____________.

It is the ______unit of the ____term and stats at ____and develops over a period of

two weeks.

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Now, we’re going to discuss the teaching unit:

6. UNIT LEARNING GOALS

The unit learning goals are:

1. To 2. To 3. To 4. To

KEY COMPETENCES Each of the key competences must be employed through the whole of the unit, but the

most common will be:

• Competence in linguistic communication (CLC). • •

8. UNIT LEARNING CONTENTS

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11. MIXED-ABILITY STRATEGIES

Students with lack of information about parts of house will be given such

information in a worksheet.

Proficient students will have extension activities through games or ICT.

...........................................................

12. ACTIVITIES (aim of activity, key competences, skills, group interaction and

resources)

Checking previous knowledge

To chek the previous knowledge we do ___________. The aim of the activity

is ___________. The key competences developed in this activity

are____________. The skills we learn this activity are________. The group

interaction involved in this activity are_______. And finally the resources

used are________.

Engage

We have ___ activities in the engage stage for warming up.

The 1st is_____. The aim of the activity is ___________. The key

competences developed in this activity are____________.

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MUESTRA UNIDAD DIDÁCTICA (SESGADA)

Ejemplo table ud1:

UNIT 1: Hello!

September 1st term TOPIC: Revise-Introduction

UNIT LEARNING GOALS

1. To learn to greet.

2. To know the numbers from 1 to 10.

3. To identify basic colours.

4. To recognise the days of the week.

5. To Practise pronunciation of the short a (æ phoneme)

6. To listen, understand and read Hello poem.

7. To participate actively in classroom activities.

8. To respect the right to speak.

KEY COMPETENCES

• Competence in linguistic communication (CLC).

• Cultural awareness and expression (CAE).

• Digital competence (DC)

CONTENTS

LEARNING STRATEGIES SYNTACTICAL STRUCTURE

Listen, point and mime.

Listen and sing.

Greet each other.

Act out the song.

Read and colour.

Draw, colour and identify

• What’s your name? I’m...

• How old are you? I’m...

• What’s your favourite colour? My...

SOCIOCULTURAL AND SOCIOLINGUISTIC ASPECTS

HIGH FREQUENCY VOCABULARY

Listen and read aloud Hello poem

Numbers 1-10

Colours: blue, green, orange, pink, purple, red, yellow, white, brown

Days of the week

COMMUNICATIVE FUNCTIONS

Practise greetings and farewells.

Listen to and identify the characters of the course.

Practise weather information.

(SOUND, STRESS, RHYTHM AND INTONATION PATTERNS)

Listen to the intonation of the songs from the unit

Practise short a (æ phoneme) words

SPECIFIC METODOLOGY MIXED-ABILITY STRATEGIES

o Attentive-assertive listening

o Learn critical thinking skills

o Structured freedom

Students with a lack of information about

revision will be given the information in a

worksheet.

Proficient students will do extension activities

through games or ICT

PREREQUISITES AND PREVIOUS KNOWLEDGE SPECIFIC MATERIALS AND RESOURCES

The days of the week

Numbers and colours.

Flashcards, Worksheets, Songs and videos, J-

Click, Games

ACTIVITIES

SETTING THE

CLASSROOM ROUTINES

Opening Song with Nibbler // Close Song

Change the calendar

CHECKING PREVIOUS

KNOWLEDGE

Oral activity where images with colours and numbers are

shown

ENGAGE STAGE

Watch a Numbers song with Nibbler

Watch a Colours song with Nibbler

PRACTISE/

COMMUNICATION STAGE

Remember me (colours)

Match the pairs (colours)

Remember me (numbers)

Match the pairs (numbers)

Phonics time! (æ phoneme)

ACTIVATION STAGE

What number is it?

Touch the colour!

Repeat me! Hello poem

FINAL TASK All things I know

EVALUATION AND ASSESSMENT

Along the unit: by observation and checking activities. At the end of the unit: final task

CRITERIA Children will be able to use English to:

ASSESSMENT FOCUS

SPECIFIC LEARNING OUTCOMES The student:

1. Understand and follow the different songs.

2. Acquire greeting and farewell routines

3. Name the days of the week in the calendar.

4. Recognise the numbers.

5. Identify the colours.

6. Recite Hello poem.

7. Pronounce short a (æ phoneme)

8. Participate in class and respect the

classmates

Listens and understands the instructions from

the teacher: Listen, look and repeat, Listen,

point and say, Listen and repeat, etc.

Participates in daily routines and understands

the associated vocabulary.

Imitates and repeats the expressions used by

the teacher in class.

Listens and marks different unit vocabulary.

Connects correctly spelt words with the

appropriate image.

Locates familiar words in visual material used

for routines or in the classroom books.

Uses Information and Communication

Technologies (ICT) in order to improve the

learning.

Complete the worksheet by copying words

and simple expressions, which have been

worked on previously.

Desarrollo actividades UD1

EEvvaalluuaacciióónn aalluummnnoo UUDD11

Muestra libro del alumno UD1