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REGULATIONS IN
PRE-PRIMARY
EDUCATION
• Royal Decree 1630/2006 Pre-Primary Education
• Decree 67/2007 of 29th of May Pre-Pr...
Royal Decree establishing the Curricula for the Second
Cycle of Primary Education
and
Decree 67/2007 of 29th of May Pre-Pr...
• Pace and style of maturation,
• development and learning of each child,
• affectivity,
• personal characteristics,
• and...
The assessment in the second cycle of Pre-primary education:
• global, continuous and formative
Based on
• direct observat...
Order 23-04-2002 to make compulsory
the teaching of foreign languages in the
2nd cycle of Pre-Primary Education in
Castill...
Objectives:
• To make compulsory the teaching of foreign languages in 2nd cycle of Pre-
Primary in all schools in Castilla...
Tutor in the class with the English teacher:
• Although initially was compulsory to be together in the class, lately the
o...
Curriculum:
• Concepts: Necessities and current situations of oral languages:
Greetings, identifications, likes , simple l...
Annex II :
Pedagogical Orientations.
• psycho-evolutionary development
• Comfortable environment
• Flexibility in timing
•...
MariaI.Rodriguez@uclm.es
Thank you
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Regulations in pre primary education in Castilla-La Mancha

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Different Kind o regulations for Pre-primary Education in CLM

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Regulations in pre primary education in Castilla-La Mancha

  1. 1. REGULATIONS IN PRE-PRIMARY EDUCATION • Royal Decree 1630/2006 Pre-Primary Education • Decree 67/2007 of 29th of May Pre-Primary Education • Order 23-04-2002 of foreign languages Pre-Primary Education • Decree 88/2009, de 07-07-2009 of first cycle Pre-Primary Education
  2. 2. Royal Decree establishing the Curricula for the Second Cycle of Primary Education and Decree 67/2007 of 29th of May Pre-Primary Education • Curricula: “comprehensive and harmonious development” of students in the physical, motoric, emotional, affective, social and cognitive, and an approach to a foreign language. • Stage: voluntary and unpaid • Three areas of integrated learning: – Self-knowledge and personal autonomy – Environmental knowledge – Communication and representation
  3. 3. • Pace and style of maturation, • development and learning of each child, • affectivity, • personal characteristics, • and the needs and interests of each student must weigh in educational practice at this stage of their training. Education must take into account Objectives: • the understanding of the body and the other, • learning to respect differences; • explore the family, natural and social; • gain autonomy in daily activities; • develop affective skills; acquire points of coexistence; • develop communication skills; • and launched in logical-mathematical skills, reading and writing and gestural primary.
  4. 4. The assessment in the second cycle of Pre-primary education: • global, continuous and formative Based on • direct observation and systematic, with the aim to meet the pace of learning and the development of each child. The attention to diversity • adopting measures appropriate to the personal characteristics, needs, cognitive style and interests of each student.
  5. 5. Order 23-04-2002 to make compulsory the teaching of foreign languages in the 2nd cycle of Pre-Primary Education in Castilla-La Mancha
  6. 6. Objectives: • To make compulsory the teaching of foreign languages in 2nd cycle of Pre- Primary in all schools in Castilla-La Mancha. • To develop the curriculum. Curriculum: • 2nd cycle of Pre-Primary and 1st cycle of Primary Education. • Timing: 90’ per week: sessions of 20’min. • Foreign Languages are integrated in the Area of Communication and Representation.
  7. 7. Tutor in the class with the English teacher: • Although initially was compulsory to be together in the class, lately the order was changed. • Assessment: as it’s established in the rules of Pre-Primary Education: Global, Continuous and Formative. Quality Factors: • Heads’ meetings. • Training teachers.
  8. 8. Curriculum: • Concepts: Necessities and current situations of oral languages: Greetings, identifications, likes , simple locations, etc. • Procedures: Recognizing and practising of social formulae. • Actitudes: To know and use the foreign languages for activities developed in the classroom and dialogues. Assessment criteria: • To know and use the foreign languages in activities proposed in the classroom and in roleplays.
  9. 9. Annex II : Pedagogical Orientations. • psycho-evolutionary development • Comfortable environment • Flexibility in timing • Communicative Approach • Natural Approach using games • Modelling using correct pronunciation • Usage of body language and gestures
  10. 10. MariaI.Rodriguez@uclm.es Thank you

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