This document provides an English syllabus for the third cycle of basic education in El Salvador. It outlines the curriculum, including subjects and hours per week. It presents the structure of units of study, including objectives, conceptual, procedural, and attitudinal contents, and achievement indicators. It describes how the curriculum will be implemented, including contextualization at individual schools. It also discusses cross-curricular themes and the communicative approach used to develop language competencies.
The document summarizes key aspects of the Finnish educational system as presented by Sirkku Nikamaa, a Finnish educator, to an audience in Seoul. The summary highlights that Finland's educational system is based on principles of equality, comprehensive education without streaming, respect for teachers, and flexibility. It emphasizes learner autonomy, motivation, and application of linguistic content to real-life situations over testing and exercises. The system aims to develop the whole person through collaborative learning communities and shared leadership between teachers, students, and administrators.
This document discusses bilingual and multilingual education programs in the Valencian educational system. It provides an overview of the legal framework for these programs, describes different models of bilingual education including compensatory, maintenance, and enrichment, and outlines the organizational documents used in planning and implementing bilingual programs at schools, such as the Annual Linguistic Normalization Plan and the Program Particular Design. The Program Particular Design is described as the key document that specifies how a bilingual or multilingual program will be adapted and applied at the individual school level based on its unique sociolinguistic context.
This document is the teacher's guide for the English A1.2 textbook series used in Ecuadorian high schools. It provides an overview of the series' objectives, characteristics, and approach to teaching and learning English. The series is designed to develop students' language skills through topics and activities relevant to their lives. It incorporates principles of multiple intelligences, task-based learning, cooperative work, cross-curricular studies, and intercultural awareness. Individual lessons follow a structure of warm-up, presentation, practice, and application. The guide also describes the components of the series, including the student book, teacher resources, and planned additional materials.
The document is an introduction to the textbook "English, please! 2" which was designed under cooperation agreements between the Colombian Ministry of Education, the British Council, and the Foundation of Businesspeople for Education. It provides information about the textbook's purpose of strengthening students' English language competencies and developing their intercultural awareness through topics. It also lists the organizations and individuals involved in the development and production of the textbook.
This document provides a draft of the Standard Performance Document (DSP) for Year 3 English based on the Primary School Standard Curriculum (KSSR). It includes definitions and explanations of key terms related to DSP. It also outlines the framework and band descriptions used to assess student performance. The bands progress from knowing basic skills to being able to apply knowledge with exemplary manners. Descriptors and examples of evidence are provided for each band to guide teacher assessment. The overall aim is to equip students with basic English language skills to communicate effectively according to their level of development.
John Morales, alumno de la Maestría en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera, presenta su proyecto final de Maestría titulada "Efficacy of the SIOP model in content teaching with Foreign Language Learners"
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
This document provides an English syllabus for the third cycle of basic education in El Salvador. It outlines the curriculum, including subjects and hours per week. It presents the structure of units of study, including objectives, conceptual, procedural, and attitudinal contents, and achievement indicators. It describes how the curriculum will be implemented, including contextualization at individual schools. It also discusses cross-curricular themes and the communicative approach used to develop language competencies.
The document summarizes key aspects of the Finnish educational system as presented by Sirkku Nikamaa, a Finnish educator, to an audience in Seoul. The summary highlights that Finland's educational system is based on principles of equality, comprehensive education without streaming, respect for teachers, and flexibility. It emphasizes learner autonomy, motivation, and application of linguistic content to real-life situations over testing and exercises. The system aims to develop the whole person through collaborative learning communities and shared leadership between teachers, students, and administrators.
This document discusses bilingual and multilingual education programs in the Valencian educational system. It provides an overview of the legal framework for these programs, describes different models of bilingual education including compensatory, maintenance, and enrichment, and outlines the organizational documents used in planning and implementing bilingual programs at schools, such as the Annual Linguistic Normalization Plan and the Program Particular Design. The Program Particular Design is described as the key document that specifies how a bilingual or multilingual program will be adapted and applied at the individual school level based on its unique sociolinguistic context.
This document is the teacher's guide for the English A1.2 textbook series used in Ecuadorian high schools. It provides an overview of the series' objectives, characteristics, and approach to teaching and learning English. The series is designed to develop students' language skills through topics and activities relevant to their lives. It incorporates principles of multiple intelligences, task-based learning, cooperative work, cross-curricular studies, and intercultural awareness. Individual lessons follow a structure of warm-up, presentation, practice, and application. The guide also describes the components of the series, including the student book, teacher resources, and planned additional materials.
The document is an introduction to the textbook "English, please! 2" which was designed under cooperation agreements between the Colombian Ministry of Education, the British Council, and the Foundation of Businesspeople for Education. It provides information about the textbook's purpose of strengthening students' English language competencies and developing their intercultural awareness through topics. It also lists the organizations and individuals involved in the development and production of the textbook.
This document provides a draft of the Standard Performance Document (DSP) for Year 3 English based on the Primary School Standard Curriculum (KSSR). It includes definitions and explanations of key terms related to DSP. It also outlines the framework and band descriptions used to assess student performance. The bands progress from knowing basic skills to being able to apply knowledge with exemplary manners. Descriptors and examples of evidence are provided for each band to guide teacher assessment. The overall aim is to equip students with basic English language skills to communicate effectively according to their level of development.
John Morales, alumno de la Maestría en Lingüística Aplicada a la Enseñanza del Inglés como Lengua Extranjera, presenta su proyecto final de Maestría titulada "Efficacy of the SIOP model in content teaching with Foreign Language Learners"
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
This document provides the curriculum specifications for teaching English to Year 5 students in Malaysian primary schools. It outlines the learning outcomes, specifications, and examples/activities for developing students' English language skills including listening, speaking, reading, writing, vocabulary, grammar, and pronunciation. The goals are to equip students with basic English communication skills and understanding to function in everyday situations by the end of primary schooling. The curriculum is designed to be learner-centered and integrate thinking skills, values, and technology where available, to prepare students for further education and life.
This document outlines the English language curriculum for primary schools in Malaysia. It introduces the aims, objectives, and underlying pedagogical principles of the curriculum. The curriculum is organized into modules that focus on key language skills like listening, speaking, reading, writing, and language arts. It emphasizes building a strong foundation in basic English skills in the early years before introducing more advanced concepts like grammar. The principles of the curriculum focus on making learning fun, learner-centered, and integrated with technology. It also emphasizes continuous assessment of students' language abilities.
Skypals is a project that connects English language students in Barcelona, Spain with native English speakers in another country via Skype video calls. The goal is to motivate students to speak English in an authentic context. Students are organized into groups to prepare topics and questions to discuss with their partner group. Over several lessons, students learn vocabulary and practice speaking. They have two Skype sessions to hold conversations with their partner group. Feedback found the project increased students' confidence and enjoyment of speaking English. The authentic communication situation effectively encouraged use of English.
This document provides information about the educational system in Italy. It describes the different levels of education including nursery school, primary school, lower secondary school, upper secondary school, and university. It outlines the ages students are typically in each level, the duration of studies, and whether attendance is compulsory or optional. The document also discusses Italy's constitution which establishes education as a fundamental right for all citizens.
This document provides the curriculum specifications for teaching English to Year 2 students in Malaysian primary schools. It outlines the aims of developing students' English language skills including listening, speaking, reading, writing, as well as the language content of sounds, grammar and vocabulary. The specifications detail the learning outcomes and provide examples of activities and assessments to measure students' progress in acquiring the various skills at three different levels of proficiency. The overall goal is to equip students with basic English communication abilities appropriate for their daily lives and further education.
This document outlines the English language curriculum specifications for Year 6 of primary school in Malaysia. It aims to equip students with basic English skills to communicate both orally and in writing for everyday use, further studies, and work. By the end of primary school, students should be able to listen and understand simple spoken English, speak and respond clearly in common situations, read different texts for enjoyment and information, write for different purposes using simple language, and appreciate moral values and love for the nation. The curriculum covers the four language skills of listening, speaking, reading and writing as well as language content like sounds, grammar and vocabulary. Teaching contexts are suggested to teach these skills and content. The specifications provide guidance for teachers on the skills,
Clil lesson plan about enzymes (e lab for clil) Giuseppe Venturi Pacinotti Ta...Giuseppe Venturi
This document outlines a lesson plan for teaching about enzymes using CLIL (Content and Language Integrated Learning) methods. The lesson aims to help students understand the role and classification of enzymes through activities presented in English. It involves students watching videos, doing group work, presentations, and online research about enzymes and their applications. Formative assessment includes students creating a presentation and writing article. The document provides details on the content, objectives, activities, skills developed, and strategies used to integrate language learning with the science content.
Dokumen standard bahasa inggeris sk tahun 3Camp Lazlo
This document provides the curriculum standards for the English language curriculum used in Malaysian primary schools. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar.
The goals of the curriculum are to equip students with basic English language skills to communicate effectively and to prepare them for further education and work. The document describes the objectives and pedagogical principles of the curriculum, which focus on making learning fun, learner-centered, and integrated with technology.
The content standards and learning standards within each module specify the language knowledge and skills students should master by the end of each year from Year 1 to Year 3. The standards cover developing listening comprehension, speaking,
REFLESS Project - MA Linguistics Programme InformationREFLESS Project
TEMPUS project "Reforming Foreign Language Studies in Serbia", Working visit to University of Southampton, MA Applied Linguistics for Language Teaching, MA English Language Teaching, MA Applied Linguistics Research Methodology
This document outlines the Bahasa Inggeris (English language) curriculum standards for primary schools in Malaysia called KSSR. It discusses important concepts like content standards, learning standards, and modular configuration. The curriculum is organized into three broad themes and focuses on language skills like listening, speaking, reading, writing, and grammar. It emphasizes a learner-centered approach and character building. Sample daily lesson plans provide examples of how the content and learning standards can be applied in the classroom with a focus on a particular language skill or theme.
This document provides an overview of the English language curriculum for primary schools in Malaysia. It outlines the curriculum's aims of equipping students with basic English skills to communicate orally and in writing. The objectives are for students to develop listening, speaking, reading and writing abilities in English. The curriculum is organized around these four language skills and also incorporates grammar, pronunciation, vocabulary, and other educational priorities like thinking skills, ICT skills, and citizenship values. It provides details on how the different language skills and content are taught to help students use English in their daily lives.
The document is a teacher's guide for teaching English to Year 3 students in Malaysian primary schools. It provides an overview of the English language curriculum and its objectives, which are to equip students with basic language skills to communicate effectively. It describes the curriculum's conceptual framework, organization, and the roles and expectations of teachers. It also outlines the content and learning standards for key language areas - listening and speaking, reading, and writing - explaining the progression of skills from year to year.
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
The document is the Teacher's Guidebook for Year 2 English in the Malaysian primary school curriculum. It provides an overview of the English language curriculum and the Year 2 syllabus. It covers the four language skills - listening and speaking, reading, writing, and language arts. It also includes sample lessons to help teachers implement the new curriculum.
Presentation made by Monica Perenya for the Study-Visit "Language learning spaces: diversity and transversality" (EU LLP CEDEFOB), April 2013 http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/
The document discusses Scotland's 1+2 language learning approach where every child learns two languages in addition to their native language. It outlines that educators, employers, and the Scottish government support language learning. By 2020, children will learn an additional language from primary 1 to 3 and have the opportunity to learn a second additional language from primary 5. Learning languages provides cognitive, academic, and employment benefits. Several primary and secondary schools have piloted the 1+2 approach, finding increased motivation but also challenges around staffing, resources, and progression across grade levels.
Presentation by Pere Mayans and Nuria Alba, about Ctalan Immersion program for Languages and Social Cohesion, 2011. Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Includes teacher training trends and orientation for an implementation by the Inspectorate of Education .
1) Content and language integrated learning (CLIL) involves using a foreign language as the means to teach non-language subjects, with the goal of developing both content knowledge and language skills simultaneously.
2) There are various models for implementing CLIL, including full immersion programs and partial integration within specific subjects. Successful programs require gradual implementation, selection of appropriate subjects, curriculum design, and teacher training.
3) Both content and language teachers must adapt their methodologies, with content teachers focusing on participation and language teachers supporting content mastery. Materials should be visual and interactive to engage students.
Within the Comenius project we are working in, we must get familiar with the other countries' educational system; so we want to show our partners ours.
Each involved country in the partnership Erasmus+ Hands On CLIL presented a state of the art report about use of CLIL Methodology in Primary Schools in their country. Here's the final report.
This document provides the curriculum specifications for teaching English to Year 5 students in Malaysian primary schools. It outlines the learning outcomes, specifications, and examples/activities for developing students' English language skills including listening, speaking, reading, writing, vocabulary, grammar, and pronunciation. The goals are to equip students with basic English communication skills and understanding to function in everyday situations by the end of primary schooling. The curriculum is designed to be learner-centered and integrate thinking skills, values, and technology where available, to prepare students for further education and life.
This document outlines the English language curriculum for primary schools in Malaysia. It introduces the aims, objectives, and underlying pedagogical principles of the curriculum. The curriculum is organized into modules that focus on key language skills like listening, speaking, reading, writing, and language arts. It emphasizes building a strong foundation in basic English skills in the early years before introducing more advanced concepts like grammar. The principles of the curriculum focus on making learning fun, learner-centered, and integrated with technology. It also emphasizes continuous assessment of students' language abilities.
Skypals is a project that connects English language students in Barcelona, Spain with native English speakers in another country via Skype video calls. The goal is to motivate students to speak English in an authentic context. Students are organized into groups to prepare topics and questions to discuss with their partner group. Over several lessons, students learn vocabulary and practice speaking. They have two Skype sessions to hold conversations with their partner group. Feedback found the project increased students' confidence and enjoyment of speaking English. The authentic communication situation effectively encouraged use of English.
This document provides information about the educational system in Italy. It describes the different levels of education including nursery school, primary school, lower secondary school, upper secondary school, and university. It outlines the ages students are typically in each level, the duration of studies, and whether attendance is compulsory or optional. The document also discusses Italy's constitution which establishes education as a fundamental right for all citizens.
This document provides the curriculum specifications for teaching English to Year 2 students in Malaysian primary schools. It outlines the aims of developing students' English language skills including listening, speaking, reading, writing, as well as the language content of sounds, grammar and vocabulary. The specifications detail the learning outcomes and provide examples of activities and assessments to measure students' progress in acquiring the various skills at three different levels of proficiency. The overall goal is to equip students with basic English communication abilities appropriate for their daily lives and further education.
This document outlines the English language curriculum specifications for Year 6 of primary school in Malaysia. It aims to equip students with basic English skills to communicate both orally and in writing for everyday use, further studies, and work. By the end of primary school, students should be able to listen and understand simple spoken English, speak and respond clearly in common situations, read different texts for enjoyment and information, write for different purposes using simple language, and appreciate moral values and love for the nation. The curriculum covers the four language skills of listening, speaking, reading and writing as well as language content like sounds, grammar and vocabulary. Teaching contexts are suggested to teach these skills and content. The specifications provide guidance for teachers on the skills,
Clil lesson plan about enzymes (e lab for clil) Giuseppe Venturi Pacinotti Ta...Giuseppe Venturi
This document outlines a lesson plan for teaching about enzymes using CLIL (Content and Language Integrated Learning) methods. The lesson aims to help students understand the role and classification of enzymes through activities presented in English. It involves students watching videos, doing group work, presentations, and online research about enzymes and their applications. Formative assessment includes students creating a presentation and writing article. The document provides details on the content, objectives, activities, skills developed, and strategies used to integrate language learning with the science content.
Dokumen standard bahasa inggeris sk tahun 3Camp Lazlo
This document provides the curriculum standards for the English language curriculum used in Malaysian primary schools. It outlines five modules that make up the curriculum: Listening and Speaking, Reading, Writing, Language Arts, and Grammar.
The goals of the curriculum are to equip students with basic English language skills to communicate effectively and to prepare them for further education and work. The document describes the objectives and pedagogical principles of the curriculum, which focus on making learning fun, learner-centered, and integrated with technology.
The content standards and learning standards within each module specify the language knowledge and skills students should master by the end of each year from Year 1 to Year 3. The standards cover developing listening comprehension, speaking,
REFLESS Project - MA Linguistics Programme InformationREFLESS Project
TEMPUS project "Reforming Foreign Language Studies in Serbia", Working visit to University of Southampton, MA Applied Linguistics for Language Teaching, MA English Language Teaching, MA Applied Linguistics Research Methodology
This document outlines the Bahasa Inggeris (English language) curriculum standards for primary schools in Malaysia called KSSR. It discusses important concepts like content standards, learning standards, and modular configuration. The curriculum is organized into three broad themes and focuses on language skills like listening, speaking, reading, writing, and grammar. It emphasizes a learner-centered approach and character building. Sample daily lesson plans provide examples of how the content and learning standards can be applied in the classroom with a focus on a particular language skill or theme.
This document provides an overview of the English language curriculum for primary schools in Malaysia. It outlines the curriculum's aims of equipping students with basic English skills to communicate orally and in writing. The objectives are for students to develop listening, speaking, reading and writing abilities in English. The curriculum is organized around these four language skills and also incorporates grammar, pronunciation, vocabulary, and other educational priorities like thinking skills, ICT skills, and citizenship values. It provides details on how the different language skills and content are taught to help students use English in their daily lives.
The document is a teacher's guide for teaching English to Year 3 students in Malaysian primary schools. It provides an overview of the English language curriculum and its objectives, which are to equip students with basic language skills to communicate effectively. It describes the curriculum's conceptual framework, organization, and the roles and expectations of teachers. It also outlines the content and learning standards for key language areas - listening and speaking, reading, and writing - explaining the progression of skills from year to year.
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
The document is the Teacher's Guidebook for Year 2 English in the Malaysian primary school curriculum. It provides an overview of the English language curriculum and the Year 2 syllabus. It covers the four language skills - listening and speaking, reading, writing, and language arts. It also includes sample lessons to help teachers implement the new curriculum.
Presentation made by Monica Perenya for the Study-Visit "Language learning spaces: diversity and transversality" (EU LLP CEDEFOB), April 2013 http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/
The document discusses Scotland's 1+2 language learning approach where every child learns two languages in addition to their native language. It outlines that educators, employers, and the Scottish government support language learning. By 2020, children will learn an additional language from primary 1 to 3 and have the opportunity to learn a second additional language from primary 5. Learning languages provides cognitive, academic, and employment benefits. Several primary and secondary schools have piloted the 1+2 approach, finding increased motivation but also challenges around staffing, resources, and progression across grade levels.
Presentation by Pere Mayans and Nuria Alba, about Ctalan Immersion program for Languages and Social Cohesion, 2011. Presented for a Comenius Study Visit group interested in social Cohesion, at the Department of Education. Includes teacher training trends and orientation for an implementation by the Inspectorate of Education .
1) Content and language integrated learning (CLIL) involves using a foreign language as the means to teach non-language subjects, with the goal of developing both content knowledge and language skills simultaneously.
2) There are various models for implementing CLIL, including full immersion programs and partial integration within specific subjects. Successful programs require gradual implementation, selection of appropriate subjects, curriculum design, and teacher training.
3) Both content and language teachers must adapt their methodologies, with content teachers focusing on participation and language teachers supporting content mastery. Materials should be visual and interactive to engage students.
Within the Comenius project we are working in, we must get familiar with the other countries' educational system; so we want to show our partners ours.
The document summarizes the experiences of a school in Spain called San Viator Ikastetxea with implementing the European Language Portfolio (ELP) to assess and motivate student language learning. It discusses introducing the ELP to teachers and students, the activities and classes used, difficulties encountered with assessment and coordination, and generally positive feedback and goals for expanding the program.
The document summarizes the experiences of a school in Spain, San Viator Ikastetxea, with implementing the European Language Portfolio (ELP). It discusses introducing the ELP to help standardize language assessments across Europe. Teachers received training on the ELP and it was introduced to students in stages, starting with older students. Both students and teachers found benefits in student self-assessment and motivation, but challenges remained in coordinating among teachers and mapping activities to ELP descriptors. The school aims to continue expanding use of the ELP to more grades and improve implementation over time.
The document presents new English curriculum guidelines for 1st and 2nd grade primary education in Nicaragua. It outlines the organization of the curriculum into competencies, learning objectives, content, suggested learning activities and assessments. The curriculum aims to develop students' English skills consistently from 3rd to 4th grade and to evaluate learning based on students' characteristics, paces and available resources. It also describes the foundations and goals of the English program, which adopts the Common European Framework of Reference and aims to reach an A2 language level by the end of primary education.
The National Bilingual Program in Colombia had five key actions: improving schools, education for innovation/competitiveness, lifelong education, inclusive participation, and modernizing the education sector. The program aimed to improve English language learning across Colombia by establishing common standards, developing teachers, increasing access to education, and making progress towards international proficiency levels. However, it faced challenges like low English levels, lack of resources, and ensuring quality education across diverse regions.
The document discusses the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). The CEFR provides a common basis for language learning across Europe through standardized proficiency levels and descriptors. The ELP allows learners to track their language skills and cultural experiences over time. It includes a language passport, biography, and dossier where learners can self-assess and receive feedback. Both tools aim to promote lifelong language learning, cultural diversity, and mutual recognition of language qualifications across Europe.
The place of modern languages in curriculum for excellenceScottish CILT
Modern languages departments play a central role in delivering the promises of Curriculum for Excellence by promoting attainment, international education, and interdisciplinary learning. Studying modern languages provides opportunities to broaden horizons, develop literacy skills, and prepare young people for the global marketplace. It is crucial that modern languages continue to occupy an important place in secondary school curriculums, with compulsory language study until at least the end of S3.
This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.
The document summarizes the secondary school bilingual programs in Andalucía, Spain. It provides details on the creation of the program, current numbers, requirements to start a program, focus on CLIL, integrated language curriculum, faculty training, the coordinator role, students and families involved, language assistants, difficulties, and advantages. The bilingual programs aim to teach content in a second language to foster international connections through language learning.
This document outlines a research project that aims to compare English language teaching methods and results in primary schools in Spain and Poland. The project has several key objectives: 1) Understanding the current English education systems in both countries; 2) Comparing the education systems; 3) Discovering the most effective teaching methodology; 4) Finding reasons for differences in English proficiency levels.
To achieve these objectives, the project will involve questionnaires for English teachers and students, as well as interviews with company managers. It will analyze teaching methods, materials, and student/teacher preferences in Spain and Poland.
This teaching unit focuses on gamification and was designed for intermediate English language learners. It uses games and interactive activities to motivate students and provide opportunities for communication. The four sessions and tutorial aim to improve students' oral and written skills through vocabulary exercises, grammar practice, and group work centered around topics like the natural world, immigration, and cities. Student progress will be assessed through in-class games, participation, and rubrics evaluating general competencies, oral performance, and interest in learning. The goal is for students to develop proficiency and autonomy in English communication.
Technology And Language Learning Dic08 Con Trainees Ugrortegam
The document discusses a collaborative project between schools in England, France, and Spain to enhance language learning through technology. Key points:
- The project involves 6 primary schools, 3 teacher training institutions using videoconferencing and a shared online platform to connect students in the 3 countries.
- Trainees from each country will be placed in schools abroad to help with videoconferencing sessions, online activities, and teach lessons incorporating the shared curriculum and CLIL (Content and Language Integrated Learning) methodology.
- The goals are for trainees to understand how to integrate language teaching across the curriculum using technology and to develop skills for intercultural teaching.
Instituto Hemingway, a Cervantes-accredited Spanish teaching centre, has decided to update its teaching methods by adopting the communicative textbook Prisma. Prisma follows the Common European Framework of Reference for Languages and the Instituto Cervantes teaching framework. It is divided into six levels from beginner to advanced. Prisma is a flexible and versatile textbook that caters to individual student needs and focuses on common difficulties in learning Spanish. The new textbook aims to help students master Spanish through communicative techniques and a balanced focus on developing oral, written, and cultural skills.
This document outlines a project at CEPA El Fontán in Oviedo, Spain to address learner diversity and prevent dropouts through adaptive teaching methods. The project aims to 1) increase learner attendance and prevent dropouts, 2) address diverse learner needs through flexible teaching, 3) improve academic performance, and 4) connect learners to the job market. Teachers will develop flexible lessons, apply adaptive teaching, connect learners to the local employment agency, and design new e-learning materials. The project involves secondary and adult education students and teachers from various subject areas.
Similar to 000_Institutional program: Reading Plan (20)
Presentació de la Montserrat Montagut, com a cap del Servei de Llengües Estrangeres de la SG Llengua i Plurilingüisme (Dept. Ensenyament), del nou programa Avancem, per impulsar un ensenyament i aprenentatge integrat de les llengües al sistema educatiu de Catalunya i, en especial, en els centres de secundària. El programa es va presentar als nous centres que hi participen en l'edició 2017-20.
Presentació de la formació de l'Avancem cap al Til. Trobada pedagògica dels centres de l'Avancem de primer any, del dia 20 d'octubre de 2016 a la Casa del Mar de Barcelona
Power point explicatiu de la formació GEP1 presentat en la Trobada pedagògica per als docents del GEP 1 del dia 3 d'octubre de 2016, al Caixaforum de Barcelona
Presentació de M. Pereña, subdirectora general de Llengua i Plurilingüisme del Dept. Ensenyament, del programa d'Experimentació del Plurilingüisme (GEP) als docents dels centres educatius que hi participaran en l'edició 2016-18. Trobada GEP 3 d'octubre de 2016
M. Montagut presenta, en nom de la SG Llengua i Plurilingüisme, el programa Avancem, de Tractament Integrat de les Llengües, en el sistema educatiu català. El programa es presenta als centres educatius que participaran en l'edició 201618 d'aquest programa.
Sessió d'obertura de la formació GEP de 2n any adreçada a docents. Edició 2015-17. M. Montagut, cap del Servei de Llengües Estrangeres del Dept. Ensenyament, recorda els objectius de l'acció i l'emmarca contextualment.
Presentació de M. Montagut, cap del Servei de Llengües Estrangeres del Dept. Ensenyament, als equips directius que participen per segon any consecutiu en el programa GEP d'Experimentació del Plurilingüisme. S'ofereixen reflexions, suggeriments i propostes per tal que els centres educatius puguin continuar avançant en el reforç de la competència plurilingüe del seu alumnat.
Presentació de M. Pereña, subdirectora general de Llengua i Plurilingüisme, del programa GEP d'experimentació del plurilingüisme als equips directius que hi participen per 2n any consecutiu (edició 2015_17).
L'inspector d'Educació J. Serarols presenta estratègies d'organització i gestió de centre als equips directius del Programa GEP d'Experimentació del Plurilingüisme de l'edició 2016-18.
M. Montagut, cap del Servei de Llengües Estrangeres del Dept. Ensenyament, presenta l'estructura organitzativa "Grup impulsor" per a la gestió del programa d'experimentació del plurilingüisme (GEP) en els centres de l'edició 2016_18.
Presentació de la Sra. M. Pereña, subdirectora general de Llengua i Plurilingüisme del Dept. d'Ensenyament, del programa Grups d'Experimentació per al Plurilingüisme als equips directius dels nous centres educatius que participaran en l'edició 2016-18.
Presentació de la SG de Llengua i Plurilingüisme, Sra. Mònica Pereña a la Jornada de presentació del programa Avancem Junts cap al Tractament Integrat de Llengües (TIL)
This document discusses intellectual property and copyright laws when using online materials. It covers the relevant Spanish laws and regulations, including the Ley de Propietad Intelectual and LOPD. Creative Commons licensing is described as a way to release certain usage rights. Quoting works for educational purposes is allowed under certain conditions, such as attributing the author. Images from Wikimedia Commons and Flickr can be used if their licenses permit it and attribution is provided. Student works may also be protected by copyright law.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
000_Institutional program: Reading Plan
1. Languages in the Catalan Educational System
Subdirecció General de Llengua i Plurilingüisme
Ministry of Education of Catalonia
2. Languages in the Catalan Educational System
Schooling Language
Catalan (Occitan)
Curricular Languages Extra Curricular languages
(family language, complementary
lifelong learning)
Catalan (Occitan) Arabic
Spanish Chinese
Amazig
English Rumanian
French Ukrainian
German Portuguese
Italian Galician
(Latin/Old Greek) (Quitxua)
3. Diversity, an opportunity for education
The Catalan plurilingual policy: a contribution for building a plural
Europe
Inclusive approaches in education: promoting innovative teaching
methodologies
Learning and teaching in plurilingualism: augmenting cognition
strategies, communication skills, information sources, critical thinking,
mutual aceptance and intercultural values.
“Future is for polyglots” David Crystal
4. Starting
The School On finishing
school: compulsory
provides every student schooling:
the linguistic skills
needed to become
competent and
engaged citizens
Speak
Catalan Know both
official
applying
second languages
Speak Catalan and
language (Catalan &
Spanish
methodologies Spanish) and
communicate,
Speak Spanish at least, in
one foreign
language
Speak neither Catalan nor Spanish,
But speak other languages
5. Fully endorsed implementation of second language education methodologies:
Applied elsewhere
Finland
Quebec
(Canadà) Wales
In some areas of the United Italy
States
.......
In Catalonia, since 1983, an action plan for bilingual education has been
implemented to increase learning achievement of both official
languages, Catalan and Spanish, as well as, at least, the learning of one
foreign language.
6. Language education in schools...
Catalan is taught following a holistic approach.
Life at school is conducted in Catalan, is only learnt when used.
Students are taught Catalan, Spanish and, at least, one foreign language.
Value is given to all languages and cultures of the families, because roots
are important and play a major role in enriching society and enhancing
social cohesion.
7. Language and social cohesion plan
Environmental educational plan
Inclusive school
Insertion class
8.
9. Context and justification
Government Plan 2011-2014
reduction school drop outs by systematically
promoting reading throughout the schooling years
National Reading Plan
coordinates the efforts of different sectors and areas
of Catalan society to improve reading habits:
libraries, editors, etc.
9
10. Reading competence
An essential ability to be developed in the academic
and social learning fields and to encourage lifelong learning.
It is part of the linguistic competence and, therefore, linked to
other components of the communicative competence: mastery
of oral and written skills.
Giving priority to the reading ability as a strategy to improve
the linguistic and communicative competence for the
acquisition and understanding of other subjects of the school
system.
Reading is the foundation of all learning
10
11. Percentage of students in the different levels of the
reading scale
Levels <1 1 2 3 4 5 6
Catalunya 1 13 24 35 23 4 0
Spain 1 19 27 33 18 3 0
OECD 1 18 24 29 21 7 1
Few students located at higher levels, although the results are better
than the Spanish average.
12. Terminal levels of the
reading competence (end of secondary education)
Intermediate
Low level Upper level
level
PISA 2009 Catalunya 13,5% 82,7% 3,6%
PISA 2009 Espanya 19,6% 77,1% 3,3%
PISA 2009 OECD 18,8% 73,6% 7,6%
PISA 2009 Findand 8,1% 77,4% 14,5%
Target PISA Catalunya
≤ 15% ≈ 81% ≈ 4%
2012
Target PISA Catalunya
≤ 15% ≈ 79% ≈ 6%
2015
Target PISA Catalunya
≤ 15% ≈ 77% ≈ 8%
2018
Target European Union
≤ 15% - -
2020
13. Strategic Aim of the Education Departament
To promote reading in all the curriculum areas and
subjects as a learning tool and as systematic and cross
curricular strategy to improve school performance
and to promote the habit of reading and the reading for
pleasure.
13
14. PISA 2009: aspects that guide the evaluation of the RC
. information retrieval
. forming a general understanding
. development of an interpretation
. reflection and evaluation of the contents of
a text
. reflection and evaluation of the shape of a
text
15. The three areas of the reading competence
Learn to read
The learning of reading as the developing of the ability of reading,
understanding and interpreting texts.
Read to learn
The use of reading for learning by developing the ability to read as
a tool to access information, to discover and expand knowledge.
Enjoy reading
The reading habit fosters personal growth and lifelong learning
15
17. can read
spelling-sound relationships
(kindergarten/first cycle primary
school)
word recognition
Can read to learn
dealing with sentences (middle and high cycle
primary/secondary)
(primary / secondary)
Ideas and relationship among
information literacy
ideas reading for studying
ways of reading (purposes)
structure of texts
comprehension strategies
Can read for pleasure
18. Specifics Aims
Students
Incorporate different types of evaluation, especially
self-assessment as a learning strategy that allows
students to regulate their learning process.
Increase of the amount of time devoted to reading
and the number of books read throughout the year.
Incorporate reflection on what they have learned and
how they have learned it, explaining the reading
strategies used.
Working with a reading portfolio.
19. Specifics Aims
Teachers
Plan didactic units, developing methodological
strategies according to the evolution of the learning
process of the students.
Incorporate evaluation as a tool of the teaching /
learning process.
Formulate the objectives of the activities based on
what students must prove they have learned.
Reading workshops. Mini lessons. Modeling.
20. Specific objectives
Schools
Incorporate reading and reading comprehension
strategies in all subjects / areas.
Establish an adequate strategy in the schools
according to the diagnosed needs after an internal
and external evaluation.
Incorporate elements to measure the academic
progress of student performance in relation to the
previous year.
Educational project. School reading plan. Data
21. Specifics Aims
Families
Find a while every day (10 to 20 minutes) to read with
their children or to read by their side to reinforce good
reading habits and empower autonomous reading.
Understand the methodology used at school to learn
to read.
Apply the guidelines of how they can contribute to
enhance their children’s good reading habits.
Guidelines. Reading Portfolio
22. Intervention lines
Promote an evaluative culture in the schools,
defining follow up and evaluation indicators
related to the results of the different curricular
contents.
Improve the professional skills of teachers
and directors, through advising and training.
22
23. Main ideas
1. We learn to read by learning the strategies that need
to be applied.
2. The student must be an active participant in the
process.
The reading strategies should be made
explicit to the students so that they
become autonomous readers
and learn to apply them spontaneously.
24. Work phases at schools
1. Diagnosis: reflection on the results and the line of work
used
2. Define objectives, content and assessment criteria in
relation to the reading line of work and make suggestions
for improvement that are coherent with the results.
3. Working on the theoretical framework of the 3 axes (learn
to read, read to learn and reading for pleasure) and
design the required training in the didactics of reading.
4. Revise the didactic material and the teaching strategies for
the reading competence and model classroom activities.
24
25. Planning: a school reading plan?
From the result of the diagnosis:
• Set goals of improvement by cycles or levels
• Initial learning of reading
• Agreements in methodology and evaluation
• Expand objectives, content and assessment criteria of the three
axes
• Families participation
• Participation of the environing society (public libraries and
associations)
• Training
• Evaluation, revision and proposals of improvement
26. to have autonomous students that can …
. achieve a general understanding of texts
. access and retrieve information
. integrate and interpret information
. reflect on and evaluate information (content and form)
Editor's Notes
Neus Lorenzo <nlorenzo@xtec.cat >
Children arrive in school knowing their family language (whatever that is). Some of them are monolingual. Other pupils are bilingual in catalan and spanish or, in some cases, in other languages. For instance, students born in Pakistan: they usually speak urdu, but they often also know panjabi, patani, even english... The Linguistic Policy Act no. 1/1998 , orders that the catalan education system must assure the right to know both official languages. So, the role of the school is: providing every student the linguistic skills to reach the competence in our two official languages, regardless of their family language, ON FINISHING COMPULSORY SCHOOLING, at 16 (Competence means be able to use correctly and fluently catalan and spanish). In addition to catalan and spanish, students at 16 also must be able to communicate, at least, in one foreign language. In fact, knowing both official languages guarantees equal rights to the citizens in our country. So, teaching in catalan, is not only a way of teaching and learning: we are also talking about equity and social cohesion.
In Catalonia, since 1983, an action plan for bilingual education has been implemented to increase learning achievement of both official languages, Catalan and Spanish, as well as, at least, the learning of one foreign language. That methodology has been widely essayed in different countries. The map only shows a few samples: Canada (French in Quebec), USA (English in areas with strong immigration from Spanish speaking origin), Finland (Finnish in areas with Swedish speaking minorities; Vaasa is a university of reference in this field), Wales (Welsch, United Kingdom), Italy ( Fri ulian or Romansch in Friule). But also: German : South Tirol ( in Italy ), Als ace ( in France ). • Irish Gaèlic : in Ir e land. • Bret on : western Br ittany ( in France ). • Bas que : Basque Country, Navarra ( in Spain ) and North of Euskadi ( in France ). • Catal an : in Catalonia, Valencia (Valencian strand schools), Balearic Islands (b asically in State schools), Catalan speaking area in the South of France ( La Bressola, Arrels and bilingual strands in some state schools) , in the infant school La Costura in the Alg hero ( isle of Sardinia, in Italy ) • Occit an : in Occit any ( France ), Vall d’Aran ( Spain ).
As we have said, catalan is the language of education in Catalonia. Not only because it is Catalonia’s own language, but also because in contexts in which catalan is not the family language, nor even the language usually spoken in the area, it’s the only way to guarantee that all students will be able to learn and use both official languages correctly. Our students not only learn catalan: Spanish is also taught, and we have seen that students reach the same levels as in the rest of Spain, together with at least one foreign language (usually that language is English, but it depends on each school linguistic project). The linguistic educational target is that Catalan citizens become proficient in at least 3 languages, if not four. Finally, our system doesn’t forget to give importance to family languages that immigrant pupils bring along, considered an heritage, one more richness in today’s catalan society.
Immersion methodology fits in the language, interculturality and social cohesion plan (LIC), that considers three educational levels, that work togheter for social cohesion and language learning: The classroom, the natural space for insertion of the children The school, conceived as an inclusive and cosy space The environtment: neighbourhood, civil society, town, ... Each one of three levels contributing to the education from different angles