This document outlines an integrated and intercultural curriculum proposal that includes 6 sections: 1) objectives, 2) contents and blocks, 3) competences, 4) assessment, 5) resources, and 6) implementation proposals. It describes developing students' linguistic, mathematical, scientific, digital, learning, social, civil, entrepreneurial, and cultural competences through integrated language and content instruction. Assessment includes initial, continuous and final evaluations using tools like ELPs, checklists, tests, activities and rubrics. Resources include material and digital resources, and the proposal addresses dissemination, specific student measures, didactics, time planning, and solving potential school difficulties.

1. JOSÉ LÓPEZ TORRES. PRINCIPLES OF INTEGRATED AND INTERCULTURAL CURRICULUM DESIGN. FINAL ASSIGNMENT ( OPTION 2): AN IC PROPOSAL
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L1 L2 L3 Content subject
1
Content subject
2
Content subject
3
0.INTRODUCTION
Model of IC
Theoretical approach
Main regulations
1.OBJECTIVES
2.CONTENTS AND BLOCKS
3.COMPETENCES
*Tick the appropriate box
*In below sections there are more
details about the competence in
linguistic communication
Competence in linguistic
communication and its indicators
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5.
Mathematical competence and its
indicators
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2. JOSÉ LÓPEZ TORRES. PRINCIPLES OF INTEGRATED AND INTERCULTURAL CURRICULUM DESIGN. FINAL ASSIGNMENT ( OPTION 2): AN IC PROPOSAL
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3. 3. 3. 3. 3. 3.
Competence in science and
technology, and its indicators
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Digital competence and its
indicators
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Learning to learn competence
and its indicators
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Social competence and its
indicators
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Civil competence and its
indicators
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Entrepreneurship competence
and its indicators
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Cultural conscience and
expressions, and its indicators
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4.ASSESSMENT
Criteria and evaluation standards
Appraisal criteria

3. JOSÉ LÓPEZ TORRES. PRINCIPLES OF INTEGRATED AND INTERCULTURAL CURRICULUM DESIGN. FINAL ASSIGNMENT ( OPTION 2): AN IC PROPOSAL
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Initial, continuous and final
assessment
Tools -ELP
-Checklist
-Written test
-Oral activity
-Task
assessment
-Other types
-ELP
-Checklist
-Written test
-Oral activity
-Task
assessment
-Other types
-ELP
-Checklist
-Written test
-Oral activity
-Task
assessment
-Other types
-ELP
-Checklist
-Written test
-Oral activity
-Task
assessment
-Other types
-ELP
-Checklist
-Written test
-Oral activity
-Task
assessment
-Other types
-ELP
-Checklist
-Written test
-Oral activity
-Task
assessment
-Other types
5.RESOURCES
Material resources
Digital resources and clouds
Bilingual program dissemination
6.SPECIFIC MEASURES FOR
STUDENTS
-Students and
measures:
-Students and
measures:
-Students and
measures:
-Students and
measures:
-Students and
measures:
-Students and
measures:
7.DIDACTIC METHODOLOGY
Competence in linguistic
communication and its indicators
* Concrete aspects
-Speaking:
-Listening:
-Reading:
-Speaking:
-Listening:
-Reading:
-Speaking:
-Listening:
-Reading:
-Speaking:
-Listening:
-Reading:
-Speaking:
-Listening:
-Reading:
-Speaking:
-Listening:
-Reading:

4. JOSÉ LÓPEZ TORRES. PRINCIPLES OF INTEGRATED AND INTERCULTURAL CURRICULUM DESIGN. FINAL ASSIGNMENT ( OPTION 2): AN IC PROPOSAL
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-Writing:
-Texts:
-Vocabulary:
-Grammar:
-Pronunciation:
-Language
functions:
-Interest:
-Writing:
-Texts:
-Vocabulary:
-Grammar:
-Pronunciation:
-Language
functions:
-Interest:
-Writing:
-Texts:
-Vocabulary:
-Grammar:
-Pronunciation:
-Language
functions:
-Interest:
-Writing:
-Texts:
-Vocabulary:
-Grammar:
-Pronunciation:
-Language
functions:
-Interest:
-Writing:
-Texts:
-Vocabulary:
-Grammar:
-Pronunciation:
-Language
functions:
-Interest:
-Writing:
-Texts:
-Vocabulary:
-Grammar:
-Pronunciation:
-Language
functions:
-Interest:
Activities on different cultures/
activities of the linguistic assistant
Cognition ( LOTS and HOTS) -Exercises
-Activities
-Tasks
-Exercises
-Activities
-Tasks
-Exercises
-Activities
-Tasks
-Exercises
-Activities
-Tasks
-Exercises
-Activities
-Tasks
-Exercises
-Activities
-Tasks
Linguistic scaffolding
(coordination between subjects)
-Modelling
-Bridging
-Contextuali-
sing
-Schema
building
-Metacognition
-Other types
-Modelling
-Bridging
-Contextuali-
sing
-Schema
building
-Metacognition
-Other types
-Modelling
-Bridging
-Contextuali-
sing
-Schema
building
-Metacognition
-Other types
-Modelling
-Bridging
-Contextuali-
sing
-Schema
building
-Metacognition
-Other types
-Modelling
-Bridging
-Contextuali-
sing
-Schema
building
-Metacognition
-Other types
-Modelling
-Bridging
-Contextuali-
sing
-Schema
building
-Metacognition
-Other types
Student-centered methodologies -Cooperatives -Cooperatives -Cooperatives -Cooperatives -Cooperatives -Cooperatives

5. JOSÉ LÓPEZ TORRES. PRINCIPLES OF INTEGRATED AND INTERCULTURAL CURRICULUM DESIGN. FINAL ASSIGNMENT ( OPTION 2): AN IC PROPOSAL
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(coordination) techniques
-Tasks
-Project-based
learning
-Flipped
classroom
techniques
-Other types
techniques
-Tasks
-Project-based
learning
-Flipped
classroom
techniques
-Other types
techniques
-Tasks
-Project-based
learning
-Flipped
classroom
techniques
-Other types
techniques
-Tasks
-Project-based
learning
-Flipped
classroom
techniques
-Other types
techniques
-Tasks
-Project-based
learning
-Flipped
classroom
techniques
-Other types
techniques
-Tasks
-Project-based
learning
-Flipped
classroom
techniques
-Other types
8.TIME-PLANNING
Number of Units (coordination)
Other elements
9. PROPOSALS FOR
IMPLEMENTATION AND
SOLVING POSSIBLE SCHOOL
DIFFICULTIES
Meeting dates -Language and
content
teachers
-Content
teachers
-Language and
content
teachers
-Content
teachers
-Language and
content
teachers
-Content
teachers
-Language and
content
teachers
-Content
teachers
-Language and
content
teachers
-Content
teachers
-Language and
content
teachers
-Content
teachers

6. JOSÉ LÓPEZ TORRES. PRINCIPLES OF INTEGRATED AND INTERCULTURAL CURRICULUM DESIGN. FINAL ASSIGNMENT ( OPTION 2): AN IC PROPOSAL
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-Language
teachers
-Coordinator
and LAs
-Language
teachers
-Coordinator
and LAs
-Language
teachers
-Coordinator
and LAs
-Language
teachers
-Coordinator
and LAs
-Language
teachers
-Coordinator
and LAs
-Language
teachers
-Coordinator
and LAs
Adaptation of the school plan to
CLIL (timing)
Possible training activities
(timing)
Program evaluation (SWOT)
Other aspects