This document outlines the curriculum for primary education in Castilla-La Mancha, Spain. It discusses the key elements of the curriculum including objectives, competencies, contents, methodology, standards, and assessment. It describes the structure of core, specific, and regional subjects. It emphasizes developing key competences like linguistic communication, math, digital skills, learning to learn, social skills, and cultural awareness. Foreign language instruction focuses on communicative competence in English with an emphasis on oral comprehension and expression. Methodology guidelines stress using the language in real contexts through practical and cooperative activities incorporating new technologies.

1. DECREE 54/2014
CURRICULUM OF
CASTILLA-LA MANCHA

2. Elements of the
curriculum
a. The objectives
b. Competencies,.
c. The contents
d. Teaching methodology
e. Standards and assessable learning
outcomes
f. The assesment criteria

3. Orientations for the
curriculum
• In accordance with Recommendation 2006/962 / EC of
the European Parliament and the Council of
18/12/2006 on key competences for lifelong learning

4. Settings of the new
curriculum
Three kind of subjects:
• core
• specific and
• regional subjects

5. Order of 08.05.2014: the organization and
evaluation in Primary Education in the
Region of Castilla-La Mancha
Article 8 Didactic programming. Elements:
a) Introduction of the characteristics of the subject.
b) Sequence of contents.
c) Evaluation criteria and corresponding measurable learning
standards.
d) Integration of key competencies in the curriculum elements,
through the relationship between standards
assessable learning and each of the competitions.
e) Strategies and tools for assessing student learning.
f) Qualification criteria.
g) methodological, educational and organizational guidance.
h) Curriculum materials and teaching resources.
i) Planning of extracurricular activities.

6. Article 5. Objectives of
Primary Education.
• coexistence, citizenship and respect for human rights and pluralism inherent in a democratic
society.
• individual and team work, effort and responsibility in the study.
peaceful resolution of conflict
• respect different cultures and differences
• use appropriately the Spanish language and develop reading habits.
foreign language.
• develop basic Maths skills and initiative in solving problems in everyday life.
• know the fundamentals of Natural Sciences, Social Sciences, Geography, History and Culture.
• information technology and communication, develop a critical mind to the messages they receive
and produce.
• use representation and artistic expression.
• appreciation of hygiene and health
• contribute to their care animals.
• develop emotional skills in all areas of personality and in their relationships with others
promote road safety education

7. Article 7. Structure:
• Areas of Primary Education will be structured as follows:
a) Block core subjects :
- Natural Sciences .
- Social Sciences.
- Spanish Language and Literature .
- Mathematics.
- First Foreign Language .
b ) Block specific subjects:
- Art Education.
- Physical Education
- Religion, and Social Values ​​and Civic
- Second Foreign Language .

8. KEY COMPETENCES
a) Linguistic communication .
b ) Mathematical competence and key competences in science
and technology.
c ) Digital competence .
d ) Learning to learn .
e) Social and civic competences .
f ) Initiative and entrepreneurship .
g ) Cultural awareness and expression.

9. EVALUATION
• continuous and global
• evaluation criteria
• performed by measurable learning standards/outcomes
• External individualized evaluations
• educational support measures
• Assessment of Student’s learning and teaching processes
and teachers’ teaching practice.
• Students’ rights to information and complaints

10. Article 14. Foreign language
learning . Methodology
• Linguistic communicative competence
• Comprehension and oral expression are highlighted.
• Implementation of the Plan of multilingualism of Castilla
-La Mancha
• Bilingual schools: admission of students and autonomy
• Offer specific subject of ​​second foreign language
• Agreements and specific plans

11. Methodology. GUIDELINES
• based on action
• Usage of the language for communicative purposes in real contexts
• set of practical learning, teaching and assessment
• Acquire the various skills involved in communication
• Develop the ability to put these skills into practice
• classes must be taught in English.
• propose communicative tasks and the projects designed: elements of the
curriculum
• Teacher’s role
• Active methodologies: cooperative learning structures
• Sociocultural and sociolinguistic elements.
• Classroom life is through the use of daily routines
• New approach to the role of the student

12. Methodology. GUIDELINES II
• Use of spoken language
• Learning using games, role-plays, etc.
• Correct pronunciation, stress and intonation
• Vocabulary
• Functions, structures and integrated into a whole and in a
contextualized vocabulary
• Variety of assessment procedures
• Self-assessment, group assessment and peer assessment
• Tools: systematic observation of student work, oral and
written tests, portfolio, registration protocols or class work
(rubrics or assessment scales)

13. Methodology. GUIDELINES III
• cooperative activities among students
• technologies of communication and information
• usage of the English language in real communicative
situations
• attention to student diversity
• Development of coordination with other teachers

14. FIRST FOREIGN LANGUAGE:
Curriculum
• four basic communication skills:
 oral comprehension,
 written comprehension,
 oral and written production.
• reach approximately A1 according to the Common European
Framework of Reference
• contents are grouped into two blocks: the first oral and written
understanding and second in oral and written, for better
understanding of the curriculum.
• evaluation criteria and standards/learning outcomes
• New technologies
• exposure to a new language and culture will favor the development
of social and citizenship competencies

15. Thank you very much.
Mª Isabel Rodríguez Martín 2016