This document provides information about designing language syllabi for teaching children. It discusses what a syllabus is and its key characteristics, such as being comprehensive, having a clear sequence and structure, and including explicit objectives. It outlines different types of syllabi, such as structural, notional, and task-based syllabi. The roles and responsibilities of teachers in designing syllabi are also addressed. Examples of activities from various units in a Spanish language curriculum are presented.

2. IA;'lGUAGE SYUABUS DESIGNFor CHTLo r e n

3. Presentaciones
• Quien eres
• Porque estas hacienda este curso
• Que idea predeterminada tienes de la sesi6n sobre
el syllabus
•Que esperas aprender hoy o en que crees que
puede ayudarte lo que vamos a trabajar

5. What is a Syllabus?
An expression of opinion on the nature of language
and learning: it acts as a guide for both teacher
and learner by providing some goals to be attained.
Curriculum is wider term as it covers all the activities
and arrangements made by the institution out the
academic year to facilitate the learners and the
instructors. A Syllabus is limited to particular subject
or a particular class.

6. Actividad 1
• What would you expect from your dream syllabus?
• A good syllabus should be:...

7. Syllabus Characteristics
1. Comprehensive: List what is to be taught
2. Content items or processes
3. Ordered/Sequenced
4. Explicit objectives
5. Time schedule
6. Approach or methodology
7. Recommend materials
8. Public document

9. Syllabus Design
•Selection and organization of instructional
content including suggested strategy for
presenting content and evaluation
• To design a syllabus is to decide what gets
taught
• and in what order.
•The theory of language underlying the
language teaching method will play a major role
in determining what syllabus should be
adopted.

10. Types of Syllabi
• structural syllabus
• notional/functional syllabus
• situational syllabus
• skill-based syllabus
• content-based syllabus
• task-based syllabus

11. Actividad 2
• Relaciona los tipos de syllabus con los ejemplos de
acuerdo a tu intuici6n.
•Crees que la metodologia esta relacionada con el
tipo de syllabus? De que manera?
• lConoces algun otro tipo de syllabus? l A que
metodologia se podria corresponder?
• lEn la ensenanza a ninos, que metodologia suele
utilizarse?

12. Teachers Role
Some teachers are consumers of other
people,s syllabi and implement the plans of
applied linguists or government agencies
Others have a relatively free hand in
designing their own sillabus.
All should be given appropriate training to
design and regard the syllabus open and
negotiable

13. Syllabus design
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14. Prilllary sillabus design
• Integrated language curriculum
• Defining key principles of language learning
• Defining a policy and practice oriented to
expected outcomes
• Structures implied in an integrated curriculum for
children's language learning from 3 to 12 years,
and how would these structures accommodate
the different language learning

16. Inside the frainework
• What do you know about the framework?
• Do you have any experience using the
framework?

17. The fralllework
1. Learning objectives and teaching activities
2. Advice on curriculum management for users
of the framework
3. Planning progression and assessment. Sample
teaching activities

21. Oracy
Children listen to the teacher, native speakers and
recordings, and they learn to recognize familiar and
unfamiliar sounds. They reproduce these sounds,
create phrases sentences , and engage in
conversations

22. Literacy
Children understand, read and enjoy different forms
of paper and electronic texts, such as stories,
poems and messages. They write simple sentences
and short texts, often using a frame or model
. http://www.schoolsworld.tv /node/3105

23. Intercultural
understanding
It enables them to explore the lives of others and
provides them with context for understanding their
own lives. They become aware of the similarities
and differences between
peopleshttp://www.ra iseonlinetraining.eo.uk/videos/prima ry-span ish-el-camino
de-la-escue la/

24. Knowledge about
language
Understanding of how language works, and this
reinforces their understanding of their own
language. They become aware of the rules or
patterns in language

25. Language learning
skills
Children have regular opportunities to think about
the best way for them to learn a new language, and
they employ a range of strategies to help them do
this

26. Actividad 4
•You will be given an objective.
• Find people with objectives from the
same strand.
• Split into the different skills if
necessary.
• Now order yourselves from Year 3 to
Year 6 to show progression.

27. OracyY3
31Listen and respond to simple rhymes, stories
and songs
32Recognise and respond to sound patterns
and words
33Perform simple communicative tasks using
single words, phrases, and short sentences
34Listen and understand instructions, everyday
classroom language and praise words.

28. LiteracyY4
• L41 Read and understand a range of
familiar written phrases
• L42 Follow a short familiar text , listening
and reading at the same time
• L43 Read some familiar words and phrases
aloud and pronounce them accurately
• L44 Write simple words and phrases using a
• model and some words from memory.

29. l.U. Y5
IU51 Look at further aspects of their every
day lives from the perspective of someone
from another country
IU52 Recognize similarities and differences
between places
IU53 Compare simbols, objects or products which
represent their own culture with those of
another country

30. Kabout L. Y6
KL61 Identify specific sounds, phonemes and
words
KL62 Recognise commonly used ryming sounds
KL63 Imitate pronunciation of sounds
KL64 Hear main word classes
KL65 Recognise that languages describe
familiar things differently
KL66 Recognise that many languages are spoken
in the UK and across the world
KL67 Recognise conventions of politeness

31. LLSY3
LLS31 Use actions and rhymes and play games
to aid memorization
LLS32 Look at the face of the person who
is speaking
LLS33 Compare the language with English

32. The outcome of KS2
• understand the main points of what people say;
• engage in conversation, expressing their own opinion and
responding to the opinions of others;
• present ideas and information to a range of audiences,
selecting appropriate ways of expressing themselves;
• understand the main points of texts they read;
• read aloud with expression and accuracy;
• recognise and apply the links between the sounds and
spelling;
·empathise with other cultures and imagine how others
may see their own way of life;

33. Linking language
Literacy : development of
speaking, listening, reading
and writing skills
Mathematics : counting,
calculations , time, money,
collecting and organising data
Science: knowing about the
importance of an adequate and
varied diet for health
JCT: sharing and exchanging
information
Art: first-hand observation,
designing and making artefacts
Design and technology: following
safe procedures for food safety and
hygiene
Geography : using a range of
scales and secondary sources of
information
History: understanding changes in
the past
Music: listening with attention to
detail , and singing songs in
unison
PSHCE: developing good
relationships and
respecting differences
between people
PE: creating and performing dances.

34. Actividad 5
Think of an activity that could be linked to your area of the curriculum
http://www.schoolswor ld.tv/node/ 1997
You might consider how to
Link with the teaching of aspects of other subjects
planning languages as an integral part of the whole curriculum
and teaching some aspects of the Framework through other
subject

35. Some examples
children in the very early stages of learning a language, the class
teacher begins each day by taking the register in German. The children
have been taught to greet the teacher and each other and to choose
their own reply when they hear their name. This simple routine puts
language learning in a meaningful and memorable context, and helps
to make language learning a normal part of the school curriculum.
http://www.primarylanguages.org.uk/training_zone/teachers/
using_the_ks2_framework/intercultural_understanding/
reception_register.aspx
Links with ICT curriculum: children learn to use e-mail to send and
receive messages - children e-mail in English and receive e-mails in
the foreign language; they also learn that ICT can be used to organise,
reorganise and develop their ideas
http://www.primarylanguages.org.uk/training_zone/teachers/
embedding/cross-curricular_links/maths_song.aspx

36. Y en Espafia tque?
Bloques de contenidos
• Escuchar, hablar y conversar
• Leery escribir
• Conocimiento de la lengua: uso y aprendizaje
• Conocimientos linguisticos
• Reflexion sobre el aprendizaje
• Aspectos socioculturales y consciencia intercultural

37. Y en Espafia tque?
• lPuedes encontrar algunas diferencias muy evidentes
del contenido por ciclo?
• l Te ha sorprendido algo?
• l Conoces el Marco Comun Europeo de las Lenguas?
lY el portfolio europeo de las lenguas?
• http://www.youtube.com/watch?v=eYk4gzfinEs

38. TheS cNm1 1 af'Mllt
http://www.ciltplus.org.uk/contenUspanish-qca-schemes-work-downloads
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40. Actividad 6
Piensa alguna actividad que pueda funcionar en
la unidad de referencia teniendo en cuenta los
objetivos de aprendizaje

41. 'Above all,
the Framework should
be seen as a support,
not a constraint;
a climbing frame
not a cage.'