Year programing 2011 5º de primaria

ANNUAL DIDACTIC PLANNING: 3rd Cycle Primary School

INDEX
1. JUSTIFICATION AND CONTEXTUALISATION......................................................1
1.2. CONTEXTUALISATION…………………………………………………………………….. 4
1.2.1. ANALYSIS AND IDENTIFICATION OF SCHOOL. ………………………………………….. 4

1.2.2. HUMAN RESOURCES. ………………………………………………………………………… 5

1.2.3. PARENTS PARTICIPATION AND INSTITUTIONAL RELATIONS. ……………………….. 6

2. ANNULA PROGRAMMING CONTRIBUTION TO THE DEVELOPMENT OF BASICS
COMPETENCES. ………………………………………………………………………….… 6
3. GENERAL OBJETIVES IN THE AREA OF FOREIGN LANGUAGE. ……………. 9
4. CONTENTS FOR THE 3rd CYCLE. …………………………………………………. 10
5. METHODOLOGY. ……………………………………………………………………… 17
5.1. ITC (INTEGRATE TREATMENT OF LANGUAGE)……………………………………… 18
5.2. ETC. ………………………………………………………………………………………….. 18
5.3. DIDACTIC SEQUENCE. …………………………………………………………………… 18
5.4. CLASSROOM ARRANGEMENT. ………………………………………………………….19
5.5. STUDENTS GROUPING. ………………………………………………………………… . 20
5.6. TIME ORGANISATION. ……………………………………………………………………. 21
5.7. THE ROLE OF THE LEARNER. ………………………………………………………….. 21
5.8. THE ROLE OF THE TEACHER. ………………………………………………………….. 22
5.9. MATERIALS AND DIDACTIC RESOURCES. ……………………………………………22
6. ASSESSMENT. …………………………………………………………………………23
6.1. INICIAL ASSESSMENT. …………………………………………………………………...24
6.2. FORMATIVE ASSESSMENT. ……………………………………………………………..24
6.2.1. META- EVALUATION. ……………………………………………………………………25

6.3. SUMMATIVE ASSESSMENT. …………………………………………………………….25
6.4. INSTRUMENTS OF EVALUATIONS. …………………………………………………… 25
6.5. EVALUATION CRITERIA. ………………………………………………………………….26
6.6. ASSESSMENT CONSEQUENCES. …………………………………………………..… 27
7. ATTENTION TO DIVERSITY. ………………………………………………………...28
7.1. ATTENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS. …… ……..29
7.2. DIVERSITY TREATAMENT. …………………………… …………………………….29
8. EDUCATION ON VALUES. ………………… ………………………………………..30
9. DIDACTIC UNITS. ………………… …………………………………………………..34
10. BIBLIOGRAPHY. …………… ………………………………………………………...35

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1. – JUSTIFICATION AND CONTEXTUALISATION.

This Syllabus is planned for whole School year (annual term) for the stage of Primary
Education, in the area as English as a Foreign Language. It is centred on students of 3rd
Cycle, and focused on 5th grade. It follows an inductive perspective since it is elaborated
from theatrical aspects by using the instruments and techniques that are explained as
follows. On the one hand, it is developed in accordance to the general objectives,
curriculum contents and evaluation criteria presented in the Foral Decree 24/2007.

This Syllabus is adapted to the special characteristics of a particular social and cultural
environment. In relation to this, it responds to the students’ educational necessities, which
include attention to diversity of which there is clear evidence in our schools nowadays.
Taking into account that not all students learn alike and neither at the same pace or some
have skills that others lock, this Syllabus includes reinforcement and widening activities
that will be appropriate at specific moments, depending on the needs that our students
show during their learning processes. It attends to the differences of learning styles: oral,
visual, movement. The use of a wide variety of activities and attractive materials will
capture and maintain children’s interest.

The Syllabus developed here considers of primary importance some principles that
guarantee a successful educational process. First: Constructivism. We bear in mind that
learning takes place when new knowledge is integrated into previous knowledge
schemes. Consequently, through the elements of this Syllabus we will facilitate the means
for our students to establish significant relations between the new knowledge and
previous experiences.

Secondly, the present Syllabus deals with aspects of reality that connects with students’
interests and needs, taking into account their own way of conceiving the world. Because
of this, our students will show a greater management of the new contents since they seem
more attractive and motivating.

Next, in the Stage of Primary Education, regarding the organisation of School contents, it
is essential to point out the principle of globalisation.

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Learning must be organised focusing our attention on the characteristics of the way
children think. And this idea should rule the approaching to knowledge from a scientific
perspective at the same time he/she learns through discovering and imitation. Along this
Syllabus the ideas presented above are aimed to favour integrated and global leaning
processes on our students. The procedure to achieve this is to include cross curricular
connections (interdisciplinary content) from the area of English to approach the other
areas of the curriculum. This will be carried throughout our didactic unit by means of tasks
and projects which also deal with other social requirement (Education in values) such as:
civic and moral education, health education, education for peace, attention to
environment, education for the equality of fenders, consumer education, new
technologies…

The main objective for this project is that our students acquire communicative competence
in English. Therefore, this Syllabus is based on the Communicative Approach: an
approach that requires the use of English as a vehicle of communication in the classroom.
In order to achieve the objective mentioned above some guidelines are followed by this
approach. For instance, the centre of our planning is the activities where objectives,
contents and evaluation are integrated.
In fact, the didactic units included our Syllabus are structured under a task based
approach in which a final task in each unit is what gives logic to the performance of the
entire unit.

It is also important to mention that the skills of comprehension and production, both oral
and written will be worked out in an integrated way. Moreover, these skills will be
developed in contexts that are presented with authentic activities and with the use of
authentic material so the situations and the intentions of communication are real. In
relation to the context where children are learning the language, errors occur as something
natural. In this case teachers have to deal with students’ errors as a process to
improvement and not a process of failure.

Motivation is an important aspect pointed out through this Syllabus. Motivation needs to be
arisen from an active participation of children who are guided to the reflection of their own
progress. Their contact whit the foreign language by means of activities will create
significant experiences.

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The justification of this Syllabus keeps relation with characteristics of the school social
context and the school identity in which it is developed. Therefore, it is important to provide
enough and meaningful information so as to contextualize our educational intervention.

Legal frame:

These are the Legislative sources I have taken into account when planning this annual
programming:

• The Organic Law of Education (L.O.E) 2 / 2006, 3rd May 2006.
• Real Decree 1513/2006 Minimum contents
• Official Curriculum, that is, Foral Decree 24/2007 of 19th March (which gives special
attention to CLIL: Content and Language Integrated Learning, Common European
Framework of Reference (CEFR) and The European Language Portfolio (ELP).
• Foral Order 93/2008, 13th June, from the Counsellor of Education by which the
attention to diversity in Infant and Primary Schools is regulated.
• Foral Order 216/2007, 18th December, from the Counsellor of Education, by which the
Evaluation and Promotion of students in Primary Education are regulated.

1.2. – CONTEXTUALISATION.

The school is located in a town with an approximate population of 4.600 inhabitants in the
south of our Foral Community. It is situated in an active farming and canning industry area.
Therefore, the social background of students is that of middle-class and high medium
economic level.
We have many foreign students too so we must adapt our teaching process to their
learning process. We have Moroccan, Chinese and South American students in the class.

1.2.1. - ANALYSIS AND IDENTIFICATION OF THE SCHOOL

The School consists of a single building for the Primary Education and it stage is
connected with the Nursery units on the first floor. There are two models of language,
model G (subjects within Basque Language) and model A (Basque Language as a
subject in the curriculum).

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The spaces available are the following:

Gym with theatre and athletic facilities with restrooms.
Front playground and restrooms.
Back playground with sports area.
Computer room.
Library and audiovisual room.
Entrance and hall (used in different celebrations)
Restrooms Upstairs and downstairs.

Apart from this, there are different departments. They are useful to organise material
resources for teachers and students. The 3rd Cycle department is also used as
reinforcement to give further space and it is provided with a computer and a blackboard.
There are, however, concerns as to the excess of heat in the classroom: they are oriented
forcing south to gain better light and hest; in this perspective, the oil heaters in the corridor
usually provide too much heat.

1.2.2. - HUMAN RESOURCES.

Regarding the staff, the teachers’ board is composed by those assigned:

- NURSERY EDUCATION
- FOREING LANGUAGE: ENGLISH
- BASQUE LANGUAGE
- PHYSICAL EDUCATION
- MUSICAL AND ARTISTIC EDUCATION
- PRIMARY EDUCATION
- ITYNERARANT TEACHER (SPECIAL EDUCATION, LISTENING AND LANGUAGE)
FREE DISPOSITION (ACADEMIC REINFORCEMENT)
- SOCIAL EDUCATION

Administrative and service staff: administration activities are carried out by a School
Monitor who also helps out with the Secretary functions.
The School counts with a janitor who depends on the Town Hall and occupies a school
especially adequate. Cleaning and security service are also competence of the Town Hall.

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1.2.3. - PARENTS PARTICIPATION AND INSTITUTIONAL RELATIONS.

There is an optimal Parents collaboration in the school project and they are represented in
the School Council (APYMA in Spain). They maintain a good relation with the School.
However, their worries should be increased in relation to their children learning process.
Parents are always welcome to observe or participate in their child’s educational process.

On the other hand, meeting with parents are frequently organised in order to inform them
about our teaching work and children educational respond.

It is important to mention the Town Hall participation together with the PA (Parents
Association) and Teachers’ Board. This is canalised not only through the School Council
but also by means of meetings programmed in the School Annual Plan.

The services that the school offers are:

Canteen services.
School transport.
Extracurricular activities: English, Computer skills, karate…

2. –CONTRIBUTION ANNUAL PROGRAMMING TO THE EVELOPMENT
OF BASIC COMPETENCES.

Competences are defined here as a combination of knowledge, skills and attitudes
appropriate to the class context. Many of the competences overlap and interlock: aspects
essential to one domain will support competence in another.
Competence in the fundamental basic skills of language, literacy, innumeracy and ICT is
an essential foundation for learning, and learning to learn supports all learning activities.
There are a number of themes that are applied throughout the framework: critical thinking,
creativity, initiative taking, problem solving, risk assessment, decision making, all of them
aim to develop constructive learning and are connected with each other.

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According Foral Decree 24/ 2007 Annex I, under the proposal by the European Union, the
basic competences must be reflected in our planning:
1. - Linguistic competence.
2. - Math competence.
3. - Knowledge of the physical environment.
4. - Treatment of digital information competence.
5. - Social and civic competence.
6. - Cultural and artistic competence.
7. - Learn to learn.
8. - Authonomy.
But in Navarra in "Plan to improve basic competences of students in Primary Education”
has established as priority items:
1. - Linguistic competence.
2. - Math competence.
3. - Knowledge of the physical environment.
4. - Treatment of digital information competence.
5. - Education in values.

PROPOSAL COMPETENCE IN COMPETENCE IN LOE AND FORAL
NAVARRA DECREE 24/ 2007

1. - Linguistic competence. 1. - Linguistic competence.
2. - Math competence. 2. - Math competence.
3. - Knowledge of the physical 3. -Knowledge of the physical
environment. environment.
4. -Treatment of digital information 4. -Treatment of digital information
competence. competence.

5.- Education in values 5. - Social and civic competence.
6. - Cultural and artistic competence.
7. - Learn to learn.
8. - Authonomy.

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The design of the curriculum in this area, placing emphasis on the social use of language
in different communicative contexts, makes clear its direct contribution to the development
of all aspects that make up the linguistic communicative competence.

It should also be noted that the strategies for communicative competence are acquired
from a specific language, but do not relate solely to know how to use this language, but
the use of language in general.

Access to knowledge and knowledge construction through language is directly related to
basic skills of learning to learn, and the autonomy and personal initiative. The language,
as a communication tool, is a means of representing the world and is the basis of thought
and knowledge, to communicate with one self, analyse problems, develop plans and
initiate decision making processes. In short, it regulates and guides our own activity with
increasing autonomy.

The processing of information and digital literacy, is the area which contributes in that it
provides knowledge and skills for searching, sorting, processing of information and
communication, in particular, to understand information in its structure and text
organization, and for use in oral and written production.

Language contributes greatly to the development of social and civic competence,
understood as skills and abilities for coexistence, respect and understanding among
people, since its acquisition necessarily requires the use of language as a basis for
communication. Learning language is, above all, learning to communicate with others, to
understand what they convey, to make contact with different realities and take on their
own expression as a fundamental mode of openness to others.

Moreover, language education as a value satisfying all languages as equally capable of
performing the functions of communication and representation, discusses the ways by
which the language conveys and sanctions prejudices and stereotyped images of the
world, with a view contribute to the eradication of discriminatory use of language is,
increases to the development of this competence.
In addition to recognizing the language itself as a leading cultural, in the area of reading,
understanding and appreciation of literary works contribute to the development of cultural
and artistic competence.
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3. – GENERAL OBJETIVES IN THE AREA OF FOREING LANGUAGE.

According Foral Degree 24/2007, 19th March, the teaching of the English language at this
stage will have, as an objective, the development of the basic communicative competence
that involves/includes the following capacities:

1. - Listen and understand messages in a variety of interactions, in standard language
using the language transmitted by those texts in order to carry out specific and diverse
tasks related to experience.

2. - Express and interact orally in simple and day to day situations which contain familiar
content and development, using verbal and non-verbal procedures and adopting a
respectful and cooperative attitude: express likes, desires, opinions, feelings, or simple
information on the topic.

3. - Read a variety of texts comprehensively and adequately, extracting general and
specific information according to its purpose. Read as a value for acquiring of information.

4. - Write a variety of texts with different aims previously elaborated in class with the help
of models.

5. - Acquire the precise vocabulary in order to obtain proper expressions, by using the
dictionary, additional techniques, and the library as a basic resource.

6. - Identify phonetic aspects, rhythm, accentuation, and intonation, as well as linguistic
structures and lexical aspects of the foreign language and use them as elements for basic
communication.

7. - Understand and deal with the socio-cultural dimension.

8. - Learn to use, with progressive autonomy, every means available, including new
technologies to obtain information and to communicate in the foreign language.

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9. - Value language as a means of communication and understanding among people from
different backgrounds and diverse cultures.

10. - Manifest an attitude which is receptive, shows interest and self-confidence, in the
ability of learning and using the language.

11. - Use the knowledge and previous experience gained with other languages for a more
effective, rapid, and autonomous acquisition of the language.

12. - Acquire practical skills and abilities in order to learn, and transfer knowledge and
communication strategies to other languages. Use this language progressively as a
means of learning the contents in the areas.

4. - CONTENTS FOR THE 3rd CYCLE.

BLOCK 1. LISTENING AND COMPREHENDING, SPEAKING AND CONVERSING.

The comprehension, speaking and conversation, is knowledge included in the
phonological system, essential for articulate comprehension and oral expression.

Students learn to use the oral language through basic tasks: talking about themselves,
having others pay attention to and understand them, solving problems, giving and asking
for information that they need… both within the school context, as well as within the social
context. Given their possibilities, students must be able to give a description, an
explanation, relate information, give reasons, ideas, predict, ask for something, and
express an opinion. The texts that appear in bold type are what students should know how
to produce. The rest would be, above all, receptive.

• They begin to listening and comprehending of oral messages with gradual
complexity, such as instructions or explanations, directed oral interactions or
audiovisual and computer recordings, in order to obtain global and specific
information.

• They have an oral interaction in real or simulated situations, with progressive
autonomy, efficiency and complexity of expressions used.

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• The production of oral texts with gradual autonomy, efficiency and complexity
based on previously known models and linguistic structures and they begin to
showing interest in oral expression in individual and group activities.

• The development of basic strategies in order to aid in comprehension and oral
expression: the use of visual and non-verbal contexts and the previous knowledge
on the topic or situation, transferred from their own languages to this language.

• Show interest in expressing oneself orally, individually or in group activities (songs,
dramatizations, working as a team, etc.) with gradual autonomy.

• They are prepared to overcome the difficulties that usually emerge in
communication because of an imperfect mastery, using the communicative
strategies of their own languages.

Texts:
From the ones mentioned in the previous stage principally: poems, dialogues. Paying
special attention to:

1. Narrative texts (chronological order, progression of content): tales, news, accounts,
experiences.
2. Explanatory texts (contents of other subjects)
3. Listening and comprehending. Skills and strategies:
4. Pull out the general meaning and the relevant information for a task.
5. Grasp the specific information of oral texts in order to be carry out the in-class
activities, by understanding the ideas expressed characteristic of communicative
situations: number, type of addresser and addressee, moment and place of
communication), as well as the communicative purpose (informative, connotative,
humoristic…)
6. The application of the main strategies for comprehension: prediction, anticipation,
inference.

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They begin to have an oral expression and interaction. Skills and strategies:
1. Maintaining conversations, about every day, familiar topics or those frequently
reviewed in class.
2. Inventing dialogues under established guidelines
3. Expressing: certainty, possibility. Facts, opinions.
4. Agree, disagree. Allow, forbid, and give orders…
5. Express, in past/future tense.
6. Give reasons, explain.
7. Carry out simple descriptions (of persons, animals, objects and places). Short
presentations of knowledge.
8. Relate stories and events with visual and verbal supports, following the models,
previously done in class.
9. Interview classmates about their likes and hobbies with the help of guidelines.

BLOCK 2. READING AND WRITING.

The acquisition of the necessary reading skills, decoding of a text and functional reading,
are carried out in the first cycle if they are done in coordination with the previous stage. In
the following cycles, knowledge and skills that allow for progressive mastery of
comprehension of the written language (location of specific information, inferences,
interpretations, assessment of narratives and explanatory texts) are developed and
acquired. It is very important to encourage a love for reading as source of enjoyment and
learning.

The complexity of the written expression requires a close connection between the works
done in oral skills with their native language. This reinforces and internalizes learning.
Based on a description and sentence mastery, students are able to create short texts
(explanations, narrations) and acquire the basic procedures to gain coherence, cohesion,
adequacy and richness in their texts. The knowledge included in Block 4 is especially
necessary in order to reach the desired maturity for written expression, in the case that the
aims are for practical application. The texts that appear in bold are what the students
should know how to do. The rest would be, above all, receptive.

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• Reading and comprehension of different types of texts, adapted to the students´
linguistic competence, in order to use global and specific information, in the
development of a task or to enjoy reading.
• Gradual autonomy of reading strategies: use of visual contextual elements and
previous knowledge related to the topic or situation, transferred from their own
languages, identifying the most important information, finding the meaning of
unknown words and expressions, using dictionaries.
• Value reading. Read texts, suitable to their abilities and interests, for the joy of
reading.
• Reading and writing of typical texts related to daily situations within a social
context, mass media and texts for learning and finding out information.
• Composition of typical texts of different communicative situations, progressively
more extensive and richer in lexis and structures, in order to transmit and share
information, within a variety of communicative intentions.
• Use of basic strategies to write texts (select addressee, purpose, planning, write a
draft, revise the text and final revision) based on models.
• Use information and communication technologies in order to write texts and
prepare presentations, and transmit information.
• Show interest in caring for and presenting written texts, and value its role in
satisfying communicative needs.
• Value the second language as tool for communication and learning.

- Texts:
From the ones mentioned in the previous stage principally: poems, dialogues. Paying
special attention to:
1. Narrative texts (chronological order, progression of content): tales, news, accounts,
experiences, letters.
2. Explanatory texts (contents of other subjects)
3. Skills and strategies:
4. Read texts that are done in class, read out loud, with appropriate fluency,
pronunciation and intonation.
5. Read to learn (comprehensive learning)
6. Grasp the meaning of significant written texts, by identifying specific information,
with the help of dictionary.

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7. Use reading strategies transferred from their own languages, such as with the use
of contextual visual elements, ( interpret illustrations in order to form hypothesis
about the topic, verify or refute these hypothesis…) of the previous knowledge on
the topic or situation
8. To carry out complete and suitable summaries of the read texts.
9. Written expression. Strategies and skills:
10. Use the basic strategies for the writing of texts, based on structured models.
11. Plan the writing of a text: ideas, necessary vocabulary, required structures, and the
ordering of ideas. Choose the addressee, purpose. Write the draft. Use elements
which give cohesion to the text (linkers, verb tense, suitable basic punctuation, etc)
12. Review the text and revision of the final version.
13. Be concerned about the presentation and legibility
14. Understand and use the basic elements of narrative, descriptive, instructive and
explanatory texts.
15. Correct texts before final revision, ensuring coherence, appropriateness, whether it
can be improved with changes in expression or vocabulary (references),
orthography, basic signs of punctuation.

BLOCK 3. THE KNOWLEDGE OF THE LANGUAGE

Student language acquisition continues by promoting language use which builds into a
greater dominium over their possibilities, which enhances reflexive thought, through
progressive analysis, observation activities, and control over their output. This favours the
conceptualization and successful acquisition of linguistic knowledge and basic
terminology. From a perspective aimed at improving communicative competence, reflexive
attitudes towards grammatical considerations are justified within this age group.
They begin to have careful pronunciation, suitable rhythm, intonation and stress, both
within interactions and oral expression, as in the case of reciting, using dramatization or
reading out loud.
• Spelling, pronunciation and meaning, from written models of known oral
expressions, the establishment of safe analytical spelling-sound relationships, and
the understanding of certain relevant irregularities.
• Recognise and reproduce the stress of polysyllabic words.
• Differentiate the endings of past tenses ending in –ed /d/, /t/, /id/ (phoned; cooked;
landed).

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• Distinguish rhymes, similarities (homophones: our/hour), and contrasts of sounds in
initial, medium and final position.
• Identify the silent letters of frequently used words: know, knee, hour, lamb, palm,
comb…
• Understanding of the use and functions of certain basic forms and structures of the
foreign language, previously used by students.

Poetic language: repetitions, metaphors, rhyme, to address the reader.
Direct style
Maintain coherence of verb tenses (present, past and future) in oral and written
production.
1. Rewriting of statements expressing actions in different tenses.
2. Use complement pronouns.
3. Combine orations in order to form others. The discovery of basic linguistic
resources to ensure cohesion. Detect mistakes regarding coherence, cohesion and
appropriateness.
4. Use dictionaries in order to comprehend different meanings of unknown words
which appear in a text. Select, from the given definitions in the dictionary, the most
suitable meaning for the context.
5. Show interest in using the language correctly in a variety of situations, taking both
correction and progressive expansion and adequacy of expression into account.

BLOCK 4. SOCIOCULTURAL ASPECTS AND INTERCULTURAL CONSCIENCENESS

Texts done in class have a multitude of implicit socio-cultural elements which determine
the meaning of the text, as well as reflect on other ways of seeing, understanding and
appreciating life, societies and cultures. Students will become aware of the differences
and similarities, comprehend them, as well as respect and appreciate them. The ease with
which communication is facilitated today allows for more frequent and varied contact with
other language speakers. Through communication, certain cultural criteria are essential.
More and more, our society requires a higher regard for intercultural considerations and
multiculturalism.
• Value language as tool for communication and interacting with mates from other
countries, as a means of accessing new information, as a tool for understanding
cultures, as well as different and enriching ways of life.

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• Valuing their own culture through understanding and valuing other cultures.
• Knowledge of daily customs and social relationships of those countries where the
foreign language is spoken.
• Show a receptive positive attitude towards people who speak another language
and have a different culture.
• Show interest in establishing contact and communicating with foreign language
speakers through communication technologies.
• Learn about certain cultural elements of the communities of foreign language
speakers: geography, history, art…

BLOCK 5. REFLECTING ON THE LANGUAGE LEARNING

Students should be able to develop an effective personal style for learning and working,
which allows them to constantly improve their comprehension and expression strategies.
The aim is for students to be more conscious of how and when they learn more and work
more efficiently. Evidently, the reflection, discussion, exemplification, etc, of how to work
and learn have to be developed in close connection with the tasks and activities
mentioned in the other content blocks.
• Comparing and reflecting on the workings of the foreign language in relation to their
own languages.
• Use of skills and procedures, such as repetition, memorization, word association
and expressions related to gestures and visual elements, text observation, reading
models, and using the media, to acquire new lexis, forms and language structures.
• Learning awareness and gradual autonomy.
• Reflecting on their own learning, organizing their work, acceptance of errors as a
part of the learning process, self-correction and self-evaluation.
• Progressive utilization of consulting and attaining information, and the possibilities
which the new technologies offer.
• Have confidence in their self capacity to learn languages and value working
cooperatively.
• Value the language as learning tool, organize oneself and as a means of
transmitting knowledge.
• Use the Internet as an information source and begin using electronic mail.
• Make progress and internalize strategies for successful team-work.

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5. METHODOLOGY.

To achieve the goal which is proposed for English language learning at Primary level,
which is to gain Communicative Competence, we have decided to focus our methodology
mainly on the Communicative Approach, without leaving other techniques and methods
behind at certain moments of the learning-teaching process.

Therefore the methodology we are going to apply will be flexible, choosing any resource,
strategy or task that can be considered valuable for the learning-teaching process. These
strategies will be selected according to the objectives the teacher wants pupils to reach
and the interests and needs of the pupils.

The methodological principles we are going to follow are:

• Start from the knowledge the students have already acquired. At the beginning of
the course we will make an initial assessment. This knowledge will be applied to a
number of increasingly complicated situations but at the same time facilitated by
contextual support.
• Assure that meaningful learning is constructed. This will happen when the students
are motivated, new knowledge is connected to previous knowledge and when
language items studied can be related to the previous knowledge of the students.
Error will be considered an integral part of the learning-process, as it shows us that
the student is reorganising the new information with the one that she/he had before.
• The four skills (listening, speaking, reading and writing) will be integrated from the
beginning.
• Autonomous learning takes place when students learn to learn. Therefore it is
necessary for them to memorise meaningfully.
• Difficulty of the tasks. The tasks the students are asked to fulfil must neither be too
easy nor too difficult because then the pupils will not be able to apply their newly
acquired knowledge.
• Provide interaction. In order to acquire meaningful learning is convenient to provide
interaction between the student and the teacher and among the students
themselves.
• Communication strategies which compensate for language deficiencies should be
developed.
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5.1. – ITC (INTEGRATE TREATMENT OF LANGUAGE)

Besides all the aspects mentioned up to now we must keep in mind that our approach
must be global. Coordination with other teachers is very important. And the teaching-
learning of all the languages from the curriculum will be coordinated and integrated to get
the most out of it. Many of the skills that we have in our own native language are
transferable to a foreign language. Therefore, we have decided the best approach is to
work the new concepts in the student’s mother tongue and when we work the same
concepts in the foreign language they can refer to the skills they have already learnt and
at the same time reinforce them.

5.2. - ETC (ENGLISH THROUGH CONTENTS)

This programme is related with other areas of learning at primary education such as social
science and geography, including new technologies and multi media.
It is also vital to have a special coordination with the tutor regarding the running of the
class and the contents in other areas that are going to be taught in English. Those
contents can in some cases serve as a starting point for a subject, complement the
subject in others, and some other times strengthen a part of the studied content, in such a
way that they are never a repetition of activities.

5.3. - DIDACTIC SEQUENCE

The criteria we will follow when sequencing activities will be the following:

• Students´ previous knowledge will be the starting point for the new contents.
• Procedural contents will be central points when organising the activities because
contents and attitudes can be learnt through the procedures development.
• Attitudinal contents have an important influence in the learning process.
• It would be good to treat abstract, conceptual contents in a contextualized way in order
to acquire them better. At the same time, we will go from easy to more complicated
contents.
• The four linguistic skills (reading, writing, listening, speaking) will be integrated in each
lesson.

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5.4. - CLASSROOM ARRANGEMENT

We will organise our classroom with the aim to create an organised and motivating
atmosphere which will favour communication.

Desks will be organised in U-shape and the teacher will be at the front of the U. This kind
of organisation facilitates interaction among students and is a good way to present new
material. It is also very useful for group work and discussion.

The blackboard, one of the most used resources, will be located in front of the U. The
space inside the U can be used when we work on activities that require movement such
as games, dramatisations, role-plays etc.

In our classroom there will be an English corner where some of the material is kept
(DVDs, videos, CDs, games, etc) and a classroom library.

We will use one of the walls to display student’s wall charts, posters, pictures and other
materials that can be motivating for our pupils.

Students´ location will be organised according to the different situations that will arise
during the course such as the relationship among them, contents, learning pace, etc.
However, we will always try to sit weaker pupils near us or near those students with a
better English level. These students will help the others to achieve the objectives,
motivating them and creating a good atmosphere in the classroom.

Although this kind of organisation will be the main one, we will also organise space and
students in relation to the type of activity to be developed by our pupils. Among the
different kinds of organisation that we will use we can point out the following:

• Class in circle: the teacher as an equal in the group. Facilitates peer communication in
a whole class discussion activity. Provides an informal setting for feedback on an
activity or task.

• Class in rows: the teacher sits in front of the class and it is very useful for formal
testing.

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• Class in horseshoe-shape: desks are against the wall. Makes it easy to attract all the
children’s attention easily. Facilitates a wide range of communicative activities and
demonstration of new visual aids such as flashcards.

5.5. - STUDENTS GROUPINGS

Students’ groupings will change depending on the type of activity we are going to carry
out.

• Lockstep: all the students are working with the teacher, working at the same activity,
rhythm and pace. Pupils work as one group and the teacher as controller and advisor.
This grouping can be used with a lot of activities.

• Pair work: students work in pairs with a great variety of chores including writing and
reading, for question and answer practice, information gap exercises, etc. Pair work is
a good idea because it increases the amount of student practice and it also
encourages students´ cooperation, which is an important factor for creating a good
atmosphere in the classroom and for the motivation it gives learning with others. We
act as an advisor, prompter or resource.

• Group work: The number of students in each group will not be more than five. This
grouping increases the amount of student talking time and gives opportunities to use
language to communicate with each other. It is more dynamic than pair work and there
is a greater possibility for discussion. This type of students grouping has the great
advantage of allowing for different groups of students to be doing different things in the
same classroom. It can be used for oral work, tasks where decisions have to be taken,
joint reading tasks, listening tasks, co-operative writing and many other things.

5.6. - TIME ORGANISATION

Teaching-learning time organisation is an important factor that we have to take into
account when planning our lessons. Time will be organised in order to facilitate the
achievement of students´ autonomy and attention to diversity by means of individual work
and group work. Time organisation will not be forced, but feel natural.

20


We will establish some routines that may facilitate our teaching action. Routines offer
students stability and security and keeps them from being disorientated. We will usually
include them at the beginning of the lesson.

Flexibility is a very important factor when dealing with time. The clock to follow will be the
rhythm of the class and not the syllabus or lesson plans. However, we can’t forget that in
each session we have to let time to work each one of the four linguistic skills.

When programming time we will also think of the amount of time that will be spent on
students groupings, on activities of action or relaxation, on rigidly directed activities or on
other freer ones.

5.7. - THE ROLE OF THE LEARNER

The main role of the learner in order to acquire communicative competence, the main
objective of this programme, will be that of active participant in his/her own learning
process. At the same time, it is very important to keep a positive attitude towards foreign
language, its learning and its culture. And finally, it is essential to communicate and
interact with each other.

5.8. - THE ROLE OF THE TEACHER

The teacher’s role is to help students to develop their natural communicative competence
in English. To do this he/she has to create appropriate conditions for learning, through a
series of specific activities, and a relaxed atmosphere in which the student can actively
participate.

The teacher is a source of linguistic information, either directly, speaking the target
language, or indirectly through the selection of oral or written texts. In both cases,
subconscious acquisition of the language is being favoured. He/she also aids learning by
encouraging a positive attitude towards English and its culture.

Finally, the teacher has to organize all the group activities, so that the pupils can use most
of the resources available and satisfactory learning situations are created in the
classroom.

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5.9. - MATERIALS AND DIDACTIC RESOURCES

The characteristics that we have taken into account when selecting materials are the
following:

• It must be adaptable to our curricular context that is, to objectives, contents,
methodology, etc.
• It must be adapted to the context of the school environment.
• It must be motivating, attractive, formative, imagination stimulating...
• It must be varied and authentic or simulated authentic.

The materials we are going to use are:
Printed materials:
• Books.
• Tales.
• Comics.
• Magazines.
• Flashcards.
• Street plans.
• Posters and wall charts.
Audiovisual resources:
• Films.
• Cassettes and CD-s.
• Blackboard.
• Photographs.
• CD player.
• Television and video.
• Computer
• CD-ROM-s.
Other materials:
• Pencils.
• Sheets.
• Chalks.
• Photocopies.

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• Notebooks.
Human resources:
• The teacher.
• Pupils themselves.
Possibility of an auxiliary of conversation

6. – ASSESSMENT.

We can’t forget that assessment is an essential part in the teaching-learning process. It is
a reflection of our practice and it also can be used as an instrument which guides us in our
task, detecting progress and learning difficulties, planning the educative intervention,
helping to find appropriate ways to deal with the specific needs of each student.
The aims of the evaluation are:

• To value if students develop their learning-process according to their abilities and the
objectives proposed.
• To find out difficulties in the learning process and analyse their causes, especially
those that arise in the school context.
• To take the correct decisions to improve the students´ learning process.
• To share with other teachers reflections about our teaching practice, our curricular
proposal, and to value its suitability to our students` needs.
• To inform students and their families about the learning situation and facilitate
orientations in order to help them in their improvement.

Assessment of the pupil’s learning processes will be continuous and comprehensive and it
will be done in three different moments:

6.1- INITIAL ASSESMENT

We will make an evaluation at the beginning of each course, in order to know the
competences and necessities of each pupil and to be able to adapt the planning of the
course to the specific needs of the group we are going to work with.

We will also evaluate our pupils at the beginning of each programmed teaching unit to
adjust it to their level of knowledge.

23


6.2-FORMATIVE ASSESMENT

During the teaching-learning process we will make a formative assessment. This allows us
to modify, adapt and improve our processes. In order to make the formative assessment,
we will consider the general evaluation criteria for the whole group and the specific
condition of each pupil.
At the end of a programmed learning sequence and at the end of each evaluation period
we will value the process and the achieved objectives.
6.2.1Meta-evaluation
We assume, as the team responsible of a common project, the necessity to evaluate our
own practice with the objective of understanding, transforming and improving our action.
Each teacher or group of teachers will analyze the results of the procedures used during
the programme. We will use the following techniques:
-Analyse the development of the activities of the learning process and students´
evaluation.
-Observation of students´ behaviour and opinions.
-Opinions obtained from questionnaires or interviews with families and students.
-Students´ assessment –self-assessment
It is very important our pupils to make their own evaluation, knowing how to assess their
own progress and also evaluate other elements such as materials, activities… This
evaluation should not take a complex form.

6.3- SUMMATIVE ASSESMENT

At the end of the course we will do an assessment in progress evaluation to identify the
level achieved.

6.4 – INSTRUMENTS OF EVALUATION

When carrying out the assessment we will use mainly the following techniques, although
at specific moments we can use other ones:

- Systematic observation. We will use direct observation and other instruments such as,
control lists, teacher’s diary etc.

24


- Analysis of productions. We will use notebooks, individual and group works among
others.

- Oral and written questionnaires.

- Self-assessment.

- Teacher’s evaluation of the units.

6.5 -EVALUATION CRITERIA

Evaluation criteria indicate the basic global objectives for each stage. Each of these
criteria assumes the acquisition of a series of skills and strategies needed in order to
reach objectives.

1. Understand the global sense and identify specific information in oral texts about
familiar topics for children.

This criterion evaluates whether children are capable of understanding the global sense of
an oral message with the help of linguistic and non-linguistic elements present in the
communicative situation. It also refers to the capacity of recognising and extracting
previously known words and expressions which form part of longer expressions, even if
they do not understand the text in its totality.

2. Take part in controlled oral interaction about familiar topics in predictable
communicative situations, with respect for the basic communication rules, such as
listen to and look at the person who is speaking.

This criterion evaluates the capacity of expressing immediate necessities, like asking for
permission, asking for every day objects, locating objects or persons, talking about the
weather or about likes or abilities. Children’s participation in everyday situations, such as
routines, habits and classroom language, and in simulations, performances, songs and
recitations will be positively valued. Children’s attitude when participating, as well as the
interest shown when their partners are participating, is evaluated.
The use of simple forms and structures from the foreign language, including aspects
related to sound, rhythm, accentuation and intonation when they take an active role by
listening, repeating and anticipating expressions in reading aloud activities, through the
guidance of models.
25


3. Read and understand the global meaning, as well as certain pieces of specific
information in simple texts about familiar topics, with a specific purpose

This criterion evaluates if children are able to read different texts aloud which are within
their communicative competence, such as taking notes, classroom rules, letters, posters
or tales, with vocabulary and expressions previously known to students, in order to extract
global and specific information, with the help of fundamental written comprehension
strategies, like the use of elements from the linguistic and non-linguistic contexts and the
transfer of knowledge from the language or languages they know.

4. Write short sentences and texts with the help of models, with a specific purpose and
an established format; both in paper and through digital media.

This criterion evaluates children’s capacity to write diverse texts, such as notes,
instructions, rules, letters, posters, leaflets, comics or simple descriptions. The capacity of
using models in the production of texts with a degree of autonomy, the orthographic
correction acquired from the observation of models and the knowledge about the
relationships between sounds and graphemes will be evaluated.

6.5 - ASSESSMENT CONSEQUENCES

Considering the information we will get making the assessment, we can find the necessity
to adjust the level of difficulty of the activities.

We will provide reinforcement activities to all the pupils that during the formative
evaluation haven’t acquired the objectives proposed. They have the right to have access
to alternatives that will help them to get over their difficulties.

Prior to any decision we will analyse why the student has difficulties. The causes of these
learning difficulties can be:

- Conflictive situation in the group class.

- An individual difficulty detected during the assessment.

- Lack of base to follow the learning process.

26


- Inadequate programme or activities.

Our basic strategies will be:

- Special attention to these pupils during individual activities.

- Group work in order to work with those contents that haven’t been correctly acquired.

- Special group organization in which those pupils that have difficulties will join others
that is very efficient in English.

We will also provide extended activities to those pupils who achieve the proposed
objectives easily. These pupils have lost interest because they finish the activities in a
short time, they find them easy etc. In order to maintain them motivated we will prepare
special activities in which they will go on working with the contents proposed but more
deeply, with other applications etc.

7. - ATTENTION TO DIVERSITY.

The diversity of interests, abilities and motivations and, in short, educational needs are a
fact. Therefore, the fact of providing an educational response appropriate to this reality will
have to be an essential foundation principle.
The need of catering for diversity is regulated in terms of two different parameters. The
characteristics of the curriculum guarantees its own reformulation according to the
different contexts in which the curriculum is going to be developed; that is, the curriculum
must always be adapted to the specific educational needs.
More precisely, the educational response to the need of catering for diversity is
established in the School and the classroom. As Rue (1993) points out, the above
mentioned need must be sorted it out “in terms of each context and a three-fold scope: the
curricular, the methodological and the organisational one”.

General measures to cater for diversity taken in the School. Both the organisation of
the School and the development of the curriculum in the School are in charge of laying
down the necessary measures to take:

27


The Organisation of the School: the organisational characteristics of a school that favour
the attention to diversity are the following: flexibility, functionality, participation and
communication.
The development of the School: different possible measures will be considered: curricular
measures (these include methodological aspects, objective suitability, contents and
evaluation); and organisational measures (flexibility).

7.1. ATEENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS.

In what follows, the groups of population that require specific educational attention:

Students with special educational needs.

Those students suffering from some physical, mental sensory disability or from personality
or behaviour disorders will have some special educational attention (mainly related to
evaluation, specific support) at any point in their schooling period. The main aim is to
avoid discrimination, promote educational standardization and achieve their integration.
Therefore, Education Authorities will provide these students with the necessary support
since they start attending classes or once the specific need has been detected.

Gifted students

Gifted students will be subjected to specific attention and they will have the possibility of
making the length of their schooling more flexible.
Therefore, the specific measures for gifted students are the learning intensification
programmes and the flexibility of the length of the different levels and stages in the
Educational System.

Students who join late the course

When a new student is incorporated to the Educational System, he/she will be placed at
the year which is best suited to his/her knowledge, ability and age.
Regarding language problems, we would carry out necessary adaptations of curricular
materials to improve their learning of the subject, as well as of the language. We would
also participate in the actions promoted by the Department of Orientation, by the staff
teachers or by the Pedagogic Co-ordination Committee.
28


7.2- DIVERSITY TREATAMENT.

This is one of the most important aspects to consider when doing the different planning
units. Diversity is a reality in any class, which requires a concrete pedagogical
performance, avoiding equalised or unified teacher acts.
Nowadays, attending to diversity means attending to our students’ needs, whatever they
are.
We could establish two different ways of attending to diversity in the English class.
- In general terms: reinforcement, orientation, flexible methodology…
- Specifically: MCAS (ACIS, in Spanish).
With reference to the Meaningful Curricular Adaptations, we could say that at this stage
of the learning process and due to the fact that the English language is taught through a
global method rather than an analytical one, it would be very difficult to find a student who
requires a MCA.
Thus, we will concentrate on how to treat diversity in class with some methodological
criteria related to it.
The activities used for dealing with diversity in this syllabus are: bingo, guessing game,
draw, guessing games. Besides, weaker students will be given worksheets that
correspond to 3rd of Primary, while the advantaged students will be given worksheets that
correspond to 5th of Primary.

8. - EDUCATION IN VALUES.

In the curriculum there is a general concept that is called cross-curricular themes. These
must appear constantly during educational practice and they are treated in different areas
and subjects. Their inclusion is an attempt to reduce some social shortcomings that spring
from traditional culture and try to change them using education.

Their inclusion in the programme means formalising an education in values and attitudes
that is constant throughout the teaching-learning process. We will not impose these values
in an authoritarian way but as a continuous set of attitudes.

I will treat at least one cross-curricular topic in each unit although there will be other units
that give us a good opportunity to work on more than one of them.

29


Cross curricular themes proposed by the Ministry of Education are:

1. - Environmental education.
2. - Education for peace.
3. - Consumer education.
4. - Traffic education.
5. - Education for equality of opportunity between sexes.
6. - Health education.
7. - Moral and civic education.

ENVIRONMENTAL EDUCATION

Our students need to understand the relationships with the surroundings we are immersed
in and get to know environmental problems and solutions to improve our environment.
Personal solidarity and participation are necessary in environmental issues that are
degrading our planet at a worrying speed.

Some of the activities I will include in my programming will be:
Environment protection.
Domestic animal respect.
Defence of nature and animals.
Recycling any kind of material at school.

EDUCATION FOR PEACE: COEDUCATION

We will create activities that stimulate and develop positive attitudes of respect and
comprehension of the English language and the socio-cultural aspects of the Anglo-Saxon
countries. We will also work with basic coexistence attitudes: solidarity, tolerance, respect
for diversity and capacity for dialogue and social participation.
Some activities I will include:

To know and respect society’s rules.
To avoid discrimination at school.
To avoid xenophobic attitudes.
To foster communication.
To help people in need.

30


CONSUMER EDUCATION

Consumerism is present in our society and has reached the point of buying products one
does not need in an almost automatic and unthinking way. It is necessary to give our
students instruments for analysis towards excessive consumerism of unnecessary
products.


To think before buying any kind of product.
To show a critical attitude against any kind of exaggerated shopping.
To think about receiving a lot of presents when many have nothing.

TRAFFIC EDUCATION

I will help them with the knowledge and use of public roads, especially in large cities. My
school is a town school and so, it is important for the pupils to know the different traffic
signs they can find in other places.
I will include some activities that will help them:
To know the basic rules of road communication.
To respect any kind of road signs as a way to avoid accidents.

EDUCATION FOR EQUALITY OF OPPORTUNITY BETWEEN THE SEXES

Education in sexuality is becoming familiar in relation with the biological aspects of
sexuality, but we also must inform, orient and educate their affective, emotional and social
aspects, understanding it as an activity for full communication between people.

In the first place I will make sure the materials I use in class are not sexist and try to avoid
any aspect considered discriminatory. I will not use any role specially indicated for girls or
boys.

Rejection of any kind of sex prejudice.
To accept people as they are.

31


To accept and respect our body.
To be always tolerant with people.
Dramatisations where changes of identity are involved.

HEALTH EDUCATION

It is very important that our students know physical hygiene habits. Mental and social
habits must be created to develop self-esteem and improve life quality.

Some activities:
To avoid fast food.
To foster balanced food.
To show interest in good habits and behaviour.
To respect other people’s opinions.

MORAL AND CIVIC EDUCATION

This is the cross curricular theme around which the rest of the cross subjects are
articulated. The moral dimension makes ethical judgments according to solidarity,
democratic and participatory values.

I will consider the class group as a small community where everyone must be respected. I
will invite my students to learn to cooperate with others in group and pair activities in order
to develop a moral and civic behaviour as well as a shared responsibility which contributes
to a better functioning of the group and a better integration in society.
Some activities:
To foster politeness everywhere at school.
Dialogue, tolerance, humour and cooperation.
To cooperate with friends.
To respect society and family rules.
To value teamwork.

32


9. - DIDACTIC UNITS.

There are 12 didactic units, four for each term. In the school year there are, roughly 34 to
35 weeks, about 170-175 days. Therefore, one didactic unit will be covered every two
weeks; this is to say within 8 to 10 sessions more or less of 50 minutes each.

Didactic Unit Number of
number Title Sessions Term
U.D. Nº 1 What I know 8 1st Term
U.D. Nº 2 My house 10 1st Term
U.D. Nº 3 My hobbies 10 1st Term
U.D. Nº 4 Winter 10 1st Term
Wonderland
U.D. Nº 5 Go shopping! 8 2nd Term
U.D. Nº 6 Animals 10 2nd Term
U.D. Nº 7 New York City 10 2nd Term
U.D. Nº8 At work 10 2nd Term
U.D. Nº9 Celebrations 8 3rd Term
around the world
U.D. Nº 10 The Lion King 10 3rd Term
U.D. Nº 11 Sports and 10 3rd Term
Games
U.D. Nº 12 English Cultural
Week 10 3rd Term

33


10. - BIBLIOGRAPHY

• Álvarez, L y Soler, E. (1990): Necesidades educativas especiales y aprendizaje
escolar. Alianza, Psicología. Madrid.
• Ariza, Eileen N. W. (2006): Not for ESOL Teachers. What Every Classroom
Teacher Needs to Know about the Linguistically, Culturally, and Ethnically Diverse
Student, Pearson, Boston (MA).
• Bernardo Carrasco, J. (1991): Técnicas y recursos para el desarrollo de las clases.
Ediciones: Rialp, Madrid.
• Carmen Martín, K. et al. (1995): El currículo en el Centro Educativo, Longman.
• Coll, C. (1987): Psicología y currículo, Laia, Barcelona.
• Del Carmen, L.M; Antúnez, S.; y otros. (1993): Del proyecto Educativo a la
Programación de Aula. Editorial Graó. Barcelona.
• Escamilla, A. (2008): Competencias básicas: claves y propuestas para su
desarrollo en los centros. Graó, Barcelona.
• Harmer, J., (1991) The practice of English Teaching, Longman.
• Krashen, S.D. y Terrell, T.D. (1988): The Natural Approach. Language Acquisition
in the Classroom. Prentice Hall, Londres.
• McDonough, K., et al. (1993), Materials and Methods in ETL. Blackwell.
• Moreno, J.A, (1992), El diseño curricular del centro educativo, Pearson, Alambra.
• Read, Carol (2007). 500 Activities for the Primary classroom. Oxford: MacMillan.
• Vidal, J.; Manjón, D.G y Herrera, J.A (2005): Guía para elaborar programaciones y
unidades didácticas en educación infantil y primaria. EOS, Gabinete de Orientación
Psicológica. Madrid.
• Vigotsky, L.S (1979): El desarrollo de los procesos superiores. Critica, Barcelona.
• Williams, M; Burden, R.L. (1997): Psychology for language teachers: a social
constructivist approach. Cambridge University Press.

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Web- bibliography

http://iteslj.org/
http://www.lessonplanspage.com/
http://www.sitesforteachers.com/
http://bogglesworldesl.com/
http://www.mes-english.com/
http://www.teachnet.com/
http://www.enchantedlearning.com/Home
http://www.eslflashcards.com/
http://www.abcteach.com/
http://www.theteachersguide.com/

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Year programing 2011 5º de primaria

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