Programación Didáctica Inglés Primaria

I. INTRODUCTION

1. JUSTIFICATION

The need to speak a foreign language is nowadays greater than ever for educational, work, cultural, tourist, etc., reasons. Furthermore, the development of new technologies has turned the knowledge of a foreign language into an essential tool to join the world of labour and communication in general.

On the other hand, mastering foreign languages impliesthe ability to gain access to other cultures, customs and idiosyncrasies and it also fosters interpersonal relationships, favours global education for the individual, develops respect for other countries and their people and cultures and it allows one to understand one’s own language better.

The role of foreign languages is seen both as a key element in the construction of the European identity:a multi-lingual, multi-cultural identity and as one of the factors favouring the free movement of people and encouraging cultural, economic, technical, scientific cooperation among countries.

All these reasons have led to considering the need for students to learn foreign languages from the beginning of Primary. The European Council has stressed the need for people to develop enoughcompetences to be able to interact with other EU members. It is essential, therefore, to encourage the teaching of foreign languages so that it contributes to the development of the idea of a European citizenship and it points out that students should have a good degree of communicative competence in more than one foreign language and the appropriate mechanisms to allow them to continue learning foreignlanguages during their adult life.

The foreign language teaching and learning process should contribute to the students’ education from an overall perspective which may favour the development of their personality, social integration, the possibility to gain access to data of interests, etc.

Therefore, and taking all that into consideration, the teacher should know:

what are we going to do(contents),
what for (objectives),
why (students’ needs and interests),
when (students’ features and timing),
how (methodology)
how the process takes place (assessment).

In order to achieve this goals, improvisation should be left aside. To begin with, we should identify the features of the group, taking into consideration the needs and interests of the students, and then we will articulatethe teaching-learning process through the class syllabus.

Planning involves establishing a series of activities in a given context and time span, to teach contents with the aim of achieving various objectives.

But planning is not just timing and distributing contents and activities. It is rather an ongoing process whose concern is not simply where to go but how to get there, for instance,choosing the most appropiate means and ways. And that is why planning is always dynamic, constantly being revised and flexible.

To sum up, we can fearlessly say that, if we want our work to be efficient, a well-designed syllabus is a must.


2. THIS SYLLABUS

This syllabus is based on,

 Organic Law of Education 2/2006, 3rd May (LOE). This law aims to adapt the legal regulation ofnon-university education to the current situation in Spain, under the principles of quality education for all students to ensure equal opportunities and effective transmission of values that promote freedom, responsibility, tolerance, equality, respect and justice, etc.

 Royal Decree 1513/2006, 7th December, which regulates the basic education for Primary in Spain, related to the objectives, basicskills, content and assessment criteria.

 Decree Law 24/2007, 19th March, which establishes the basic education for Primary in the Autonomous Community of Navarre.

From a pedagogic point of view, the significant learning is the basis of this syllabus. One of the aims of this syllabus is to relate it to the students’ previous knowledge and to their environment. The suggestions on the...