Programación Didáctica Educación Primaria

FOREIGN LANGUAGE SYLLABUS DESIGN
THIRD YEAR OF PRIMARY EDUCATION

INTRODUCTION

1. SOCIAL, ACADEMIC AND CULTURAL CONTEXT
1.1. Setting
1.2. School
1.3. Year. Cycle
1.4. Students

2. OBJECTIVES
2.1. Global aim of the programme
2.2. Objectives of the subject in the official curriculum. Programme objectives.
2.3. Connections
2.4. Design rationale

3. COMPETENCES
3.1. BasicCompetences
3.2. Specific Competences
3.3. Foundation

4. CONTENTS
4.1. Contents
4.2. Connections
4.3. Common elements
4.4. Timing
4.5. The underlying content organisation rationale

5. GENERAL TEACHING RESOURCES
5.1. Teaching methodology
5.1.1. Principles
5.1.2. Strategies and Techniques
5.2. Human resources
5.3. Environmental teaching resources
5.4. Materials
5.4.1. Printedmaterials
5.4.2. Audiovisual materials
5.4.3. Computer-based materials

6. ATTENTION TO DIVERSITY
6.1. Attention to diversity as a principle
6.2. General measures
6.3. Attention to students with specific educational needs

7. EVALUATION
7.1. Principles, techniques and instruments.
7.2. Assessment criteria of the subject in the official curriculum. Assessment criteria in the programme.
7.3.Connections
7.4. Achievements indicators in the syllabus design
7.5. Assessment procedure rationale.

7. SYNTHESIS

BIBLIOGRAPHY



INTRODUCTION

Primary Education is the first stage of mandatory education. This stage aims at helping students develop the following basic skills: the learning of oral expression and comprehension; reading skills; writing skills; mathematical operations:the acquisition of basic cultural concepts: work habits; and study and life strategies. The goal is to provide students with a comprehensive education that will prepare them for Statutory Secondary Education. In this process, English as a Foreign Language is an integral part of the three cycles Primary Education consists of. In what follows, I will design a syllabus for the 3rd year of PrimaryEducation.

The standing legislation (Organic Law of Education 2/2006, passed on the 3rdof May, Organic Regulations of Schools) uses the concept of didactic programme or syllabus design with different meanings (annual general programme, school programmes, subject programmes, classroom programme, etc.) In relation to our teaching duties, the definition of syllabus design entails a way of working thatencapsulates a wide variety of specific tasks. These tasks are loaded with both contents and formative purposes. Such a definition of syllabus design makes it possible to integrate our teaching duties into a socio-education dimension. In other words, in taking the Education Projects as the point of departure, our teaching duties are regarded as an effective way to define the essential formativeelements of the level. In addition, the definition not only contributes to the second level of the curriculum development, but it also provides a framework for a specific classroom programme that is adapted to the students´ needs of a specific group.

The standing legislation regarding Primary Education (Organic law of Education 2/2006, passed on the 3rd of May, R.D. 1513/2006, establishing theMinimum Teaching Requirements for Primary Education) establishes that the teaching of English as a Foreign Language is part and parcel of the Primary Education curriculum. The aim of foreign language teaching is: a) to respond to the urgent need for communication and understanding between different cultures. This, in turn will allow students to be open to other points of view; b) to enrich student´s cultural environment; c) to facilitate the development of tolerant attitudes. Thus the objective we have set for in this area is the acquisition of the necessary communicative competence involves organising the foreign language in a meaningful and comprehensible manner in order to produce appropriate messages in the various possible communicative situations.
Therefore, the process of teaching...