01

Approaching the Curriculum

English Language in the Curriculum
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Are acquisition & learning different?

Acquisition Learning

- More subconscious - More conscious

- More similar to how we learn L1 - Formal process
- Learn and apply knowledge - Comprehend and recall information
- Fluidity - Tests
- Use language outside classroom in real - Classroom centred
contexts

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Does acquisition imply forgetting about form/grammar?

- Interaction

- What about form?

- Combination

- Progression

Via Bilingual Kids

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How do we acquire language? - Stages

Stages of acquisition:

- Silent/receptive

- Early production

- Speech emergence

- Intermediate fluency

- Advanced fluency

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Do children acquire/learn languages more easily?

- Are children better learners?

- Difficult to answer.
- Critical Period Hypothesis (CPH)
- Age-related difference in school settings

- Is there something more to age?

“Are young learners generally more successful than older ones when ultimate proficiency in a second language is assessed? Yes. Do
younger and older learners approach the learning problem differently? Presumably. Are there neurological differences in the brains of
younger and older learners? Probably. None of these statements, however, compels the conclusion that there is a critical period for
second language acquisition.”
(Bialystok and Hakuta 1999: 161)

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Do children acquire/learn languages more easily?

- No evidence of L2 critical period

- Social, environmental, and individual factors must also be considered.

- Availability and access to ‘good’ L2 input and instruction.

- Quality-oriented instruction:

- good environment
- consistent exposure
- practise
- motivation
- explicit instruction

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Language theories and SLA

VanPatten and Williams, 2015: 246

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What language theories are relevant for SLA?

• More ‘natural’ ways of acquiring language

• More attention to socio-cultural perspectives

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What language theories are relevant for SLA?

VanPatten and Williams, 2015: 247

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Frameworks – International and National

- 2006/962/EC from the European Parliament and the European Council and Moden Language Division in the
Common European Framework of Reference for Languages (CEFR)

Education laws in Spain

- Real Decreto 126/2014, de 28 de febrero

- Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006
- Real Decreto 217/2022, de 29 de marzo

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Frameworks- CEFR

What is this?

“A comprehensive descriptive scheme of language proficiency and a set of Common Reference Levels (A1 to

C2) defined in illustrative descriptor scales, plus options for curriculum design promoting plurilingual and

intercultual education”

It is based on:

- A “can do” approach

- View of language as “vehicle for opportunity and success in social, educational and professional domains”

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Frameworks- CEFR
Development of plurilingual competence

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Frameworks- CEFR
Aims:

- Promote

- methodological innovations - improve all linguistic skills.

- Attend to global contexts
- communicative approach - English beyond the classroom
- Life-long learning
- democratic citizenship

- social cohesion

- intercultural dialogue

- Identify language needs

- Assist planning curricula

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Framewoks- CEFR Proficiency

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Framewoks- CEFR

Levels

- Basic User

- Independent User

- Proficient User

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Framewoks- CEFR
A1 – breakthrough

- can make simple purchases where pointing or other gesture can support the verbal reference;
- can ask and tell day, time of day and date;
- can use some basic greetings;
- can say yes, no, excuse me, please, thank you, sorry;
- can fill in uncomplicated forms with personal details, name, address, nationality, marital status;
- can write a short, simple postcard

C2 - mastery

- precision, appropriateness and ease in use of language

- Does not mean you have native-speaker competence

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How is CEFR organised? – Reference Level Descriptors

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How is CEFR organised? – Reference Level Descriptors (speaking A1&2)

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What other frameworks may we consider? – British Council EAQUALS

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What other frameworks may we consider? – British Council EAQUALS

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National Curriculum in Spain

Competence-based learning

-practical abilities

-knowledge

-motivation

- ethical values, emotions

- social components

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National Curriculum in Spain

- Continuous, innovative learning and evaluation methodologies

- Work by accumulation

- Setting of goals for each year and competences

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How is the curriculum in Spain organised? LOMCE-LOMLOE

LOMCE LOMLOE
Competencias clave Descriptores operativos
Objetivos Competencias específicas
Bloques: Saberes básicos
• Comprensión textos orales • Comunicación
• Producción textos orales • Plurilingüismo
• Comprensión textos escritos • Interculturalidad
• Producción textos escritos

Estándares de aprendizaje Criterios evaluación

Criterios de evaluación

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English Language in the Curriculum and LOMLOE

- Emphasis on plurilingualism and interculturality
- Clear connections to other competences
- Goal more focused on interaction

En esta etapa de la educación se espera que los intercambios de información sean breves y sencillos y aborden temas
cotidianos y predecibles, y de relevancia personal para el alumnado.

- Structure around
. - Knowledge, skills, attitudes (competences)
- Communication, Plurilingualism, and Interculturality
- Specific competences and evaluation criteria

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How is the curriculum in Spain organised? LOMCE

• By blocks • By content
• Comprehension oral texts • Sociocultural and socio-linguistic
• Production of oral texts aspects
• Comprehension of written texts • Syntactic-discursive features
• Production of written texts • Communicative functions
• High-frequency vocabulary

• By strategies
• Comprehension strategies
• Production strategies

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How is the curriculum in Spain organised? LOMLOE

By Specific Competences By Basic Knowledge

By Evaluation Criteria

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How is the curriculum in Spain organised? LOMLOE: Specific

Competences
1. Comprender el sentido general e información específica y predecible de textos breves y sencillos, expresados de forma clara y en la lengua estándar,
haciendo uso de diversas estrategias y recurriendo, cuando sea necesario, al uso de distintos tipos de apoyo, para desarrollar el repertorio lingüístico y para
responder a necesidades comunicativas cotidianas.

2. Producir textos sencillos de manera comprensible y estructurada, mediante el empleo de estrategias como la planificación o la compensación, para expresar
mensajes breves relacionados con necesidades inmediatas y responder a propósitos comunicativos cotidianos.

3. Interactuar con otras personas usando expresiones cotidianas, recurriendo a estrategias de cooperación y empleando recursos analógicos y digitales, para
responder a necesidades inmediatas de su interés en intercambios comunicativos respetuosos con las normas de cortesía.

4. Mediar en situaciones predecibles, usando estrategias y conocimientos para procesar y transmitir información básica y sencilla, con el fin de facilitar la
comunicación.

5. Reconocer y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando sobre su funcionamiento e identificando las estrategias y
conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas en situaciones conocidas.

6. Apreciar y respetar la diversidad lingüística, cultural y artística a partir de la lengua extranjera identificando y valorando las diferencias y semejanzas entre
lenguas y culturas, para aprender a gestionar situaciones interculturales.

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How is the curriculum in Spain organised? LOMLOE: Evaluation

Criteria – Specific Compentece 1

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How is the curriculum in Spain organised? LOMLOE: Evaluation

Criteria – Specific Compentece 4

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How is the curriculum in Spain organised? LOMLOE: Basic

Knowledge

Communication Plurilingualism Interculturality

Cycles

Knowledge, skills
Recommendations Syntax & discourse
& attitudes
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National Curriculum in Spain – Basic curriculum

- Know and appreciate values and norms of daily coexistence.

- Learn to be good citizens.

- Respect human rights, plurality, and democracy.

- Develop individual and team habits.

- Develop a sense of responsibility

- Gain self-confidence

- Develop capacity for criticism

- Learn to be proactive

- Develop creativity

- Learn abilities that can prevent and resolve conflicts peacefully

- Know, understand, and respect different cultures; beware of gender qualities.

-To learn, at least, one foreign language with a basic communication level that allows children to express and understand simple messages and be able to communicate well in

day-to-day situations.

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National Curriculum in Spain – Basic curriculum

- Promote reading, devoting some time to this activity every day.

- Tutorial time – one-to-one attention as well as group.

- Reading comprehension and oral and written expression are to be encouraged in all subjects across the primary curriculum.

- Assessment/evaluation must be both continuous and global and each student’s progress must be regarded alongside other subjects.

- Evaluation must be adapted for students with special needs.

- If during the continuous evaluation process, we see that there is a student that is a bit behind the learning curve, we must implement measures for her/him to improve as quickly

as possible.

- Teachers must evaluate both the students’ knowledge and learning processes as well as their own teaching methodologies and practices (self-evaluation). Goals must be

established for different purposes and they must be checked at different times.

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English Language in the Curriculum and LOMLOE

- “Se deberá dedicar un tiempo diario a la lectura y se establece que la comprensión lectora, la expresión oral y escrita, la creación artística, la
comunicación audiovisual, la competencia digital, el fomento de la creatividad y del espíritu científico se trabajarán en todas las áreas de educación
primaria”.

- (Objectives) “Adquirir en, al menos, una lengua extranjera la competencia comunicativa básica que les permita expresar y comprender mensajes sencillos
y desenvolverse en situaciones cotidianas”.

- “Se establecerán medidas de flexibilización y alternativas metodológicas en la enseñanza y evaluación de la lengua extranjera para el alumnado con
necesidad específica de apoyo educativo, en especial para aquel que presente dificultades en su comprensión y expresión. Las lenguas oficiales se
utilizarán solo como apoyo en el proceso de aprendizaje de la lengua extranjera.”
.
- “Las Administraciones educativas podrán añadir una segunda lengua extranjera u otra lengua cooficial o una materia de carácter transversal.”

- “En esta etapa se pondrá especial énfasis en garantizar la inclusión educativa; en la atención personalizada al alumnado y a sus necesidades de
aprendizaje, participación y convivencia; en la prevención de las dificultades de aprendizaje y en la puesta en práctica de mecanismos de refuerzo y
flexibilización, alternativas metodológicas u otras medidas adecuadas”

- “Con objeto de fomentar la integración de las competencias, se dedicará un tiempo del horario lectivo a la realización de proyectos significativos para el
alumnado y a la resolución colaborativa de problemas, reforzando la autoestima, la autonomía, la reflexión y la responsabilidad.”

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How does LOMLOE translate into textbooks and planning?

- Inclusion of collaborative activities

- Attetion to different learning styles and paces

- Emphasis on active learning

- Competence-based learning
.
- Learning situations: real life contexts to develop multi-stage tasks

- Invitation to reflect on issues outside the classroom

- Continuous assessment

- Content connected to sustainable develooment and global matters

- Digital skills
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What is included in textbooks? – McMillan High Five 3

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What is included in textbooks? – Oxord World Class 4

I01 – Approaching the Curriculum

Useful Links
https://www.eaquals.org/resources/introduction-to-the-cefr-with-checklists-of-descriptors/

https://www.eaquals.org/resources/cefr-standardisation-materials-spoken-samples-with-documentation/

https://www.eaquals.org/resources/cefr-standardisation-materials-written-samples-with-documentation/

http://www.englishprofile.org/

http://www.educacionyfp.gob.es/educacion/mc/lomce/el-curriculo/curriculo-primaria-eso-bachillerato.html

https://www.educacionyfp.gob.es/destacados/lomloe.html

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Learning By Doing I

Students will be required to provide a commentary and critical reflection on the current state of English
Language in the Spanish primary curriculum. They will be expected to express justified arguments to support
their views. Students are also expected to submit a coherent, cohesive text, with good use of paragraphing,
that reflects their level of English. The length of the text should be approximately 350 words if working
individually; in pairs, approximately 500 words; in groups of 3, approximately 750 words; in groups of 4,
approximately 1,000 words; in groups of 5, approximately 1,250 words; in groups of 6, approximately 1,500
words. The text should be written in Times New Roman, 12, double space.

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Learning By Doing I
Questions that may guide your arguments:

- Do we/students receive sufficient input? Is this a questions of quantity and/or quality?

- Do you think all linguistic skills are paid equal attention?

- Do you think students connect with the cultures of English-speaking countries?

- Are the new laws addressing previous problems?

- Can you start thinking about ways in which we can solve some of the problems in the acquisition and learning of a

second language?

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Learning By Doing I
Some further questions/issues:

• Try to adjust to word limit but do not worry to much if you go over (particularly if working individually).
• The writing should be in the form of an essay:
• Include title
• Break information into paragraphs
• Follow coherent order (general, specific, general)
• Remember to avoid the use of contracted forms (don’t > do not)
• Avoid very colloquial words
• No need to translate names of laws for bibliography
• You can quote from secondary sources using APA (6th edition; guidelines in your resources and materials section)

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Learning By Doing I

Dates:

Continuous evaluation: 13/03/2023

1st call portfolio: 25/04/2023

2nd call portfolio: 19/06/2023

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Bibliography
Council of Europe. 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg:

Council of Europe Publishing.

Krashen, S. D. and Terrell, T.D. (1983). The Natural Approach: Language Acquisition in the Classroom. London: Longman.

Long, M.H. 1997. “Validity in SLA Research: A Response to Firth and Wagner”. In Modern Language Journal Vol. 81 (3), pp. 318-

323.

VanPatten, B. and Williams, J. (eds.) 2015. Theories in Second Language Acquisition: An Introduction. New York: Routledge.

English Language in the Curriculum 21/02/2023

Thank you!
UC2
Adapting the Curriculum
English Language in the Curriculum 07/03/2023
UC2 – Adapting the Curriculum

Contents

• Competences

• Objectives

• Motivation

• Methodologies

• Contexts

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Key things to remember from previous session

• National and international laws and perspectives

• User levels and reference descriptors

• Curriculum’s key requirements.

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Competences: what are they?

Combination of

• Knowledge: facts, concepts, ideas, theories, etc.

• Skills: know-how and apply knowledge
• Attitudes: re-actions, values, thoughts, beliefs

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Why do we plan through competences?

• Paradigm shift: 2000s onwards – from knowledge to competence approach
• Changes structure of curriculum and organisation of learning
• Competence-oriented education:
• aims to be life-long
• is cross-curricular in its approach
• favours interactive learning and teaching
• is collaborative
• promotes guidance – new role of teachers
• promotes new ways of assessing learning processes

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What competences are there? – Case 1: Europe

European Key Competences

for Lifelong Learning

Image via https://ec.europa.eu/education

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What competences are there? – Case 2: Spain (LOMCE)

• Linguistic communication - CCL
• Mathematical, science and technology - CMCT
• Digital competence - CD
• Learning to learn - CPAA
• Social and Civic - CSC
• Initiative and entrepreneurship - SIE
• Cultural consciousness and expression - CEC

Image via https://www.educacionyfp.gob.es/

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What competences are there? – Case 3: Spain - LOMLOE

Ciudadana
Personal, social y de aprender a aprender
Conciencia y expresión culturales
Comunicación lingüística
Plurilingüe
Matemática y en Ciencia y Tecnología (STEM)
Digital
Emprendedora

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What competences are there? – Case 2: Spain – LOMLOE + Agenda 2030

07/03/2023
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LOMLOE – Specific Competences Foreign Language (from BOE)

1. Comprender el sentido general e información específica y predecible de textos breves y sencillos, expresados de forma
clara y en la lengua estándar, haciendo uso de diversas estrategias y recurriendo, cuando sea necesario, al uso de distintos
tipos de apoyo, para desarrollar el repertorio lingüístico y para responder a necesidades comunicativas cotidianas.

2. Producir textos sencillos de manera comprensible y estructurada, mediante el empleo de estrategias como la planificación
o la compensación, para expresar mensajes breves relacionados con necesidades inmediatas y responder a propósitos
comunicativos cotidianos.

3. Interactuar con otras personas usando expresiones cotidianas, recurriendo a estrategias de cooperación y empleando
recursos analógicos y digitales, para responder a necesidades inmediatas de su interés en intercambios comunicativos
respetuosos con las normas de cortesía.

4. Mediar en situaciones predecibles, usando estrategias y conocimientos para procesar y transmitir información básica y
sencilla, con el fin de facilitar la comunicación.

5. Reconocer y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando sobre su funcionamiento e
identificando las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas en
situaciones conocidas.

6. Apreciar y respetar la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y valorando
las diferencias y semejanzas entre lenguas y culturas, para aprender a gestionar situaciones interculturales.
07/03/2023
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Objectives: Why do we need them for planning?

• Objectives/goals/learning outcomes.
• Together with competences, they must be set out before starting learning activities.
• Set what you want your students to know, know how to do, can do, etc. at the end of
a lesson/series of lessons.
• They should be very straightforward.
• Develop the 3 main components of competences: skills, knowledge, attitudes.
• Objectives will be a great help when you evaluate pupils (measure progress towards
objectives) and will further give them a sense of purpose.

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How can we integrate objectives in our planning?

Figure taken from Luque, 2018

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How should we establish objectives?

• They must adapt to the year, curriculum requirements, and context.
• They can be of varying difficulty.
• They must be coherent and advance progressively.
• They must be realistic and flexible.

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What objectives does the Spanish curriculum establish? - LOMCE

a) Conocer y apreciar los valores y las normas de convivencia, aprender a obrar de acuerdo con ellas, prepararse para el
ejercicio activo de la ciudadanía y respetar los derechos humanos, así como el pluralismo propio de una sociedad
democrática.
b) Desarrollar hábitos de trabajo individual y de equipo, de esfuerzo y de responsabilidad en el estudio, así como actitudes
de confianza en sí mismo, sentido crítico, iniciativa personal, curiosidad, interés y creatividad en el aprendizaje, y espíritu
emprendedor.
c) Adquirir habilidades para la prevención y para la resolución pacífica de conflictos, que les permitan desenvolverse con
autonomía en el ámbito familiar y doméstico, así como en los grupos sociales con los que se relacionan.
d) Conocer, comprender y respetar las diferentes culturas y las diferencias entre las personas, la igualdad de derechos y
oportunidades de hombres y mujeres y la no discriminación de personas con discapacidad.
e) Conocer y utilizar de manera apropiada la lengua castellana y, si la hubiere, la lengua cooficial de la Comunidad
Autónoma y desarrollar hábitos de lectura.
f) Adquirir en, al menos, una lengua extranjera la competencia comunicativa básica que les permita expresar y
comprender mensajes sencillos y desenvolverse en situaciones cotidianas.

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What objectives does the Spanish curriculum establish? - LOMCE

g) Desarrollar las competencias matemáticas básicas e iniciarse en la resolución de problemas que requieran la realización
de operaciones elementales de cálculo, conocimientos geométricos y estimaciones, así como ser capaces de aplicarlos a
las situaciones de su vida cotidiana.
h) Conocer los aspectos fundamentales de las Ciencias de la Naturaleza, las Ciencias Sociales, la Geografía, la Historia y la
Cultura.
i) Iniciarse en la utilización, para el aprendizaje, de las Tecnologías de la Información y la Comunicación desarrollando un
espíritu crítico ante los mensajes que reciben y elaboran.
j) Utilizar diferentes representaciones y expresiones artísticas e iniciarse en la construcción de propuestas visuales y
audiovisuales.
k) Valorar la higiene y la salud, aceptar el propio cuerpo y el de los otros, respetar las diferencias y utilizar la educación
física y el deporte como medios para favorecer el desarrollo personal y social.
l) Conocer y valorar los animales más próximos al ser humano y adoptar modos de comportamiento que favorezcan su
cuidado.
m) Desarrollar sus capacidades afectivas en todos los ámbitos de la personalidad y en sus relaciones con los demás, así
como una actitud contraria a la violencia, a los prejuicios de cualquier tipo y a los estereotipos sexistas.
n) Fomentar la educación vial y actitudes de respeto que incidan en la prevención de los accidentes de tráfico.

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What objectives does the Spanish curriculum establish? - LOMLOE

a) Conocer y apreciar los valores y las normas de convivencia, aprender a obrar de acuerdo con ellas de forma
empática, prepararse para el ejercicio activo de la ciudadanía y respetar los derechos humanos, así como el
pluralismo propio de una sociedad democrática.
b) Desarrollar hábitos de trabajo individual y de equipo, de esfuerzo y de responsabilidad en el estudio, así como
actitudes de confianza en sí mismo, sentido crítico, iniciativa personal, curiosidad, interés y creatividad en el
aprendizaje, y espíritu emprendedor.
c) Adquirir habilidades para la resolución pacífica de conflictos y la prevención de la violencia, que les permitan
desenvolverse con autonomía en el ámbito escolar y familiar, así como en los grupos sociales con los que se
relacionan.
d) Conocer, comprender y respetar las diferentes culturas y las diferencias entre las personas, la igualdad de
derechos y oportunidades de hombres y mujeres y la no discriminación de personas por motivos de etnia,
orientación o identidad sexual, religión o creencias, discapacidad u otras condiciones
e) Conocer y utilizar de manera apropiada la lengua castellana y, si la hubiere, la lengua cooficial de la Comunidad
Autónoma y desarrollar hábitos de lectura.
f) Adquirir en, al menos, una lengua extranjera la competencia comunicativa básica que les permita expresar y
comprender mensajes sencillos y desenvolverse en situaciones cotidianas.

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What objectives does the Spanish curriculum establish? - LOMLOE

g) Desarrollar las competencias matemáticas básicas e iniciarse en la resolución de problemas que requieran la realización de
operaciones elementales de cálculo, conocimientos geométricos y estimaciones, así como ser capaces de aplicarlos a las
situaciones de su vida cotidiana.
h) Conocer los aspectos fundamentales de las Ciencias de la Naturaleza, las Ciencias Sociales, la Geografía, la Historia y la Cultura.
i) Desarrollar las competencias tecnológicas básicas e iniciarse en su utilización, para el aprendizaje, desarrollando un espíritu
crítico ante su funcionamiento y los mensajes que reciben y elaboran.
j) Utilizar diferentes representaciones y expresiones artísticas e iniciarse en la construcción de propuestas visuales y audiovisuales.
k) Valorar la higiene y la salud, aceptar el propio cuerpo y el de los otros, respetar las diferencias y utilizar la educación física, el
deporte y la alimentación como medios para favorecer el desarrollo personal y social.
l) Conocer y valorar los animales más próximos al ser humano y adoptar modos de comportamiento que favorezcan la empatía y su
cuidado.
m) Desarrollar sus capacidades afectivas en todos los ámbitos de la personalidad y en sus relaciones con los demás, así como una
actitud contraria a la violencia, a los prejuicios de cualquier tipo y a los estereotipos sexistas.
n) Desarrollar hábitos cotidianos de movilidad activa autónoma saludable, fomentando la educación vial y actitudes de respeto que
incidan en la prevención de los accidentes de tráfico.

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What specific objectives does the Spanish curriculum establish?

LOMCE
• LISTENING:
• Understanding high frequency expressions and vocabulary connected to day-
to-day situations

• READING:
• Read short and simple texts with correct pronunciation, intonation and
rhythm.
• Understand and apprehend information from quotidian documents (adverts,
brochures, menus, timetables, etc.).
• Understand short personal letters about daily life situations.

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What specific objectives does the Spanish curriculum establish?

LOMCE
• SPEAKING:
• Communicate simple and quotidian tasks
• Ask and provide information about familiar topics and activities
• Make use of sentences and expressions to describe in a simple manner family,
classmates, and immediate contexts.
• Describe in a simple way activities and routines.
• Talk about events in the past and possible events in the future within
immediate contexts.

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What specific objectives does the Spanish curriculum establish?

LOMCE
• WRITING:
• Write notes and short messages: emails, postcards, invitations,
greeting cards, etc.
• Write a simple personal thank-you letter
• Fill in application forms for social media, libraries, websites of interest.

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What specific objectives does the Spanish curriculum establish?

LOMCE

• SYNTACTIC STRUCTURES
• Use simple syntactic structures in short expressions to communicate
information regarding daily life
• Answer simple and familiar questions
• Understand the topic of a conversation to proactively participate in it using
structures from neutral and/or informal registers.
• Connect groups of words with “and”, “or”, “but”, o “because”

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What specific objectives does the Spanish curriculum establish?

LOMCE
SOCIOCULTURAL

• Value the importance of being able to understand and communicate a foreign

language and the exchange between different cultures.
• Value SLA as an enriching challenge that will develop students’ personalities.

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Basic Knowledge – LOMLOE: Communication

– Autoconfianza en el uso de la lengua extranjera.
– Iniciación en las estrategias elementales para la comprensión y la producción de textos orales, escritos y
multimodales breves, sencillos y contextualizados.
– Funciones comunicativas elementales adecuadas al ámbito y al contexto: saludar, despedirse, presentar y
presentarse; identificar las características de personas, objetos y lugares; responder a preguntas concretas sobre
cuestiones cotidianas; expresar el tiempo, la cantidad y el espacio.
– Modelos contextuales elementales en la comprensión y producción de textos orales, escritos y multimodales,
breves y sencillos, tales como felicitaciones, notas, listas o avisos.
– Unidades lingüísticas elementales y significados asociados a dichas estructuras tales como expresión de la entidad
y sus propiedades, cantidad y número, afirmación, exclamación, negación, interrogación.
– Léxico elemental y de interés para el alumnado relativo a relaciones interpersonales básicas, vivienda, lugares y
entornos cercanos.
– Iniciación en patrones sonoros y acentuales elementales.
– Iniciación en convenciones ortográficas elementales.
– Convenciones y estrategias conversacionales elementales, en formato síncrono o asíncrono, para iniciar, mantener
y terminar la comunicación, tomar y ceder la palabra, preguntar y responder, etc.
– Herramientas analógicas y digitales elementales para la comprensión y producción oral, escrita y multimodal.

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Basic Knowledge – LOMLOE: Plurilingualism

– Estrategias y técnicas elementales de detección de las carencias comunicativas y las limitaciones derivadas del
nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.

– Iniciación en las estrategias elementales para identificar y utilizar unidades lingüísticas (léxico, morfosintaxis,
patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio
lingüístico personal.

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Basic Knowledge – LOMLOE: Interculturality

– La lengua extranjera como medio de comunicación y relación con personas de otros países.

– Aspectos socioculturales y sociolingüísticos elementales y más significativos relativos a las costumbres y la vida
cotidiana en países donde se habla la lengua extranjera.

– Iniciación en las estrategias básicas de uso común para entender y apreciar la diversidad lingüística, cultural y
artística, a partir de valores ecosociales y democráticos.

– Iniciación en las estrategias básicas de detección de usos discriminatorios del lenguaje verbal y no verbal

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How can we adapt competences and objectives in school context?

• Schools now have more autonomy (Act on the Improvement of the Quality of
Education)
• Pathways are more flexible
• Schools must guarantee “transmission and implementation of values which promote
personal freedom, responsibility, democratic citizenship, solidarity, tolerance, equality,
respect and justice, as well as helping to overcome discrimination of any kind”
• Pay attention to communicative methodologies.
• Plan according to competences that go beyond the acquisition of linguistic skills in
English
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What role does motivation play in SLA?

Motivation: “a multifaceted construct that has behavioural, cognitive and affective components”
(Gardner, 2010, p.23)

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What types of motivation should we consider?

Extrinsic & Intrinsic

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What types of motivation should we consider?

Instrumental & Integrative

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How does motivation work in the acquisition of linguistic skills?

- Self-confidence (Clément):

- ability to produce skills

- ability to complete tasks

- ability to achieve goals

- It is process-oriented (Dörnyei, 2005, p.78)

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How does motivation work for teachers?

- Motivated teachers

- Comfortable classroom context

- Achievable tasks

- Personalise learning process

- Students aware of goals

- Promote integrative motivation

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Why is methodology important?

• Luque (2018)
• Methodology = core of planning

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What methodologies could we include in SLA in primary education?

• Situational Languge Teaching • Total Physical Response

• Teacher gives context and corrects • Teacher acts and gives instructions
errors • Students take and perform orders
• Students imitate and memorise • Spontaneous reproduction
• Grammar, patterns, accuracy • Similar to L1 acquisition

• Natural approach
• Audiolingualism
• Teacher acts and uses props
• Teacher models and drills
• Students guess and immerse in
• Students practice patterns and strive
language
for accuracy
• Communication
• Speaking & listening
• High exposure
• Less grammar explanations

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What methodologies could we include in SLA in primary education?

• Direct Method • Grammar-translation method

• Only L2 for instruction • L1
• Inductive approach • Latin/Greek
• Focus on listening and speaking • Focus on reading, writing
• Everyday language • Emphasis on grammar and vocabulary
• Visual material • Very little to no interaction

• Suggestopedia • Silent Way

• Psychology • Teacher silent
• Better memorization and thinking • Student at centre as active participant
• Optimum learning state • Creativity
• Music, comfortable, relaxing • Physicality of learning process (props)
environment • Self-correction

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What methodologies could we include in SLA in primary education?

• Communicative Language Teaching & Learning

• Fluency
• Meaningful communication
• Integration of four linguistic skills
• Trial & error
• English impact in the long-term
• English beyond the classroom
• English as part of language community
• Teacher as facilitator
• Students at centre of learning experience

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What methodologies could we include in SLA in primary education?

Remember SLA methodologies can be and are combined with others:

• Task-based learning
• Project-based learning
• Problem-based learning
• ICT
• Flipped classroom
• Cooperative learning
• Service Learning

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Which learning contexts are important?

- Linguistic environments

- Input oriented, output-oriented, interactional, task-based, acquisition

- Exposure

- Quantity and quality

- Classroom/At-home

- Domestic Immersive Learning Contexts (CLIL)

-Study Abroad (SA)

- Individual contexts

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Which learning contexts are important?

Dr. Elaine Tarone:

- Macro Level of Ideological Structures

- Beliefs
- Cultural, political, religious, economic values
- Mid level of Sociocultural Institutions and Communities
- Families
- Schools
Individuals engaging with others
- Neighbourhood
- Micro Level of Social Activity
- Linguistic
- Interactional
- Nonverbal
- Pictorial
- Auditory

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School contexts
SCHOOL CONTEXTS SCHOOL FEATURES

• Geographical location Public or private school

• Groups per year
• Sociocultural contexts – immigrant
community, young families, etc. • Does it have a specific classroom for English?
• Does it have a CLIL programme?
• Socio-economic level (can you ask your
students to bring extra material to class?) • Does the school favour a communicative approach to
learning foreign languages?
• Do classrooms have good technological equipment? Do
students have access to tablets or similar?
• What is the layout of your class?

• How are students seated?

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Class context in particular

CLASS FEATURES CLASS FEATURES
• Cognitive development
• What grade is it? • Affective and social development
• How many students does your class have?
• Linguistic development
• What is the gender of your students?
• Moral/ethical development
• Do all the students speak Spanish or another official language?
• Do any of them have any linguistics and/or learning problems?
• Are any of them is a socially disadvantaged position?
• What are their interests?

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Case scenarios - Context

1. Imagine a group of twenty students of the third year of 2. Imagine a school from a small village in
primary. You have 12 girls and 8 boys. They have been learning which the different cycles of primary have to
English in their two previous years of primary. share space and resources. How would you
adapt to this context?
This is your first lesson – what would you do to assess their
level? Do you carry out a diagnostic test?

Would you re-organise the classroom according to different

levels?

Knowing that you have one student with ADD, would you
consider particular methodologies for the classroom?

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Learning By Doing II
Students are required to describe the real or hypothetical context of a given school in which they could teach the
activities that they will design later on in this subject. Students must detail location, year of the primary cycle,
number of students, gender of students, learning problems, and provide information about the socio-economic
and cultural background, school methodology and programme (if available). In addition, students must choose a
general topic from the national and/or regional curricula as well as the linguistic content to be addressed during a
potential unit. The selection of topic and content must be justified in terms of their applicability to the primary
year chosen and in terms of the possible engagement from students. In this line, students should also detail the
general objectives (and specific if possible) students would achieve and the general competences to be developed.
There is no specific length for this activity, but all the above points must be covered. Use Times New Roman, 12,
double space.

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Dates
Continuous evaluation: 27/03/2023
1st call portfolio: 25/04/2023
2nd call portfolio: 19/06/2023

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Thank you!
English Language in the Curriculum – 35GEPR

25/04/2023
Final Tutorial Session
25/04/2023
Final Tutorial Session

What have we studied?

• Teaching methodologies

• Importance of culture and life-long educational goals

• Quality-oriented instruction

• Teaching Methods and teacher roles

• The role of context

• Acquisition vs. learning

• Motivation types and connection to self-confidence.

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What have we studied?

• European Framework

• Communicative Teaching

• Levels and Reference Level Descriptors

• Planning according to competences and objectives

• Competence-based education

• Competences as combination of knowledge, skills, and attitudes

• Key competences in the European Reference Framework

• Objectives for listening, reading, speaking, writing, and syntactic structures

• National curriculum’s main objectives for primary education and acquisition of English as a second language.

• Organising the curriculum by blocks, by content, and by strategies

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What have we studied?

• The role of textbooks and/or school materials

• School contexts and features

• Considerations for class features

• Questions for short-term planning

• Creating a guideline and syllabus design

• Lesson plan

• Components lesson plan – before, during, after

• Pre-/while-/post-activities

• Types of activities (time and type)

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Final Tutorial Session

What have we studied?

• Connection between timing and planning

• Instructional time, engaged time, academic time

• Variables to consider for allocating time

• Advantages and disadvantages of time allocation

• Distribution of time in the English classroom

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What have we studied?

• Errors and mistakes

• Assessment of proficiency, achievement, progress

• Assessment of students’ needs and motivation

• Formal and informal assessment

• Assessment for Learning

• Peer-assessment and self-assessment

• Feedback and praise

• Types of test

• Marking

• Rubrics

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Final Tutorial Session

When is your exam?

25th May 2023, 18:00 – EXAM (1st call)

6th July 2023, 18:00 – EXAM (2nd call)

Chances: “Tienen dos oportunidades para presentarse al portafolio y dos oportunidades para realizar el examen,
independientemente de cuando realicen uno y otro”.

Portfolio (2nd call): 19th June 2023, 23:59.

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What type of exam will we have?

• You will first have to answer 10 multiple choice questions (4 possible answers). This part will amount to a total of 4
points. Each wrong answer will subtract -33%.

• You will then have to answer an essay-type question. This part will amount to a total of 6 points. You will have to
write approximately 500 words.

• Mistakes in use of English will subtract -0.3 points (not repeated ones)

• You will be using SMOWL:

• Have a room with enough light

• Do not cover your camera at any point during the exam
• Make sure your face is well framed during the exam
• Do not use headphones or any other prohibited item
• Absolutely no copy/paste commands, no screenshots and no other programs open
• Contact technical support if you have any problems during the exam and send me an email
afterwards – and do not panic!
• You will have 90 minutes to complete your exam

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What kind of questions can you expect?

Multiple choice question:

Why was there a change to programming through competences?

- A) because the European council recommended it.

- B) because the previous system was very based on facts.
- C) because it was the best way to integrate knowledge with skills and values.
- D) because the system should be focused exclusively on skills

What is extrinsic motivation?

- A) when you do something to earn a certificate

- B) when you incorporate the culture and society of a language to SLA
- C) when you do something to avoid punishment
- D) when you do something because it is a personal reward

Essay type question: You have been teaching a group of 24 students of the first year of primary education for the
first trimester. In the last weeks you have been studying Christmas. Students have also studied present simple and
there is/there are. They are familiar with basic phonics. What type of activities would you design for one 50 minute
lesson? Why would you choose these? How would you make these motivating for students?

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Thank you!
21/03/2023
UC3
Curriculum Implementation & Design
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What should we pay attention to before planning units?

• Establish objectives/procedures – what teacher and students will do
• Working with a syllabus/coursebook for general direction
• Specific aims according to students’ personal and learning needs
• Always look back to previous lessons and what has been achieved
• Try not be overambitious – do not plan to do too much in one lesson
• Think of back-up activities and leave room for improvisation

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What is a lesson plan?

Lesson plan:

- Set of notes to help us think through what we are going to do & how we are
going to do it.

-Clear working document (imagine you are doing this so another teacher can
teach your lesson)

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What should a lesson plan include? (Riddell)

-level of class
-length of lesson
-objectives of lesson
-personal aims
-anticipated problems and possible solutions
-stages/parts
-aims of each stage
-estimated timings
-interaction
-procedure

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What do scholars propose? (Spratt et al., 2005)

QUESTIONS THAT MAY GUIDE MY LESSON PLANNING:

1. Will te topic be interesting and motivating for students?

2. Are the activities and teaching materials right for level?
3. Have I planned enough for the time available? Do I need extra material?
4. Have I planned too much? What stages can I cut?
5. Does each step in the lesson help to achieve the aim?

Keep in mind student as the centre of the teaching-learning experience

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How much time do I have? Why is time important?

“ Until we can manage TIME, we can manage nothing else” (Peter F. Drucker, quoted in
McLeod, Fisher & Hoover, 2003)

• Timing and planning are closely connected

• Timing is to be considered at different planning stages:

• Preparing
• Designing
• Presenting
• Evaluating

• It is helpful for self-assessment and checking progress

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What types of time should be considered when planning? (UNESCO)

• School time: total time in school
• Classroom time: total time spent in classrooms
• Instructional time:
• Time allocated to teaching a specific subject to students
• Allocated by national and regional institutions as well as schools.
• Intended instructional time/actual instructional time
• Engaged time:
• Time students actually employ actively learning
• Engaged in doing activities
• Paying attention
• Academic learning time:
• portion of engaged time with high levels of success- actively and successfully
involved

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What variables should you consider when planning and timing?

• Amount of time for English during week

• At what time of the day is your class?

• What subject have they had before? What subject do they have after?

• What are the general characteristics of your classroom?

• What is your students’ attention span?

• Pace of the students

• Strive for flexibility

• Remedial work
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Should timing be very strict?

• Generally seen as part of effective planning

• Good for giving structure and orienting students

• Far too careful planning: more dangers than advantages

• Only good resource in the short term

• Give your students specific timing for tasks:

• better focus and productivity?

• seen as threat?
• stress, motivation, and self-confidence

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How is time generally distributed in a classroom?

• Background knowledge: 5-10 minutes.

• Introducing new topic: 15-20 minutes.

• Practice new knowledge/skill: 15-20 minutes.

• Review + advance next lesson: 5 minutes.

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Is there a better structure for lessons? – Orientative guideline

My recommendation:

- Pre-activities
- During-/while-activities
- Post-activities

Engaging with communicative approaches and combination of

reception and production

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Is there a better structure for lessons? – ESA (Harmer)

Engage/Study/Activate

Engage
- participation, visual material, realia, whole class activities, physical
- think and speak in English
Study
- introduce new content by use of texts, fill-in-the-gaps, drilling, etc.
- error correction
Activate
- discussion
- writing stories, task-based activities (posters)
-put things learnt in Study into practice
- check understanding
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What is the purpose of pre-activities?

• Prior/background knowledge
• Assessment/revision
• High-frequency vocabulary
• Grammar/syntactic structures
• Specific linguistic skill
• Modification of plan? Creation of (more) reinforcement activities?

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What pre-activities can we include?

• Students introduce topic
• Use pictures, flashcards, photographs, games (I-spy, draw & match, word
battleship, bingo, touch and guess, Pictionary, hangman, etc.)
• Warm-up
• Avoid individual writing activities

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What are during-activities?

Depending on linguistic skill to be developed

• Reading comprehension activities

• Fill-in the gaps, match speakers with action for listening activities
• Fill-in the gaps, order words, phrases, drafting, etc. for writing activities
• Repetition drills, small group discussion, role playing, etc. for speaking activities
• Transfer activities

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What is the purpose of post-activities

• Moving away from previous format

• ‘Cooling down’
• Reinforcement
• Connect to larger projects
• Group practice

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Summary on types of activities

• Address all linguistic skills
• Vary methodologies
• Do not be afraid of including grammar (focus on form)
• Venture into task- and project-based units
• Include games
• Promote collaboration

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It is your time to browse (go to your resources and materials section)

Macmillan Samples

Oxford Samples

Cambridge Samples

What is your take on how units are organised here?

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How many activities should I include? How long should they be?
• Think about how long you want to spend on each (approximately)
• Generally, greater number of shorter activities works better
• Think about your students’ attention span
• Introduce variety of activities to keep motivation up

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What strategies are good for timing activities in the classroom? (Scrivener)
• Set time limit for tasks but be flexible if students finish activity difficult (expand) or easy
(reduce)
• Even if you alter time for activities, give indications and warnings about how much time there
is left.
• Make use of contrasting tasks (slow activity followed by faster one)
• Vary amount of concrete outcomes from a task
• Consider subjective pace and relative pace

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What strategies can you implement for planning & saving time? (Melser,
2015)
• Planning ahead: less time on managing problems
• Teach routines and procedures: where things go, how things are done.
• Chart with day’s activities: play with anticipation
• Create and practice smooth transitions (subject, place)
• Give your students clear instructions and warn them how long they have for an activity and
how soon time will run out
• Teach students time-management skills (set time for activities, complete to-do lists, etc.)
• Organise short-term and long-term

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What problems can we encounter?

Students do not participate that much - Active Student Responding

• The more students participate, the better learning outcomes.

• Variation in frequency of responses: motivation, effective learning/teaching
• Challenge to keep attention, provide feedback, avoid disruptions
• one-student response: passivity of classmates, high-achievers vs. low-achievers
• Try Choral Responding (CR)
• Each question has only one correct answer
• Questions can be answered briefly
• Give feedback and restate if necessary
• Decreased interruptions from students with difficulties

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What problems can we encounter?

Dealing with students with different levels

• Traditionally, 2 solutions:
• Dividing class into groups with similar or mixed abilities
• Give students differentiated tasks

• Other options:
• Split and combine workflow: all class starts together, different groups do different
tasks, then all come together again.
• Give differentiated worksheets with “do these activities if you have time”, “do this
activities if you need to reinforce…”
• Multilevel tasks: same tasks with different outcomes depending on what students
can do.
• Give a lot of tasks with assigned levels and allow students to choose what they do

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What problems can we encounter?

Low engagement

• Off-task behaviour and intrinsic, integrative motivation

• Give sense of purpose
• Learning contracts at beginning of lessons
• Stars/stickers rewards
• Praise effort

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What can we do about at risk students when it comes to planning? (C.

Collins)

• Start day/class with established procedure

• Lessons end with enough time for transition to next class
• Learning objectives are challenging but doable
• There are alternatives for different learning needs

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 UC3 – Implementation and Design

What about materials?

• Remember to consider the school’s socio-economic background

• If school has good IT equipment, plan ahead for projects and extension/reinforcement
activities and interactive activities (kahoot, for example)
• Keep a picture box (publisher’s flashcards, something more home-made, etc.)
• Shared materials (glue, card, crayons, etc.)
• Extra tales and stories

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UC3 – Implementation and Design

How should I present my activities? – Examples from previous years

English Language in the Curriculum 21/03/2023

UC3 – Implementation and Design

How should I present my activities? – Examples from previous years

English Language in the Curriculum 21/03/2023

UC3 – Implementation and Design

How should I present my activities? – Examples from previous years

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UC3 – Implementation and Design

How should I present my activities? – Examples from previous years

Session

• Aim:
• Topic:
• Justification:
• Skills worked:
• Approximate timing:
• Materials & resources:
• Description of activities:

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UC3 – Implementation and Design

How should I present my activities? – Remember LOMLOE

• Include Specific competences for each lesson

• Specify the basic knowledge to be worked in each lesson: communication, plurilingualism,

interculturality

• Divide lesson accordingly and in a progressive manner

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UC3 – Implementation and Design

Types of activities – Interactive resources

Make use of interactive resources (if available): YouTube, British Council, publishing houses’
websites, etc.

British Council: TeachingEnglish

EduCat

British Council: Learning Kids

Publishing houses

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UC3 – Implementation and Design

LBD III
Students must design a didactic unit covering a total of 3 sessions (if working individually), 4 sessions (if working in
pairs), 5 sessions (groups of 3 or 4 students), or 7 sessions (if working in groups of 5 or 6 students). The contents and
activities in these sessions must adapt to the specificities of the curriculum chosen. These activities must be
developed in the subject of English in primary education (no CLIL content will be considered here). Such activities
must develop the topic, objectives, and competences established in the activity for UC2. The unit must be original
and should not copy the structure and/or contents of textbook material. The activities should address different
linguistic skills and contain elements that will attend to the integrative motivation of students. The content of these
activities must be adapted to the level of the students according to curriculum and school’s specifications.
The planning of the unit must contain information about the approximate time established for each activity and the
material needed. Activities must also be explained in terms of their procedure and be sufficiently justified. Students
are expected to include all the relevant visual material, worksheets, etc. for the development of the sessions.
The activities must be presented in a tidy and legible manner. All material included, if not original, must be correctly
referenced and included in a bibliography section at the end of the activity.

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UC3 – Implementation and Design

Dates
Recommended date continuous evaluation: 17th April 2023
1st call portfolio: 25th April 2023
2nd call portfolio: 19th June 2023

English Language in the Curriculum 21/03/2023

UC3 – Implementation and Design

Bibliography
Collins, C. (1990). “Time Management in the Classroom”. In Special Services in the Schools 5 (3-4): 131-153.

Harmer, J. (2007). How to Teach English. New York: Pearson Longman.

Levin, J. and J. F. Nolan. (2007). Principles of Classroom Management: A Professional Decision-Making Model. New York:
Pearson.

Melser, N. A. (2015). “Organization of Classrooms: Time” in W. George Scarlet (ed.) The SAGE Encyclopedia of Classroom
Management. London: Sage.

Riddell, D. (2014). Teach EFL. London: MacGraw-Hill.

Scrivener, J. (2012). Classroom Management Techniques. Cambridge: Cambridge University Press.

Spratt, M., Pulverness, A., & Williams, M. (2005). The TKT (Teaching Knowledge Test) Course. Cambridge Cambridge
University Press.

ESA Methodology
https://www.youtube.com/watch?v=n3ZPeyvpYps&ab_channel=TEFL%26TESOLCourses-ITTT)
English Language in the Curriculum 21/03/2023
Thank you!
04/04/2023
UC4
Assessing Curricular Content
English Language in the Curriculum
UC4 – Assessing Curricular Content

How do we perceive errors in SLA?

• Before, errors were something to be completely avoided in favour of strict

accuracy

• Influence of applied linguistics, errors as sign of creative process and acquisition

strategies

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UC4 – Assessing Curricular Content

Shift in perspective
• They are natural
• They show that learning is taking place
• Progress
• Ask yourselves:
• What is an error? (specific contexts)
• Why did this error occur?
• How serious the mistake is?
• How will this error be corrected?

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UC4 – Assessing Curricular Content

What do we talk about when we talk about errors?

• Performance errors > MISTAKES
• learner not at her/his best
• physical or psychological conditions (fatigue, emotional state)
• not serious
• easily overcome

• Competence errors > ERRORS

• problems in learning process
• more serious
• longer to correct

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UC4 – Assessing Curricular Content

Which are the most common mistakes/errors?

• Interference/Interlingual (L1)
• Slips
• Common to L2 learners

• Developmental/Intralingual: because of difficulty of L2

• Simplification
• Overgeneralization
• Avoidance
• Fossilization

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UC4 – Assessing Curricular Content

How and when should we correct errors?

• Immediate feedback but do not correct every single error at same time
• Pay more attention to repeated, systematic errors (otherwise they may lead to
fossilization)
• Fluency practice: do not interrupt students to correct errors
• High frequency and general errors (-s for 3rd person singular present simple)
should be corrected more often
• Adapt error correction to topic/content of lesson
• Peer-correction
• Individual/collective remedial work (percentage, seriousness, self-confidence,
etc.)

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UC4 – Assessing Curricular Content

What strategies work when correcting errors? (Lyster & Ranta, 1997)
• Explicit correction: you provide the correct form and indicate explicitly what the
pupil/s got wrong.
• Recasts: reformulate all or part of what the student has said without error (you
mean, you should say, use this word better, etc.)
• Clarification: say that message is wrong or not understood (what do you mean
by…?)
• Metalinguistic feedback: connected mostly with grammar, comment on nature of
error.
• Elicitation: repeat error and re-introduce sentence so they can complete correct
form
• Repetition: repeat emphasising the error so pupils can repeat without it.

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UC4 – Assessing Curricular Content

What is the purpose of evaluating and assessing students?

• Proficiency (how much students know about L2)
• Achievement (how much students have learnt during a period of time)
• Progress (how much students have learnt about the end of a unit)
• Identifying learning needs
• Motivation
• Feedback (constructive)
• for students: are they on the right track?
• for teachers: has the lesson worked?

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UC4 – Assessing Curricular Content

What types of assessment are there?

Formal assessment Informal assessment

• Quantitative • Qualitative
• Tests and exams • During class, tasks, etc.
• Grades • Observation
• Very specific questions for young • Focus on progress rather than grades
learners • Better for very young learners
• More traditional forms of evaluation: • Track all linguistic skills
T/F questions, open cloze, matching • Take note of errors
• Individual/collective feedback
• More continuous

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UC4 – Assessing Curricular Content

How can we assess our students in the classroom?

• Informal and continuous

• Observation and questioning

• Everyday tasks – oral and written work (productive and receptive skills)

• Homework
• Autonomous learning

• Extension activities

• Research, organisational skills

• Detect learning difficulties

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UC4 – Assessing Curricular Content

How can assessment be improved?

• Include evidence of assessment and progress

• Observation and discussion

• Evidence of effort

• Promotes self-assessment

• Problem: time-consuming and should contain selected work

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UC4 – Assessing Curricular Content

How can we approach assessment?

https://www.teachingandlearning.ie/our-priorities/student-success/assessment-of-for-as-learning/#!/Understanding
English Language in the Curriculum 04/04/2023
UC4 – Assessing Curricular Content

Assessment for Learning

• Assessment reform group
• Gardner (2005, 3)

• Is part of effective planning

• Focuses on how students learn
• Is central to classroom practice
• Is a key professional skill
• Is sensitive and constructive;
• Fosters motivation;
• Promotes understanding of goals and criteria;
• Helps learners know how to improve;
• Develops the capacity for self-assessment;
• Recognizes all educational achievement.

• Connected to goals and competences

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UC4 – Assessing Curricular Content

Are there any new approaches to assessment? – Assessment for

Learning
Cambridge International Education says that there are 5 characteristics to AfL:

(i) Questioning enables a student, with the help of their teacher, to find out what level they are at.
(ii) The teacher provides feedback to each student about how to improve their learning.
(iii) Students understand what successful work looks like for each task they are doing.
(iv) Students become more independent in their learning, taking part in peer assessment and self-
assessment.
(v) Summative assessments (e.g. the student’s exam or portfolio submission) are also used
formatively to help them improve.

English Language in the Curriculum 04/04/2023

https://cambridge-community.org.uk/professional-development/gswafl/index.html
UC4 – Assessing Curricular Content

Assessment for Learning in the Spanish English Primary Integrated

Curriculum

English Language in the Curriculum 04/04/2023

UC4 – Assessing Curricular Content

How can you make sure you are doing AfL right? Cambridge’s checklist

• How effectively am I using questioning?

• How effective is my use of feedback?
• How effective is my use of peer feedback?
• How much do I use self-assessment in my practice?
• Am I helping my students learn effectively from summative
assessments?

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UC4 – Assessing Curricular Content

What is self-assessment and why is it important?

• Judge own language production

• Allows students to set realistic goals for and by themselves

• Promotes learner autonomy

• Can be introduced easily in classroom: ‘do you think that is correct?’

• Propose as a “can-do” reflection (encouraged by Common European Framework)

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UC4 – Assessing Curricular Content

What types of test can we include in the evaluation process?

• Discrete tests - focus on one aspect of learning (vocabulary, grammar, spelling, etc.)

• Integrative tests - can address assessment of communicative processes

• Objective – marking mechanically

• Subjective – requires judgment by teacher

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UC4 – Assessing Curricular Content

How should we mark our students’ results?

• Whatever the method, remember it should fit the goals and skills

• Tracking method for progress, identifying strengths and weak points, etc.

• Allow teacher to plan better next lessons

• Nicholls (2004, 124) – teachers must:

• check if goals have been met

• identify weaknesses and strengths
• think how students will improve
• give objective and productive feedback
• set goals for future learning

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UC4 – Assessing Curricular Content

How should we interpret the results of tests?

• It is not only about obtaining a grade – not an absolute measure

• Tests and exams can guide us to improve instructions and identify special needs

• Check if students have sufficient knowledge of L2

• Diagnose problems and weaknesses

• High performing vs. low performing students

• Guide towards creation of groups

• Work on individualised instruction

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UC4 – Assessing Curricular Content

How can we improve marking? – Rubrics

• Table/matrix to assess performance

• Contains descriptors

• Include goals and competences

• Can serve as guidance for students

• Valuable for accurate, rapid feedback

English Language in the Curriculum 04/04/2023

UC4 – Assessing Curricular Content

How can we improve marking? – Rubrics

English Language in the Curriculum 04/04/2023

Taken from Quartapelle, 2012.
UC4 – Assessing Curricular Content

How can we improve marking? – Rubrics

English Language in the Curriculum 04/04/2023

Taken from Spratt et al.
UC4 – Assessing Curricular Content

How can we improve marking? – Rubrics

English Language in the Curriculum 04/04/2023

https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=090000168045bb52
UC4 – Assessing Curricular Content

How can we improve marking? – Checklists

English Language in the Curriculum 04/04/2023

https://www.teachingenglish.org.uk/article/assessment-learning-activities-0
UC4 – Assessing Curricular Content

What is feedback and how should we proceed with it?

• Formative assessment

• Feedback during class generally focuses on information about language and errors

• Immediate feedback to speed students’ progress

• Constructive oral and written feedback

• Focus of feedback should also be on achievement, behaviour, motivation, participation, attitude,

engagement, etc.

• Feedback on learning difficulties

• Feedback to parents/carers

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UC4 – Assessing Curricular Content

Should we use praise in feedback?

• Praise for completing tasks, generally to high standard

• Seen as encouraging and motivating

• George Petty: medals and missions

• Improve positive environment in classroom

• Over-praising students may be counterproductive

• Praise cannot be given carelessly – connection to goals and results

• Combine with suggestions for improvement

• Stops students from self-assessment?

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UC4 – Assessing Curricular Content

Praise – Recommendations from Spanish English Curriculum

• Praise but also tell students how to improve

• Use success criteria – goals have been met

• Peer correction and sharing good examples

• Signal mistakes and ask students to correct collaboratively

• Self-assessment:
• what they are doing
• how they can do it well
• suggest what to learn next
• KWL charts (What I know, what I want to know/ what I have learned)
• Portfolio evidence: photos, samples of work, video clips, written work

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UC4 – Assessing Curricular Content

Assessment with LOMLOE

• Continuous
• Qualitative
• Clear objectives and criteria
• Development of competences
• Check criteria with curriculum
• According to cycles
• Emphasis on self-assessment and co-
evaluation
• Clear evidence of evaluation

https://www.educacionyfp.gob.es/

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UC4 – Assessing Curricular Content

Learning By Doing 4

Students must create assessment and evaluation processes for the didactic unit designed in Activity UC3.
These processes must contain at least one test that evaluates the proficiency level of students, two examples
of continuous assessment and one for self-assessment. In addition, students must provide a detailed rubric to
evaluate a specific skill and/or activity. Choices must be sufficiently justified.
Use Times New Roman, 12, double space.

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UC4 – Assessing Curricular Content

Learning By Doing 4
• Develop evaluation methods for the unit you have created. Note: You need to evaluate the content
in general or select a particular item to assess

• Think about the type of assessment you want to carry out:

Are there going to be tests and/or exams? Are they going to focus on one skill or all of
them?
Are you going to apply assessment for learning? If so, what particular strategies are suitable
for the content, objectives, and competences you develop in your unit?
Are you going to introduce a praise system?

• Remember to focus on the progress. You can introduce test and other assessment methods but still
talk about how you would track progress for your students.

• Include instances of self-assessment (for students and yourselves) – This can be introduced briefly
through quick questionnaires.

• Create grid/rubric – to evaluate one specific task and/or item of content developed in unit.

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UC4 – Assessing Curricular Content

Dates

Recommended date continuous evaluation: 25th April 2023

1st call portfolio: 25th April 2023
2nd call portfolio: 19th June 2023

English Language in the Curriculum 04/04/2023

UC4 – Assessing Curricular Content

Bibliography
Broughton, et al. (1980). Teaching English as a Foreign Language. London & New York: Routledge.

Gardner, J. (ed.). (2005). Assessment and Learning. London: Sage.

Madalińska-Michalak, Joana & Bünyamin Bavli. (2018). “Challenges in teaching English as a foreign
language at schools in Poland and Turkey”, European Journal of Teacher Education, 41:5, 688-706.

Melser, Nancy A. (2015). “Organization of Classrooms: Time” in W. George Scarlet (ed.) The SAGE
Encyclopedia of Classroom Management. London: Sage.

Nicholls, G. (1999). An Introduction to Teaching: A Handbook for Primary & Secondary School
Teachers. London: Routledge.

Quartapelle, F. (2012). Assessment and Evaluation in CLIL. Pavia: Ibis.

Scrivener, Jim. (2012). Classroom Management Techniques. Cambridge: Cambridge University Press.

English Language in the Curriculum 04/04/2023

Thank you!
UC1
Learning By Doing + Feedback
English Language in the Curriculum
IUC1 – Learning by Doing & Feedback

What did we study in the contextualisation session?

- Acquisition & learning

- Language theories and approaches to SLA
- European council and the Common European Framework of Reference for Languages
- Reference level descriptors
- User levels
- Spanish National Curricula
- Competences
- Organisation of regional curricula
- LOMCE/LOMLOE

English Language in the Curriculum 28/02/2023

IUC1 – Learning by Doing & Feedback

Learning by Doing I

Students will be required to provide a commentary and critical reflection on the current state of English
Language in the Spanish primary curriculum. They will be expected to express justified arguments to
support their views. Students are also expected to submit a coherent, cohesive text, with good use of
paragraphing, that reflects their level of English. The length of the text should be approximately 350
words if working individually; in pairs, approximately 500 words; in groups of 3, approximately 750 words;
in groups of 4, approximately 1,000 words; in groups of 5, approximately 1,250 words; in groups of 6,
approximately 1,500 words. The text should be written in Times New Roman, 12, double space.

English Language in the Curriculum 28/02/2023

IUC1 – Learning by Doing & Feedback

Learning by Doing I

Questions that may guide your arguments:

- Do we/students receive sufficient input? Is this a questions of quantity and/or quality?

- Do you think all linguistic skills are paid equal attention?

- Does your community have a bilingual programme?

- Do you think students connect with the cultures of English-speaking countries?

- Are the new laws addressing previous problems?

- Can you start thinking about ways in which we can solve some of the problems in the acquisition and learning of a

second language?

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IUC1 – Learning by Doing & Feedback

Learning by Doing I
Some further questions/issues:

• Try to adjust to word limit but do not worry to much if you go over (particularly if working individually).
• The writing should be in the form of an essay:
• Include title
• Break information into paragraphs
• Follow coherent order (general, specific, general)
• Remember to avoid the use of contracted forms (don’t > do not)
• Avoid very colloquial words
• You can quote from secondary sources using APA (7th edition; guidelines in your resources and materials section)
• No need to translate names of laws for bibliography
• All students must upload the activities. When working in groups, each and every member will upload the same document. The title
page of each activity should include the names of all group members.

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IUC1 – Learning by Doing & Feedback

Learning By Doing I

Dates:

Continuous evaluation: 13/03/2023

1st call portfolio: 25/04/2023

2nd call portfolio: 19/06/2023

English Language in the Curriculum 28/02/2023

Thank you!
UC2
Learning By Doing + Feedback
English Language in the Curriculum
IUC2 – Learning by Doing & Feedback

What did we study in the contextualisation session?

Competences
- knowledge + skills + attitudes
- European Key Competences for Lifelong Learning
- LOMLOE
Objectives
- Purpose
- Development of competences
- Different linguistic skills
Motivation
- Extrinsic/Intrinsic
- Instrumental/Integrative
Methodologies
- Core of planning?
- Communicative Language Teaching and Learning
- Natural approach, Total Physical Response, Audiolingualism…
Contexts
- Linguistic
- Social, cultural, economic
- School/class environment

English Language in the Curriculum 14/03/2023

IUC2 – Learning by Doing & Feedback

Learning by Doing 2
Students are required to describe the real or hypothetical context of a given school in which
they could teach the activities that they will design later on in this subject. Students must
detail location, year of the primary cycle, number of students, gender of students, learning
problems, and provide information about the socio-economic and cultural background, school
methodology and programme (if available). In addition, students must choose a general topic
from the national and/or regional curricula as well as the linguistic content to be addressed
during a potential unit. The selection of topic and content must be justified in terms of their
applicability to the primary year chosen and in terms of the possible engagement from
students. In this line, students should also detail the general objectives (and specific if
possible) students would achieve and the general competences to be developed.
There is no specific length for this activity, but all the above points must be covered. Use Times
New Roman, 12, double space.

English Language in the Curriculum 14/03/2023

IUC2 – Learning by Doing & Feedback

Learning by Doing 2

English Language in the Curriculum 14/03/2023

IUC2 – Learning by Doing & Feedback

Learning by Doing 2 – Example of process

• Decide city/community – Zaragoza (Aragón)
• Pick school – CEIP Tenerías (Bilingual)
• Describe context – Young families, high percentage of migrant families and families form ethnic minorities
• Select one year of primary education – 6th year of primary education (Part of programme of “Escuelas Amigas”, projects on
recycling and environment, Science in English).
• Describe class
• Decide one topic/learning situation that might interest students and explain why they will find it engaging
• Travel to Australia - narrate experience in past simple/present perfect, connection to culture/society and integrative motivation
• Great coral reef
• Animals in extinction
• Work on project for students in another country to know about environment, resources?

English Language in the Curriculum 14/03/2023

IUC2 – Learning by Doing & Feedback

Learning by Doing 2 – Example of process

• Check with regional curriculum
• High-frequency vocabulary: environment, climate, natural habitat
• Oral exchanges: face-to-face conversations or via Skype (or similar). Able to introduce themselves, show interest in others, talk about
quotidian aspects, express feelings, give instructions, etc.
• Teaching guidelines from LOMLOE for third cycle of primary education:
• estrategias didácticas: cuentos, canciones, juegos, teatro, realia, la interacción y nuevas tecnologías. También el visual thinking.
• Para narrar hechos en el pasado utilizarán verbos regulares e irregulares así como conectores básicos en la narración.
• expresión de relaciones lógicas (p. ej. “smaller than…”; “the biggest”); relaciones temporales (Before/After, p.ej: “Tidy up before you go”).
Afirmación. Exclamación (“Hurry up!”, “Watch out!”). Negación (wasn’t; weren’t; “I never go to…”). Interrogación (p. ej.:”What time do you
have lunch?”; “Where is the museum…?”, Why don’t we go swimming?”; “Have we got any sugar?”). Expresión de la posesión (our/their);
Expresión del aspecto (incoativo: “start –ing”). Expresión de la modalidad (necesidad “must”; consejo “should”), imperativo “Cut”; permiso,
“may”. Expresión de la existencia. Expresión de la cantidad (“a lot”, “some/any”, “half”, “a bottle/cup/glass”). Expresión del espacio (“next
to”; “near”, “far”); Expresión del tiempo (simple past, present perfect, present simple, present continuous, imperative, future; “now”,
“tomorrow”, “next week” + going to; “then”, “after that”; “at the same time”, “sometimes”).
• El léxico que se trabaje se vinculará a los siguientes campos léxicos; se trabajarán sustantivos, verbos y adjetivos relacionados con: “Body”,
“City”, “House”, “School”, “Free time and sports”, “Daily life”, “Family and friends”, “Jobs”, “Travelling and vacations”, “Health and healthy
habits”, “Education”, “Shopping”, “ Food, recipes and healthy habits”, “Languages and communication”, “Environment, sustainability and
climate”, “Wonders of the world”, “ICT”, “Cinema and television”, “Festivities”.

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IUC2 – Learning by Doing & Feedback

Learning by Doing 2 – Example of process

• Teaching guidelines from LOMLOE for third cycle of primary education (cont.)
• El alumnado seguirá ahondando en celebraciones y costumbres de habla inglesa (mitos y leyendas, historia y literatura, geografía…). Se
iniciará en el conocimiento de convenciones sociales.
• Se pueden introducir expresiones de sabiduría popular como refranes, modismos (better late than ever, costs an arm and a leg…) y diferentes
acentos.
• Se iniciará al alumnado en la comparación entre lenguas y su origen (Language families, native language, official language, dialects)

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IUC2 – Learning by Doing & Feedback

Learning By Doing I

Recommended date (continuous evaluation): 27th March 2023

Deadline portfolio (first call): 25th April 2023

Deadline portfolio (second call): 19th June 2023

English Language in the Curriculum 14/03/2023

Thank you!
UC3
Learning By Doing + Feedback
English Language in the Curriculum
IUC3 – Learning by Doing & Feedback

What did we study in the contextualisation session?

- Lesson Plan
- Questions to guide lesson plan
- Time and timing
- Structure of lessons
- Types of activities
- Problems and classroom management

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IUC3 – Learning by Doing & Feedback

Learning by Doing 3
Students must design a didactic unit covering a total of 3 sessions (if working individually), 4
sessions (if working in pairs), 5 sessions (groups of 3 or 4 students), or 7 sessions (if working in
groups of 5 or 6 students). The contents and activities in these sessions must adapt to the
specificities of the curriculum chosen. These activities must be developed in the subject of
English in primary education (no CLIL content will be considered here). Such activities must
develop the topic, objectives, and competences established in the activity for UC2. The unit
must be original and should not copy the structure and/or contents of textbook material. The
activities should address different linguistic skills and contain elements that will attend to the
integrative motivation of students. The content of these activities must be adapted to the level
of the students according to curriculum and school’s specifications.
The planning of the unit must contain information about the approximate time established for
each activity and the material needed. Activities must also be explained in terms of their
procedure and be sufficiently justified. Students are expected to include all the relevant visual
material, worksheets, etc. for the development of the sessions.
The activities must be presented in a tidy and legible manner. All material included, if not
original, must be correctly referenced and included in a bibliography section at the end of the
activity.

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IUC3 – Learning by Doing & Feedback

Learning by Doing 3
- Keep in mind Objectives and Competences you said you were going to develop in LBD UC2
- Make sure the topic and content adapt to the curriculum you are working with
- Develop the unit in a way that is motivating for your students
- Think about their interests
- Think about things with which they can connect in their everyday lives
- Think about integrative motivation and the connection to culture and society
- Think about different methodologies
- Develop the Didactic Unit in the required set of lessons
- Organise each lesson in a progressive and coherent manner
- Include activities that will develop the 4 linguistic skills
- Think about the age and development of your students
- Remember that shorter and more varied activities tends to work better
- Allocate an approximate duration for each activity within each lesson
- Describe briefly how you will proceed in each activity
- Briefly justify why each activity will be good towards reaching goals
- Remember evaluation will be addressed in UC4 – do not include it here
- Include sample material for your activities

English Language in the Curriculum 28/03/2023

IUC3 – Learning by Doing & Feedback

Learning By Doing 3

English Language in the Curriculum 28/03/2023

IUC3 – Learning by Doing & Feedback

Learning By Doing 3

English Language in the Curriculum 28/03/2023

IUC3 – Learning by Doing & Feedback

Learning By Doing 3

Recommended date continuous evaluation: 17th April 2023

1st call portfolio: 25th April 2023
2nd call portfolio: 19th June 2023

English Language in the Curriculum 28/03/2023

Thank you!
 UC1_35GEPR.

English Language in the Curriculum.

Alumnado:
35GEPR English
Bonilla Puga, Lidia Isabel. Language in the
Grado en Educación Curriculum.
Primaria Granell Archer, Neus.

Martínez Saura, Mª Prof. Dr. Beatriz

Curso académico Inmaculada. Pérez Zapata. Dra.
2022 - 2023 en Estudios
Trujillo González, Cristina. Ingleses.
 UC.1_35GEPR.

The study of the English language has become a fundamental part of the Primary Education

curriculum in Spain to prepare students for a globalised world and to be able to communicate

effectively.

Currently, English is a mandatory subject in all autonomous communities in Spain. The

number of weekly hours varies depending on each community, but generally ranges between

2 and 4 hours per week. Additionally, some autonomous communities offer bilingual

programs in which certain subjects are taught in English.

The main objective of learning English in Primary Education is to achieve a basic level of

communicative competence that allows students to communicate in everyday situations and

understand simple texts in English. To do so, essential aspects of the language, such as

vocabulary, grammar, and pronunciation, are worked on, and the development of

communicative skills, such as listening comprehension and oral and written expression, is

encouraged.

We could say that this differs quite a bit from the reality of the classroom because learning a

language requires constant practice and is essential for consolidating linguistic skills

and being able to communicate effectively in the language being learned. However, it is true

that practising a foreign language in a class with a large number of students (such as in a class

with 25 students) can be difficult. In these types of classes, students usually do not have

enough time to practise their linguistic skills individually and receive personalised feedback

from their teacher.

Another point to highlight would be input. In the context of acquiring a foreign language,

input is an essential source of information that students need to develop their linguistic skills.

It allows students to interact with the language in a meaningful way, through authentic and
 UC.1_35GEPR.

contextualized situations. This helps students acquire the language more naturally and

effectively, as they are in contact with the language in real and concrete situations. It is

important to emphasize that the input must be appropriate to the student's level so that it is

understandable and challenging at the same time. Input that is too difficult or too easy may

not be effective for language learning.

Today in our country, bilingualism is very predominant in the different schools, that is, giving

very relevant importance to a second language, which in most schools is English; students

begin at the age of 3 to introduce the second language until 18 years.

One of the main problems that the different specialists who teach bilingualism are considering

is the equity between the various linguistic abilities:

Abdelilah (2011) affirms that one of the main mistakes that are made is not giving the same

value to the different linguistic skills since the learning of a language must always be

globalized and that the students do not have deficiencies in any basic skills such as it can be

(reading, writing, listening, speaking).

Following the same author, she affirms that in recent years and with her excellent teaching

experience, she has observed a significant lack in speaking and listening skills since what is

most encouraged in primary education classrooms is written ability, leaving aside the other

skills.

We find it difficult for students to fully connect with English culture through a screen, photos,

or any other device.

 UC.1_35GEPR.

For a short time, the different schools have been developing a program called "Erasmus +,”

whose main objective is for students to apply the English language in an English-speaking

context and know how to function properly in such a way that Spanish students travel to the

abroad to learn about their culture, traditions, language and to be able to share experiences,

later it is done in reverse, they travel to Spain for a few days to do the same accompanied by

the teachers.

Since this is being carried out, we believe that students are getting to know English culture in

a very enriching way. They are learning to function in different contexts outside their comfort

zone and having to speak English as the only form of communication to be understood and

being able to meet other people.

The different laws try to give the same value and importance to the different abilities,

although there are still a few hours that the English language has in the curriculum.

We also have to emphasize that it is the teacher's responsibility to give these skills, evaluate

them and offer them to students in an attractive and fun way so that learning a second

language is manageable.

From our point of view there are many ways to help students solve problems in acquiring and

learning a second language; nowadays, thanks to multimedia tools, it can be more accessible.

Our proposal for that consists of this main guideline and this step to follow:
 UC.1_35GEPR.

Firstly, dedicate daily time to reading and it is established that reading comprehension, oral

and written expression, artistic creation, audiovisual communication, digital competence, the

promotion of creativity and the scientific.

Work on projects where students have multiple opportunities to demonstrate their skills and

build realistic proposals that serve their professional future: create a product and promote it,

prepare a meeting with potential clients, and face a job interview, for example.

We propose emphasizing active learning and the need to recreate authentic situations in class

so that students incorporate communication and social skills that help them solve everyday

situations in a foreign country.

Another way to solve the problem of acquiring a second language is to use web pages where

students can use the grammatical content learned in interactive games. It is imperative that

students find their motivation to learn a language and that they all have some sports

motivation or hobby in which they can feel interested in learning English. For example: if a

student is motivated by soccer, she can learn all the vocabulary related to this semantic field

by listening to soccer matches in English, watching movies, or making videos in that

language. Incorporating the virtual world into learning is one of the advantages of the

multimedia world for our students.

Last but not least, start writing small phrases, reflections or positive thoughts that you want to

launch into the world. It can be through Whatsapp to our family or friends. Also, we did it

when we were elementary school students; it would be to keep a journal and write a few

sentences about your day every night before bed. Also, students can ask the teacher or a

native friend to review and correct it once a week. Another way is to build vocabulary
 UC.1_35GEPR.

relevant to your daily life, make fewer grammatical errors over time, and practise those

problematic characters.

Bibliography:

Abdelilah bauer, B. (2011). El desafío del bilingüismo (2.a ed., Vol. 1). Morata.
 UC2_35GEPR.

English Language in the Curriculum.

Alumnado:
35GEPR English
Bonilla Puga, Lidia Isabel. Language in the
Grado en Educación Curriculum.
Primaria Granell Archer, Neus.

Martínez Saura, Mª Prof. Dr. Beatriz

Curso académico Inmaculada. Pérez Zapata. Dra.
2022 - 2023 en Estudios
Ingleses.
 UC2_35GEPR.

English Language in the Curriculum.

TABLE OF CONTENTS.

1. INTRODUCTION 2

2. LEGAL FRAMEWORK 3

3. CONTEXT 4

4. DESCRIPTION OF THE GROUP 5

5. OBJECTIVES 6

6. CONTENTS 9

7. KEY COMPETENCES 9

8. METHODOLOGY 11

9. ANNEXES 12

10. REFERENCES 12

1
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English Language in the Curriculum.

1. INTRODUCTION

The topic of this Didactic Unit is about the Hallmarks of British Culture. It has been selected

because in the coming months our student will be part of an Eramus + exchange and this

activity outside the classroom is a great motivation for them to learn more about British

culture about: social, cultural, historical, gastronomic and artistic aspects before leaving.

Moreover, Erasmus + programme enhances European identity, supports active citizenship

and ethics in lifelong learning , promotes the development of social and intercultural skills,

critical thinking and media literacy.

Knowing the idiosyncrasy of British culture, its customs, emblematic buildings, geographical

distribution, gastronomy, famous characters, most important festivities and habits of British

citizens will provide students a first approach to the reality that they are going to experience

during their stay at the British School of Ab Kettleby (Leicestershire) where they will be

living with other English students and their families.

The theme of UK Hallmarks Culture will cover different contents and objectives of the

curriculum in 4th cycle of primary and the topic will connect with their motivation to learn

English as a foreign language because they will discover the real context and code of British

culture. It will open their minds to experience the practical use of learning the English

language in the classroom to use it outside of it.

2
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English Language in the Curriculum.

In addition, during the development of this didactic unit we want to promote the key

competences that are described in the curriculum and promote respect for cultures different

from ours, highlighting the difference that enriches us as citizens of the world.

To encourage student’s interest in the chosen topic, the following video named “Fun facts

about England” will be a perfect connector to UK Hallmark Culture.

To foster students' enthusiasm in the chosen topic, the video called "Fun facts about England"

(annex 1) will be a perfect connector to learn about hallmarks of British culture through the

present simple and vocabulary related to food and main sports.

Also, as future teachers we believe it is very important that the sociocultural features of

British culture are taken into account so that students during their exchange can request

information in any context through the interrogative markers such as: what, who, where, how,

when, whose, what time and why.

2. LEGAL FRAMEWORK

This Didactic Unit is created according Spanish Educational Legal Framework according the

following levels:

National Level

LOMLOE’s law is currently in force during this academic year 20022/23 which originally

comes from Organic Law 3/2020, 29th December and modified Organic Law 2/2006, 3rd May,

on Education. At the same time, LOMLOE coexists with the Organic Law 8/2013, 9th

December, for the improvement of educational quality ( LOMCE).

3
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English Language in the Curriculum.

Royal Decree 126/2014, 28th February, where the basic curriculum of Primary Education is

established.

ECD/65/2015 Order, 21st January, where competences, contents and evaluation criteria are

described.

Regional Level

Decree 108/2014, 4th July, where the curriculum and development of the general planning of

Primary Education is described for Valencian Community.

3. CONTEXT

Innovatek School is a public and bilingual educational institution located in the region of

Valencia. Founded 50 years ago, the school takes pride in providing quality education to its

students. With a focus on personalised teaching and cooperative methodology. Innovatek

School helps each student reach their full potential.

The school has a highly trained and experienced faculty, who work closely with students to

help them achieve their academic goals. In addition, the school offers a wide range of

extracurricular programs, from sports to art, music and theatre club.

With a diverse and welcoming school community, Innovatek School is a place where students

can learn, grow, and feel supported from preschool to high school.

The building has got large windows that allow natural light. The front garden is

well-maintained and has a play area for younger students.

4
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English Language in the Curriculum.

Inside the school, the classrooms are spacious and bright, with high ceilings and large

windows. The walls of each class are decorated with educational materials and students have

access to a variety of pedagogical resources, such as books, computers, and interactive

whiteboards.

The kitchen and dining hall are large enough to accommodate all students. The food is

prepared daily using fresh and healthy ingredients. The school also has a multipurpose room

for events and presentations, a library with many books, and special rooms for students to

practice their passions.

In terms of the socioeconomic and cultural level of the families who attend this educational

centre, it is generally considered to be medium-high. Most families have stable incomes,

which allow them to provide their children with a quality education and access to pedagogical

resources. In our educational centre, families are highly committed to their children's

education and actively participate in school life, fostering a close relationship between the

educational community and families. Overall, the socioeconomic and cultural level of the

families who attend this educational centre is a significant factor in the academic and personal

success of the students.

4. DESCRIPTION OF THE GROUP

Focusing in our class, we are in the 4th year classroom of Primary Education made up of 25

students, among which there are 12 girls and 13 boys and they are between 10 and 11 years

old.

5
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English Language in the Curriculum.

The group was formed in Early Childhood Education and throughout Primary School some

were incorporated students more for various reasons. They are very hard-working students,

studious, very talkative and participatory in all the activities that are proposed.

In the classroom we have a girl who has recently been diagnosed with attention deficit
hyperactivity disorder whose main characteristics are: nervousness, attention problems,
impulsiveness, does not complete tasks, clueless…

5. OBJECTIVES

General and specific objectives described are connected to Decree 108/2014, 4th of July,

which established the curriculum and development of general planning of Primary Education

in Valencia community. At the end of this Didactic Unit, students will achieve main

competencies in listening, reading, speaking and writing skills through the learning about the

topic of “British Culture”.

LISTENING

Students will be able to listen and

understand characteristics of British culture
from a video.
General objectives Students will be able to understand the
teacher and their classmates in oral
interventions.

Students will be able to listen and recognize

the main vocabulary of hallmark culture
Specific objectives (food, signs of identity, currency, sports and
ordinal numbers) from a video shown to
complete the task.

6
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English Language in the Curriculum.

Students will be able to fill gaps in a written

text from numbers listened from oral
interventions.

Students will be able to distinguish

comparative adjectives between British and
Mediterranean culture from an oral
intervention.

READING

Students will be able to read a text

individually and identify lexical structure.
General objectives
Students will be able to reply to a written
dialogue.

Students will be able to fill the gap in the

text with vocabulary about British culture.

Students will be able to identify underlying

Specific objectives comparative adjectives.

Students will be able to match the

description of a text with the proper title
about food, sport and hallmark UK identity.

SPEAKING

Students will be able to express messages

clearly, structuring it properly.

General objectives

7
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English Language in the Curriculum.

Students will be able to ask for information

adjusting to communication situations
through active listening.

Students will be able to develop respectful

and emphatics to other cultures.

Students will be able to ask for information

using present simple structure.

Students will be able to request information

Specific objectives through the interrogative words: what, who,
where, how, whose, what time.

Students will be able to use comparative

adjectives connected with British and
Mediterranean culture.

WRITING

Students will be able to produce written

descriptions about habits and culture.

Students will be able to interact in a guided

General objectives way at a written level.

Students will be able to use the spelling

rules in the creation of written texts.

Students are able to describe situations

using present simple and comparative
adjectives.

Students are able to fill the gap about the

vocabulary topic of sports, food and in the
Specific objectives
UK.

8
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English Language in the Curriculum.

Students are about to write a short text using

the structure there is / there are and basic
present verbs.

6. CONTENTS

Present simple use in descriptions and routines.

Vocabulary concerning sports, food and traditions in the UK.

Ordinal numbers of two digits

Description about habits and main places.

Discrimination of sounds, accent and intonation.

Degrees of adjectives comparison between British and Mediterranean Culture.

Recognition of the basic aspects of popular culture and some habits in the UK.

Expressions related to British Culture and daily life.

Identification and use of interrogative words in oral interventions and texts: What,

who, where, how, when, whose, what time and why.

Production of texts to introduce habits of their social reality by email.

7. KEY COMPETENCES

This Didactic Unit is designed with the purpose that student will reach the following

competences based on LOMLOE:

9
 UC2_35GEPR.

English Language in the Curriculum.

1. Linguistic communication:

Students will manage main vocabulary related to UK culture topics and they will develop
written, speaking, listening and reading skills to be able to establish oral interaction.

2. Mathematical competence and basic competences in science and technology:

It will be worked with learning about ordinal numbers, exchange of current British coin and
learning main UK inventions.

3. Digital competences

Content will be shown in digital boards and activities such as filling the gap with
vocabulary or written email will be developed in digital format through computer support.

4. Learn to learn

Students will learn how to look for information related to traditions and habits with
activities created for this purpose.

5. Social and civic skills:

This competence will be developed with knowledge in traditions, interaction mails with an
English native student and the culture exchange during the stay in another country. Rules of
courtesy and education manners will be considered in the activities.

10
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English Language in the Curriculum.

6. Sense of initiative and entrepreneurial spirit

It will be covered with oral interactions asking for additional information depending of
communication needs and written texts.

7. Awareness and cultural expression:

This is the central purpose of this didactic unit where students will learn the curricular
contents through knowledge of the main hallmarks of British culture and its lifestyle.

8. METHODOLOGY

We will use a Methodology having as its central axis the child himself/herself and their

interests; constructivist, based on their level of development and their previous knowledge;

globalized, of in such a way that all the activities revolve around a thematic nucleus, and are

related to the educational law, which makes it possible to carry out meaningful learning

(Ausubel), personalized, thus respecting the individuality of each child and the diversity of the

group.

To carry out the above we have to take into account the following:

★ Spaces: There will be a didactic use of the space (ordinary classroom, computer room,

library...) in its three levels: immediate, near and distant

★ Groupings: Students will work individually and work in teams and in pairs will be

encouraged. Incertain moments it will be essential to organize and transmit the

information to the large group.

★ Didactic resources: worksheets, workbook, textbook, resources linked to the ICT:

classroom blog, class blog...; In short, any material and environment that allows it

according to the educational objectives of programming. In this sense, the classroom,

11
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English Language in the Curriculum.

the center and the environment are conceived as learning environments with

extraordinary educational value.

★ Role of the Teacher: Guide, mediator of learning, organizer, supervisor, maximum

person in charge of the classroom.

★ Role of the Students: Receiver of information, active, participatory, responsible for

their actions and respectful of the rules of coexistence.

9. ANNEXES

Annex 1: Video. Fun facts about England.

10. REFERENCES

Decree 108/2014, of July 4th, which establishes the curriculum and develops the general

planning of Primary Education in the Autonomous Community of Valencia. Diario

Oficial de la Comunitat Valenciana, 7311, pp. 16325-16694. Retrieved from

https://dogv.gva.es/datos/2014/07/07/pdf/2014_6347.pdf

Fun facts about England. (2022, junio). [Archivo de vídeo]. Recuperado 17 de marzo de

2023, de

https://www.youtube.com/results?search_query=150+fun+facts+abut+england-+british+

culture

Order ECD/65/2015, of January 21st, which describes relation between competences,

contents and evaluation criteria in Primary Education. (2015, 29th January). Boletín

12
 UC2_35GEPR.

English Language in the Curriculum.

Oficial del Estado, 25, pp. 6986 a 7003. Retrieved from:

https://www.boe.es/boe/dias/2015/01/29/pdfs/BOE-A-2015-738.pdf

13
 UC3_35GEPR.

English Language in the Curriculum.

Alumnado:
35GEPR English
Bonilla Puga, Lidia Isabel. Language in the
Grado en Educación Curriculum.
Primaria Martínez Saura, Mª
Inmaculada. Prof. Dr. Beatriz
Curso académico Pérez Zapata. Dra.
2022 - 2023 en Estudios
Ingleses.
 UC3_35GEPR.

English Language in the Curriculum.

1. INTRODUCTION

The topic of this Didactic Unit is about the Hallmarks of British Culture. It has been selected

because in the coming months our student will be part of an Eramus + exchange and this

activity outside the classroom is a great motivation for them to learn more about British

culture about: social, cultural, historical, gastronomic and artistic aspects before leaving.

Knowing the idiosyncrasy of British culture, its customs, emblematic buildings, geographical

distribution, gastronomy, famous characters, most important festivities and habits of British

citizens will provide students a first approach to the reality that they are going to experience

during their stay in England.

The theme of UK Hallmarks Culture will cover different contents and objectives of the

curriculum in 4th cycle of primary and the topic will connect with their motivation to learn

English as a foreign language because they will discover the real context and code of British

culture. It will open their minds to experience the practical use of learning the English

language in the classroom to use it outside of it.

In addition, during the development of these 5 sessions, we want to promote the key

competences that are described in the curriculum and promote respect for cultures different

from ours, highlighting the difference that enriches us as citizens of the world.

To encourage student’s interest in the chosen topic all activities have been created with a main

objective of promoting learning skills and with the proposal of creating a real frame where

they could live how rewarding it can be to learn English for being able to use it in real life and

everyday situations.

1
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English Language in the Curriculum.

2. LEGAL FRAMEWORK

This Didactic Unit based in 5 sessions have been designed according Spanish Educational

Legal Framework:

National Level

LOMLOE’s law is currently in force during this academic year 20022/23 which originally

comes from Organic Law 3/2020, 29th December and modified Organic Law 2/2006, 3rd May,

on Education. At the same time, LOMLOE coexists with the Organic Law 8/2013, 9th

December, for the improvement of educational quality ( LOMCE).

Royal Decree 126/2014, 28th February, where the basic curriculum of Primary Education is

established.

ECD/65/2015 Order, 21st January, where competences, contents and evaluation criteria are

described.

Regional Level

Decree 108/2014, 4th July, where the curriculum and development of the general planning of

Primary Education is described for Valencian Community.

3. CONTENTS

The following five sessions that we have planned, we have taken into account the following

contents identified in the previous UC2 activity.

2
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English Language in the Curriculum.

​ Present simple use in descriptions and routines.

​ Vocabulary concerning sports, food and traditions in the UK.

​ Ordinal numbers of two digits

​ Description about habits and main places.

​ Degrees of adjectives comparison between British and Mediterranean Culture.

​ Recognition of the basic aspects of popular culture and some habits in the UK.

​ Expressions related to British Culture and daily life.

​ Identification and use of interrogative words in oral interventions and texts: What,

who, where, how, when, whose, what time and how much .

4. SESSIONS PLANNING

PRE-ACTIVITIES

SESSION 1.

Activity 1. The Crown Treasure

At the beginning of the class, students will find the following hallmarks of England spread

around the room, such as: the bus, a cup of tea, the queen's crown, the London eyes and a ball

of football.

Then, we will ask them if they can tell us which country these milestones belong to and if

they know others about this country.

3
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English Language in the Curriculum.

After this first contact, the students must find the Queen's Treasure. It is a letter from the

Queen of England addressed to all students in the class where she tells them who she is,

where she lives, what is the capital and the main UK landmarks.

The student who finds the scroll must read it to the rest of the class.

4
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English Language in the Curriculum.

SESSION 2. ( Video and Puzzle about UK)

For the development of this session we will have two activities planned.

The first one, it is focused on listening skills and the second, on group work and

comprehension of the information given in the video. While viewing this video, students will

be able to learn about the geographical distribution of the country, the north, south, east and

west orientation, as well as the most representative flags of the United Kingdom:

Video : https://www.youtube.com/watch?v=wuluLd1U7ZI

In the second part of this session, we wanted to introduce a cooperative element such as doing

a puzzle on those geographical contents that we have seen in the video.

It is a traditional puzzle with a lot of information about the hallmarks of the United Kingdom

and where students must form a group to later hang it on the

classroom wall.

The groups will be made up of approximately 5 students

Materials: puzzle, computer and video projector & speakers

WHILE ACTIVITIES

Once the students have had a first contact with English culture, in the following activities we

will delve into the new contents and objectives.

5
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English Language in the Curriculum.

In the next two sessions we are going to work on vocabulary (Sports, coins and Food) and

grammatical elements of the verbs in present simple.

SESSION 3. Masterchef : Cooking a lovely Apple Pie cake.

For this session, the whole class will go to the school dining room where they will cook the

best known English dessert that we all love and is known worldwide.

Students in groups of 5 students will have the following recipe and must prepare this

wonderful cake in 1 hour. following the indicated steps. In the kitchen, the students have all

the necessary tools for their preparation.

6
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English Language in the Curriculum.

SESSION 4 . Match -Filling gap & Money , Money in english currency.

In the first part of this session, the students will carry out an activity with all the vocabulary

from this didactic unit and they will also have to use the correct verb tenses that correspond to

each image.

This is an individual task to later assess your knowledge.

Materials: worksheet, pencils and rubber.

7
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English Language in the Curriculum.

In the second part of the session, the students are going to sell the Apple Pie that they cooked

in the previous session. We have a wonderful Apple Pie ready to sell and eat.

It is about starting a role play where students can handle the English coin.

To do this, we are going to divide the class into two groups. Some students will be the

merchants who will have to sell the portions of their cake at the best price, even negotiating

their sale.

And other students will be the buyers who will also have to negotiate the purchase. The group

of vendors that sells the greatest number of portions and at the best price will be the one who

wins in this role play.

Materials: cooking tools, recipe ingredients, paper money, tables, paper, pencils.

Annex I. English currency

8
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English Language in the Curriculum.

POST ACTIVITIES

SESSION 5- WEBQUEST ( British & Mediterranean Culture)

In this last session we have proposed an activity that compiles all the skills and objectives that

we have developed during this didactic unit.

This is an activity where students should perform the following tasks:

-Find graphic information about the main hallmarks of: food, sports, monuments and

stereotypes of both cultures, English and Spanish.

Resources websites: pinterest, Pixabay & Freepik

Materials: photos, images, colour pencil, crayon, glue, scissors and. marking pens.

-Make a mural where the visual comparison is made with those previous graphic elements

that should be cut and pasted. They can even write whatever they want, common expressions

from both languages, adjectives, phrases, famous people. sport club banners or badges.

Everything you imagine.

Materials: photos, images, colour pencil, crayon, glue, scissors and. marking pens.

-Make an oral intervention using equality comparatives to express the differences between

English and Mediterranean culture.

9
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English Language in the Curriculum.

10
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English Language in the Curriculum.

5. ANNEXES

Annex 1: English Currency

11
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English Language in the Curriculum.

6. REFERENCES

Decree 108/2014, of July 4th, which establishes the curriculum and develops the general

planning of Primary Education in the Autonomous Community of Valencia. Diario

Oficial de la Comunitat Valenciana, 7311, pp. 16325-16694. Retrieved from

https://dogv.gva.es/datos/2014/07/07/pdf/2014_6347.pdf

Here is the map o UK. (2022, junio). [Archivo de vídeo]. Recuperado 17 de marzo de

2023, de https://www.youtube.com/watch?v=wuluLd1U7ZI

Order ECD/65/2015, of January 21st, which describes relation between competences,

contents and evaluation criteria in Primary Education. (2015, 29th January). Boletín

Oficial del Estado, 25, pp. 6986 a 7003. Retrieved from:

https://www.boe.es/boe/dias/2015/01/29/pdfs/BOE-A-2015-738.pdf

12
 UC4_35GEPR.

English Language in the Curriculum.

Alumnado:
35GEPR English
Bonilla Puga, Lidia Isabel. Language in the
Grado en Educación Curriculum.
Primaria Martínez Saura, Mª
Inmaculada. Prof. Dr. Beatriz
Curso académico Pérez Zapata. Dra.
2022 - 2023 en Estudios
Ingleses.
 1. INTRODUCTION

The objective of this activity is to carry out an evaluation of the UC3 and establish the

evaluation criteria in order to improve the learning process of the students, as well as, our

activity as teachers.

To do this, we will take into account one of the following Formal assessment and Informal

assessment.

For Formal assessment we are going to fix this criteria: (Quantitative)

● Test that we develop in the following activities.

● Very specific written questions that we consider essential in the continuous

assessment by oral question during the development of the activities.

● Other traditional forms of evaluation such as matching activities that we introduced in

UC3 activities.

On the other hand, for Informal Assessment we have chosen this criteria: (Qualitative)

● Observation is essential for correcting errors or solving difficulties.

● Tracking all linguistics skills distributed equally across all the activities and

competencies keys that we have considered.

● Teacher’s notebook where we will remark all good or bad practices in the structure of

pre-activities, while activities and post-activities.

2. LEVEL TEST

Below we will attach a level test taking into account all the contents, competences and

objectives worked on at UC3 during the three quarters of the school year. For this reason the
evaluation will be continuous since at all times the contents that have been worked on and

contents that are being worked on are evaluated this moment:

 3. EXAMPLES OF CONTINUOUS ASSESSMENT

As a continuous evaluation we indicate the following some examples:

● Previous test that will be proposed in the third quarter of the year and It will be a

measure tool of continuous assessment.

● Written feedback to the student in their notebook or diary.

● Students self-review to make a judment of their work.

4. SELF ASSESSMENT FOR TEACHER

From our own evaluation of the contents that we have developed during our teaching

practice, in the following table we have defined the most important points to take into

account:

SELF ASSESSMENT FOR TEACHER

Indicators Assessment Observations and
proposals for
improvement
1 I schedule my activity
education having as reference
the Project Stage Curriculum
and, where appropriate, the area
programming; instruments of
planning that I know and use.
2 I formulate the didactic
objectives in such a way that
clearly express the abilities that
my male and female students
must achieve
reflection and manifestation of
intervention educational.
3 I select and sequence the
contents
(knowledge, procedures and
attitudes) of my classroom
programming with a distribution
and a progression appropriate to
the characteristics of each group
of students.
4 I adopt strategies and schedule
 activities in function of the
didactic objectives, depending
on the different types of content
and depending on the
characteristics of the students.
5 I plan the classes in a flexible
way,
preparing activities and
resources (personnel,materials,
time, space,
groupings...) adjusted to the
Project Stage Curricular, to the
didactic programming in the
case of secondary school and,
above all, adjusted always, as
much as possible
6 I explicitly establish the criteria,
procedures and evaluation
instruments and self-assessment
that allow to make the
monitoring student progress and
check the degree to which they
reach the
learnings.
7 I plan my educational activity so
coordinated with the rest of the
teaching staff (either by level,
cycle, departments, teams
educational and support
teachers).

5. SELF ASSESSMENT FOR STUDENTS

Self-assessment provides students with an opportunity to self-evaluate, or make judgments

about their learning process and products of learning, based on criteria that they have agreed

on with their instructor. In a very brief way and through the following main points that we

have agreed, we are going to extract information from the students regarding the contents of

each didactic unit.

 6. RUBRIC

This method of rubric allows us to fit the goals and skill as a method for progress, identifying

strengths and weak points.

As Nicholls says , “with this method the teacher must check if goals have been met, identify

weaknesses and strengths, think how students will improve, give objective and productive

feedback and set goals for future learning” (Nicholls,2004, p.124).

Por otro lado, como profesoras hemos tenido en cuenta que la interpretación de los resultados

, it is not about obtaining a grade ( not an absolute- quantitative measure) , the previous test

can guide us to improve instructions and identify special needs, diagnose problems and

weaknesses, take in account high performing versus low performing students, guide toward

creation of groups and how roles must be selected,

Nivel 1 Nivel 2 Nivel 3 Nivel 4 Nivel 5

Listen and
Student does Student does Student Student Student
recognize not recognize not recognize recognizes recognizes recognizes
British British British the British the British
British cultural cultural cultural cultural cultural
characteristic characteristic characteristic characteristic characteristic
culture s in the video s of a video s in the video s in the s in the
nor does and only and video, as video, as
characteristi he/she understands understands well as well as easily
understands the oral the oral fluently understands
cs from a the oral interventions interventions understandin the oral
interventions of the of the teacher g the oral interventions
video, their of the teacher teacher. and his interventions of the teacher
and his classmates. of the teacher and his
classmates classmates. and his classmates,
classmates. providing
and teacher more
information
in oral on that
subject.
intervention

s. (25%)

Distinguish Student is not Student is Student is Student is Student is

able to able to able to able to able to
UK distinguish distinguish distinguish distinguish distinguish
the Brithish the Brithish British British British
landmarks landmarks landmarks landmarks landmarks landmarks
from their from their from their from their from their
and create own nor own but own, but is own and own and is
he/she is not he/she is not able to create he/she is able able to create
comparative able to create able to create sentences to create sentences
sentences sentences with sentences with
adjectives with with comparative with comparative
comparative comparative adjectives comparative adjectives
between UK adjectives adjectives between adjectives between
between between British and between British and
- British and British and Mediterranea British and Mediterranea
Mediterranea Mediterranea n culture in Mediterranea n culture in
Mediterrane n culture in n culture in oral n culture in oral
oral oral interventions, oral interventions
an cultural interventions. interventions. although interventions, quite
difficulty. fluently.
in oral

intervention

s. (25%)
Fill the Student is not Student is Student is Student is Student is
able able to fill able to fill able to fill able to fill
blank with to use present blanks with blanks with blanks with blanks with
simple verbs present present present present
present filling simple verbs simple verbs simple verbs simple verbs
blanks nor distinguishin distinguishin distinguishin distinguishin
simple verbs he/she g between g between g between g between
distinguishes plural and plural and plural and plural and
and between singular case singular singular singular
singular and and matching cases He/she cases cases
distinguish plural cases. pictures with matches correctly. correctly and
He/she is not correct pictures with He/she proposes
between able to match vocabulary correct matches other verbs.
pictures with vocabulary pictures with He/she
singular and shows with difficulty. without vocabulary matches
the correct difficulty. correctly. pictures with
plural cases. vocabulary. vocabulary
correctly and
Match the easily.

pictures with

vocabulary.

(20%)

Student is not Student is Student is Student is Student is

Handling
able to able to able to able to able to
distinguish distinguish distinguish distinguish distinguish
English
English English English English English
currency or currency but currency and currency and currency and
currency in
use it in he/she is not is able to use is able to use is able to use
commercial able to use it it in it in it in
commercial
transactions in commercial commercial commercial
using the commercial transactions transactions transactions
transactions
structure: transactions using the using the using the
How much using the structure: structure: structure:
using the
does it cost? structure: How much How much How much
How much does it cost? does it cost? does it cost?
structure:
does it cost? although without without
with some errors. errors.
How much
errors.
does it cost?

(20%)
Show respect Student does Student Student Student Student
not show shows shows shows shows
for english
respect for respect for respect for respect and respect and
culture. English English English interest for interest for
culture and is culture but culture and English English
Work as a
not able to he/she is able he/she is able culture and culture and
team to find work in to work in to work in he/she is able he/she is able
group. group. group . to work in to work in
appropriate
She/he does He/she He/she group in an group in an
information not participates participates active way. active way.
participate in in searching in searching He/she He/she
and present it
the search for information information participates participates
coherently to information with and is able to in searching in searching
nor he/she is difficulties group information information
the rest of the
able to although is presentations and is able to and he/she is
class. participate in not able to following his group able to group
the group rol. presentations presentations
(10%)
presentation presentations contribuiting leading the
in group. . with new oral
ideas. interventions
with
creativity.
7. REFERENCES

Nicholls, G. (2004). An Introduction to Teaching: A Handbook for Primary & Secondary

School Teachers. London: Routledge.