COMUNIDAD DE MADRID

Programacin
didctica
LENGUA EXTRANJERA

INGLS
5 curso

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Los modelos de programacin y unidades didcticas no son documentos que debas copiar literalmente. Es importante que los personalices y que elabores tu propia programacin ajustndote,
en la mayor medida posible, a la legislacin de tu comunidad autnoma.
Por otro lado, es fundamental ceirse en todo momento a las especificaciones de la convocatoria de tu oposicin, que no ha sido todava publicada en el momento de elaborar el material
adjunto.
Nuestros profesores y tutores, finalmente, estarn en todo momento a tu lado para asesorarte y
despejar todas las dudas que, lgicamente, surgirn a lo largo de este proceso.

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5. curso

INDEX
1 Introduction
1.1 Justification
1.2 Legal framework
1.3 Context

2 Contribution to the development of key competences

2.1
2.2
2.3
2.4
2.5
2.6
2.7

Mathematical competence and basic competences in Science and Technology (CMST)

Learning to learn competence (L2L)
Linguistic Competence (CLC)
Digital Competence (DC)
Sense of initiative and entrepeneurship competence (SIE)
Social and civic competence (SCC)
Cultural awareness and expression (CAE)

3 Objectives
3.1 Stage objectives
3.2 Foreign language subject objectives

4 Relation of learning outcomes to content, assessment criteria and

competences

5 Learning outcomes sequenced throughout the didactic units included in the

syllabus design

6 Sequencing of Didactic Units

6.1 General aspects
6.2 Table of contents

7 Didactic methodology
7.1
7.2
7.3
7.4

Orientations
Methodological principles
Strategies
Resources and material

8 Assessment
8.1 Assessment procedures and instruments
8.2 Marking criteria
8.3 Reviewing, assessing and modifying teaching the syllabus design in relation to the results
obtained and improvement in educational quality

9 Attention to diversity
10 Other aspects
10.1 Transversal elements
10.2 Reading plan within the teaching of English

11 Bibliography

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1 Introduction
1.1 Justification
Primary Education is part of the basic education and being so, it is free and compulsory. It includes
six school years, which will be ordinarily taken between six and twelve years of age and it will be
organised in different areas, which will be of a global and unifying nature.
The Organic Law 8/2013, of 9th December, for the Improvement of Quality in Education (LOMCE)
modifies article 6 of the Organic Law 2/2006, of 3rd May, of Education (LOE) and defines the
curriculum as:
Curriculum: regulation of the elements that determine the teaching-learning processes for
each of the teaching areas and stages in Education.

The curriculum includes: objectives, key competences, content, learning outcomes, evaluation
criteria and didactic methodology. The contents of the curriculum are organised in three different
types of subjects according to the layout of the competences between the state, the autonomous
regions and the schools and they are grouped in three blocks: core, specific and elective
subjects.
Core subjects: they guarantee the acquisition of the content, knowledge and

competences that allow students to acquire a strong academic formation and to carry
on and maximize the following learning stages of those areas which are common to all
students. They will be evaluated at the end of each stage.
Specific subjects: they allow a greater autonomy when designing and fixing the

timetables and contents of the subjects, as well as when creating and adapting the
academic options.
Elective subjects of the Autonomous Region: they represent the greatest level of

autonomy, in which the local educational administrations and their schools can offer their
own subjects, including extensions of the topics.
This distribution does not respond to the importance of subjects nor to their fundamental nature,
but rather to the distribution of competences between the State and the Autonomous Regions
according to the Spanish Constitution.

PROGRAMACIN
Comunidad de Madrid

The Royal Decree 126/2014, of February 28th, establishes the basic curriculum of Primary
Education and the aims of this educational stage:
The aim of Primary Education is to facilitate students the learning of oral expression and
comprehension, reading, writing, calculation, the acquisition of basic notions of culture and
coexistence, as well as work and study habits, artistic feeling, creativity and affection, with the
aim of providing a comprehensive formation that helps to fully develop the personality of the
pupils and that prepares them to satisfactorily take and attend the Secondary Education stage.

The basic curriculum for the different areas has been organised departing from the objectives
of the stage and from the competences that are going to be developed throughout the basic
education. This has been done through establishing blocks of contents in the core subjects and
evaluation criteria and learning outcomes to be evaluated in all areas. These aspects will guide the
planning of the levels of curricular specification and the teaching syllabus. In some areas these
elements have been grouped around blocks that help identify the main themes the area includes.
This grouping doesnt imply a closed organization. On the contrary, it will allow form different
ways to organise curricular elements and to adopt the most suitable methodology for the group of
students in regard to the aforementioned curricular elements.

Specifically, the autonomous region of Madrid establishes the curriculum of the Primary
Education in the Decree 89/2014, of July 24th.
Finally, it will be the schools responsibility, following the principles of pedagogy, organization
and management given to them by the LOE and currently modified by the LOMCE, to develop
and complete the curriculum established by this decree, adapting it to the student bodys
characteristics, for its inclusion in the Educational School Project, so all the students can reach the
expected outcomes through their abilities.

1.2 Legal framework

Essential references a primary teacher needs to know in order to create the basic planning
documents and the school syllabus:
Organic Law 2/2006, of May 3rd, of Education (BOE 4/05/2006).
Organic Law 8/2013, of December 9th, for the Improvement of Quality in Education (BOE

10/12/2013).
Royal Decree 126/2014, of February 28th, by which the basic curriculum for Primary Education is

established (BOE 1/03/2014).

Decree 89/2014, of July 24th, through which the autonomous region of Madrid establishes the

curriculum of the Primary Education (BOCAM 25/07/2014).

Decree 15/2007 of 19 April 19th, which establishes the regulatory framework for coexistence in

schools in the Community of Madrid (BOCAM 25/04/2007).

Order 1028/2008, of February 29th, by the Education Department, through which evaluation in

Primary Education and the documents for its application are regulated (BOCAM 14/03/2008).

Remember you must include in this section the regulations about evaluation (in this case, you
need to check the legislation the Autonomous Community of Madrid publishes) and anything
you consider relevant for the development of your syllabus. In the Online Campus you will have
the new regulations that derive from the LOMCE as they are published.

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1.3 Context
1.3.1 Characteristics of the English language subject
In rough outlines, we can justify the need of including the learning of a foreign language in a
teaching syllabus for two main reasons.
In the first place, we can talk about a sociological reason. Language is a means of communication.
Its current social function must be taken into consideration, especially given the importance
English has in the mass media on a global scale. The council of Europe included a communicative
point of view in a group of specifications called Threshold Level adopted by the LOE.
On the other hand, we can find educational reasons. We know that the general communicative
competence of the student will be increased with the incorporation of different linguistic codes
and the acquisition of new concepts, strategies, abilities and attitudes. All this is strengthened
through the Foreign Language Area. Besides these two, there are other reasons that justify an early
inclusion of a foreign language in Primary Education:
Cognitive: the learning of a second language helps achieve a broader representation of reality.

The children that have only received the input from their mother tongue discover that the
concepts they have naturally acquired can be expressed in a different language. This helps the
development of their cognitive skills.
Linguistic: from an auditory and phonological point of view, young students are better

prepared than adults to learn a language. This is so because their brain has a natural ability that
decreases as the years go by. As a consequence of this, their auditory and phonological skills are
much better both in oral comprehension and expression, including pronunciation.
Affective: the learning of a second language greatly benefits from childrens spontaneity.

Throughout teenage hood we will see the level of inhibition increases due to different factors:
shyness, embarrassment, fear of looking ridiculous This can negatively affect the learning of a
second language.
The final goal of the Foreign Language Area is to improve, amongst other things, the linguistic
competence. This is defined as what a speaker needs to know in order to be communicatively
competent in a speaking community. To achieve this final goal, work will be focused on
acquiring a grammatical competence (correct use of the linguistic code, including grammatical
structures, vocabulary and pronunciation), a discursive competence (ability to relate and combine
grammatical forms in order to create coherent and logical texts), a sociolinguistic competence
(ability to produce and understand messages related to the social context, the participants and
the communicative intention: appropriate use of language) and a strategic competence (verbal
and nonverbal communication strategies), without forgetting the rest of the sociocultural factors
needed to fully understand messages in a speaking community.
Apart from that, it is essential for the teacher to generate didactic conditions which create
expressive, communicative and self-discovery situations. The teacher must also evaluate the
chances of success the different situations have for the students, creating positive and safe
conditions so students can take part in the activities being confident in their own abilities. Their
productions will be valued and we will help them visualize the success they can achieve in order
to gain and maintain motivation. The teacher must allow the pupils confrontation with complexity,
provided this complexity is within reach of their abilities, always focusing in the fact that learning
is never the addition of simple elements, but rather the progressive building and construction of a
global and complex reality, heavy with relations and susceptible to analysis.

PROGRAMACIN
Comunidad de Madrid

1.3.2 The school

Our school is an Infants and Primary school (CEIP in Spanish: Centro de Educacin Infantil y
Primaria) located in our autonomous region. In the Education School Project the following data is
included:
In the neighbourhood we can find residential areas, flats, shops, supermarkets, nursery schools, a
public health centre, a Secondary school, a charter school, a religious private school, a church, a
park and other green areas, a sports complex, a public swimming pool, a municipal theatre and
a cinema. There is also a growth area where new detached and semidetached houses are being
built.
The socio-cultural level of the school population is upper-middle; families are formed by one or
two parents who range between 35-40 years of age, who usually have one or two children.
It is worth mentioning that there has been an increase in new family models, different from the
traditional one.
Most of the students parents work, many of them in white collar jobs: civil servants, teachers,
commercial agents, administrative assistants, etc. Most of them have secondary education and
quite a few have university degrees. They value the importance of academic and cultural education
for their sons and daughters and they cooperate with the school.
The Primary Education stage has got two classes in each level and amongst the teaching team we
can find three PE specialists, three English specialists teachers and a Music one.
The building is separated from one primary Babies and has three floors. The dining room, the
meeting room of the professor, a multipurpose classroom with audiovisual equipment, first aid
kit, a storage room, the Heads school office, the room of the Parents Association, four bathrooms
and the fourth caregiver located on the ground floor. On the first floor we can find classrooms of
the first two years of primary school, the library, the Music room, the Language Lab, two support
rooms, the Pedagogic Therapy room and four toilets. On the second floor are classrooms of the
remaining primary courses, the computer room and four toilets.
All the classes are exterior, facing outwards, well illuminated and aired; they have the appropriate
furniture and materials for the students age and use. Every classroom has a computer and a
projector for classes and to help with the support sessions.
The outer installations which more concern us are the primary playground, separated from the
Infants one, a well-equipped gym and two uncovered sport pitches. There is also a covered porch
where students can play on very hot or rainy days. The entire zone which surrounds the buildings is
landscaped with grass, bushes and trees. There is also a small vegetable garden.

1.3.3 The group

In 5th grade of Primary Education there are two groups of students who are ten and eleven years of
age: group A has got 26 students and group B has got 26. According to the curricular regulations,
both groups have three hours of English assigned weekly. These English hours will be divided in
three one-hour-long sessions.
From an evolutionary point of view and attending to the abilities which we want to work from
the Foreign Language area, it is important to note that children between ten and eleven years
of age are characterised by the consolidation of the concrete-operational stage. This means they
are able to mentally represent organised sequences related to their own experience. Children at
these ages show an interest in broadening their knowledge and are more receptive to the stimulus
that surround them; they show an enormous progress in the development of language, which
becomes an instrument to open new intellectual and social perspectives before them.

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The internalization of the concrete-operational logic (organization, flexibility) enables them to

interact mentally in a much safer, faster and efficient way. The development of the ability to analyse
and synthesize allows them to extract the most important features of objects, phenomena and
formulation and statements. This point indicates the transition into abstract thinking.
Children get to the stage of formal operations around twelve years of age, this is, they start to have
the ability to abstract in such a way they can manage and operate without using the specification
and handling they have needed up until then. However, considering that evolution is a continuum,
that it is not something mechanical and that it is different in each person, we must bear in mind
that some students will be fully entering the formal operation stage, while others will achieve this
slower and some might even achieve it in the following school year.
From an emotional point of view, children expect everything to be fair, since they are still
developing their own criteria to define good and bad. In the social aspect, they start disagreeing
with their parents ideas and interests. Their most important group of reference is their group of
friends: they talk, dress and act like them. Small groups of same sex friends are formed and they
spend most of their time together.
The group for which this syllabus is designed is a quite homogeneous group, in line with their
family input, well adapted to the school environment and who are motivated towards learning.
Throughout the first years of the primary stage they have got used to team work, which they
value as a helpful tool that facilitates and helps their learning. Conflicts that arise are usually solved
through dialogue and reflection. This improves the respect and trust atmosphere that the school
promotes.
The group is made up of 26 students, two of which have special needs; one of them suffers from
visual impairment which allows him to see with the use of a portable handheld magnifier but for
whom materials need to be enlarged and adapted, and another boy who has ADHD. As for the
rest, there is a similar number of boys and girls, and there are six foreign students who were born
abroad but have been schooled in Spain since the beginning of Primary Education and are not
hindered in their command of Spanish, although there are another three students who failed math
in 4th grade.

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PROGRAMACIN
Comunidad de Madrid

2 Contribution to the development of key

competences

As we have seen, the Foreign Language area is directly linked to the acquisition of the Linguistic
competence, but we can also appreciate how it helps develop all the competences in the
curriculum:

2.1 Mathematical competence and basic competences in Science and

Technology (CMST)

Apparently, the mathematical competence might seem not to have a direct connection with
the learning outcomes of this area, but if we take the teaching-learning process from a global
perspective, we can help develop this competence with this area. This can be done through
activities such as calculating currency conversions or measurements, improving the spatial
thinking by comparing different systems used in different English-speaking countries or using
order, sequence, quantity, geometrical shapes, reading and interpreting diverse information like
maps, scales, specific data

Sample activities
Organizing, understanding and integrating information
Classifying elements attending to different criteria.
Creating different groupings attending to different commands.
Analysing and interpreting given information.
Organising information according to a sequence.
Extending information about a certain topic using different searching sources.
Laying out possible hypothesis and solutions to problematic situations.
Defining basic subsidiary and information from a statement or explanation.
Using given conflict situations in order to use the vocabulary from the area.
Oral and written production
Transforming qualitative information into quantitative data and vice versa.
Using symbols to express everyday situations.
Expressing the information presented in symbols verbally.
Using different procedures (graphs, scales, diagraphs) to represent given information.
Translating given information into different communicative codes.
Validating proposed hypothesis.
Searching for alternative solutions before a problematic situation.
Scientific and technological notions and experiences.
Using in an appropriate way scientific and technical instruments and tools when learning the
English language.
Experiencing the basic functioning of electronic elements which reproduce sound and image.
Using ICT in the English class.
Scientific and technological processes
Establishing cause-effect relations.
Identifying the variable elements that intervene in different processes.
Discovering the existent relation between the variables that take part in a certain process.
Applying measures/strategies in order to contribute to a sustainable development: recycling.

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2.2 Learning to learn competence (L2L)

The Foreign Language area helps develop this competence allowing students to organize their
own learning and managing their time and information effectively. Amongst other aspects, it
implies acquiring, processing and assimilating new concepts and abilities, as well as looking for
new guidance and using it. The area includes strategies (understanding and producing) that the
student must apply in order to facilitate the understanding or production of the message in spite
of their linguistic limitations. In this sense, the teachers role is essential to outline these limitations
and make them explicit. An analysis of what happens in the class practice will be done, as well as
formulating hypothesis before practising, observing other models (imitation), comparing, etc.

Sample activities
Knowledge of oneself
Carrying out self-assessment activities.
Filling in personal monitoring cards.
Promoting times for individual and collective reflection.
Doing volunteer activities: answering questions in class, doing homework activities
Searching for extra information: bringing material into class, participating giving new data
and points of view
Doing self-assessment activities discussed by the whole class group: self-assessment
questionnaires, questions and answers about the learning that is taking part in class
Suggesting competitive activities amongst the students along with positive reinforcement:
question and answer quizzes in groups, for example.
Working habits
Using intellectual work techniques: underlining and highlighting, summarising, creating
outlines and mind maps
Checking the students school diary: examining the notes written down in the diary (tasks,
agreements and appointments) and revisiting the planning made.
Having specific individual meetings with the students and their families based on personal
needs or difficulties: performance in the area, inclusion in the class group, students
behaviour
Keeping track of the ordinary/weekly/monthly study time by creating registry tools: bar
charts were planned study time and real study time are registered and compared.

2.3 Linguistic Competence (CLC)

The Foreign Language area helps with the acquisition if this competence, as we have already seen,
enriching and giving new strategies of understanding and expressing in order to develop the
general communicative competence. Communicating in foreign languages is based on essential
abilities to understand, express and interpret concepts, thoughts, facts and opinions both in an
oral and a written way (listening, speaking, reading and writing) in different social situations. Also,
amongst the relations we will find, dialogue will be a fundamental tool for the coexistence and
appropriate development of activities and tasks.

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PROGRAMACIN
Comunidad de Madrid

Sample activities
Oral expression
Individual and group readings about different topics.
Discussions about current issues connected to the curriculum contents.
Individual, small group and large group presentations.
Orally answering questions.
Producing oral messages using different sources of information.
Oral understanding
Answering questions.
Orally expressing the content (main ideas) found in an oral presentation or a listening task.
Orally expressing the information found in written sources, graphs, drawings
Transforming orally given information into different codes: written texts, drawings, outlines
Distinguish between important and secondary ideas in an oral presentation.
Written production
Doing dictations according to the curricular level of the students.
Summarizing contents.
Preparing papers related to current social topics.
Answering questions in a written form.
Copying information from different sources.
Using different information sources when creating written texts.
Written understanding
Creating summaries, mind maps and visual outlines of different topics.
Orally expressing the content (main ideas) found in a written text.
Transforming the information found in a written text into other codes: drawings, graphs.
Answering to questions related to a written text.
Expressing, through different communicative means, the information included in a written text.
Using diverse sources of information to expand vocabulary: books, magazines, computers

2.4 Digital Competence (DC)

The future moves more and more in the ICT direction. Technological and audio-visual means can
be used in the teaching-learning process as a quick and significant tool to gather information and
work with it. Internets role must be emphasized in the access, production and information and
communication exchange and, therefore, help students participation in conversations through
digital and accessible means. Additionally, the use of digital photographic and video cameras
allows an almost immediate visualization, through the computer and the overhead projector, of
the students projects and, consequently, validate them and motivates the students to work better
and show their results.

Sample activities
Using new technologies to search for information.
Establishing strategies to access and select information: internet search and social network
participation.
Designing simple programs for the treatment of information: database.
Searching the meaning of new words and expressions through digital means.
Doing simple maintenance tasks: cleaning of computers, simple repairs.