Professional Documents
Culture Documents
Introduction
six academic years which are ordinarily taken from the age of six to twelve.
Students generally incorporate to the first course of this educative stage in the
The present Teaching Planning, intended for the fifth grade, will try to
competence, which will allow them to handle different situations in the foreign
communicative situations. Moreover, from this area we can achieve many other
ability to feel empathy, the diversification of their sources of information, and the
global perspective.
development of his/her area, always departing from the Educative Projects, with
the aim of contemplating all the necessary aspects for a correct approach to the
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school year may go through adaptations due to new physical or personal
situations.
2. Point of Departure
For the elaboration of this Teaching Planning, the following elements have
This Teaching Planning is based on the existing legal regulations which are
on which the rest of legislation depends; and the Royal Decree 126/2014
and the Key Competences for Primary Education nationwide under the
24th which sets the Curriculum for all the areas in Primary Education, including
the area of Foreign Language. This will be then the most useful document for us
The Primary Education stage is a basic education that prepares the student
From this perspective the English as a Foreign Language area must try to
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communicative competence that allows them to communicate and participate
3. Contextualisation
Setting
cultural level. About a 10% of the population comes from other countries,
mainly from South America and Eastern Europe. In most cases, they have been
living in the community for a long time so they are well integrated in it. This
Science Museum which I will take advantage of along the school year.
School
In the ground floor there are the spaces dedicated to common uses: library,
kitchen, teacher´s room, music classroom and toilets for teachers and students.
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In the top floor there are 16 classrooms, ICT classroom and toilets.
The school has good equipment and it provides some facilities for the learning
of a foreign language such as a unique space for the English subject with a
preferences depending on the activities carried out. In this classroom there are
three different corners that I will take advantage of in many ways: a Book
Corner, an ICT Corner as well as having displays of many topics on the walls
Resources” section and we will see some practical applications of them in many
different activities from the Didactic Units. There is also a School Library which I
will take advantage of at some point. Lastly, the school has a gym and a big
playground with different sports courts where my students will perform different
TPR activities and learn the basic rules of traditional Anglo-Saxon sports like
that every school, by the Administration support, must try to achieve in the next
future.
Students
My students are in the 5th year of Primary. They are aged between 10 and
11 years old and I will teach them English as a Foreign Language three hours a
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week. This group is formed by 24 students of which 11 are boys and 13 are
research, boys and girls learn in a different way as their brains are organised
differently. Therefore, they have different preferences that I will take into
account when designing the activities to be used in the classroom so that the
students from South America, who share our native language and, although
possible. There is also a girl from Romania. Her level is low, but she can cope
with English as long as difficult activities are adapted. From my point of view,
these three students enrich the learning experience in the classroom as being in
contact with them fosters the other students´ cultural awareness. Moreover,
they are well integrated within the group and their relationship with other peers
is good. There is also a boy with Attention Deficit Hyperactivity Disorder who will
Regarding the students´ level and abilities, this class could be regarded as
a mixed-ability group since the command of certain skills is different from one
theory, about a 70% of my students are visual learners, that means they learn
and remember better if they see things; 15% are kinaesthetic learners, which
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means that they find it hard sitting still and learn better through movement; and
knowledge and learning styles will be the starting point in familiarising them with
4. Quality criteria
curricular elements it is necessary that every teacher reflects upon his/her own
and it will help us to solve the different problems we may come up with during
teaching depends, and the teaching-learning process, which embraces both the
student and the teacher and results from the interaction between them and the
context.
According to these three core subjects on which the quality criteria depend,
Education in values.
judging the success of the different materials and activities so that I can,
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Help students to have an easy and lasting learning.
students to see the relationship between what was learnt and its
Definition of “curriculum”
basic competences in all the areas of the curriculum is one of the most relevant
innovations of our current educational system and through their inclusion in the
curriculum, real world enters the classroom enabling us to achieve effective and
efficient learners.
key competences that must be developed by all our students to achieve their
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Every area of the curriculum will contribute to this development, and at the
The Decree 89/2014 passed on July 24th also takes these basic
their development.
We find the origin of these competences in two main sources: on the one
different intelligences that can be developed over a lifetime; on the other hand,
our eight basic competences derive from the eight European Key
the ability to develop and apply mathematical thinking in order to solve a range
society technology (IST) and thus basic skills in information and communication
technology (ICT).
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5. Social and civic. This competence refers to personal, interpersonal and
6. Initiative Sense and Enterprising Spirit. It refers to the ability to turn ideas
6. Contents
specific subjects that our students need to acquire, such as facts, data and
Official contents
on the official contents that our Educational Authorities have established. The
Decree 89/2014 groups the contents to be taught in 5th grade into different
English culture. The main aspects that these blocks cover could be summarized
as follows:
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Reading comprehension and written expression: These blocks focus on
language will depend upon the degree of knowledge of the oral forms and
upon the growing confidence about the graphic representation of the sounds
knowledge and contents involving learning reflection. The starting point will
be the speech situations that promote the acquisition of rules about how
language works so that students can establish which elements of the foreign
In the same legislation, the contents are established per area and cycle. Thus,
in the second level of concretion, the School Educational Project, they are
sequenced within the cycle. Therefore, the contents for our 5th grade are
included in all the Didactic Units, as I will point out in the next section.
Personal contents
cyclical way to allow recycling, since children in the third cycle still have a short-
span memory. Therefore, some contents will be recurring throughout the year.
They are organised into fifteen didactic units, all of which have been designed
taking into account my students’ interests, likes and previous knowledge such
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as animals, food, clothes, sports or Christmas. Following STEPHEN KRASHEN
and his Natural Approach, contents must be organised from the simplest to the
most complex. In this way, we will start with a unit called “Welcome to
Hogwarts!”, in which students will connect English with their everyday life at
school and will review some basic vocabulary and classroom language that will
be useful for the school year. The following units will deal with topics which are
closely connected to my students’ everyday life: family and friends, the human
linguistic skills, since in everyday life they are not used in an isolated way,
attitudes towards the foreign language and the people who speak it. In addition,
This section aims to analyse what my teaching methodology will be like. The
framework used to study any professional’s teaching style must take into
The standing legislation that sets the guidelines for determining my role
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Education 8/2013 passed on December 9th and the The Royal Decree
sources.
Bearing this in mind, my starting point will be the principles that I will
Methodological principles
are the starting point of the Educational System and they guide the teaching-
years, cycles, stages and levels. On the other hand, horizontal coherence deals
with the connections among the different areas, subjects and modules of the
curriculum.
culture sets its focal point in the redefinition of our education system.
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- Fostering meaningful learning: Based on an interdisciplinary approach
- Exploiting fun activities: The teacher must meet students’ needs and
activity on the part of the learner. In order to achieve such a complex goal, the
Activities
Activities are the tools, instruments and means to achieve the objectives
following criteria:
- They must be well organised and interrelated in order to fit with the
- They must be linked with everyday life and have a personal meaning.
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consolidate; to reinforce; to retake; to extend; and to evaluate. When
formulating an activity, we must bear in mind: the objective to achieve, the type
space, the materials needed and the estimated time it will take.
Resources
create attractive and personalised lessons. In this section, we shall divide the
Personal resources
In this section I will provide an overview of who are the main protagonists of
considerations about the teacher, the student, other human resources and the
families.
Firstly, I will consider the teacher, who must have some competences for
main duties and roles of the teacher are concreted. These are:
the same time, they will coordinate, organise and manage those activities
keeping periodical contact with the families in order to inform them about it,
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- The self-evaluation of their own teaching practice as a source of
citizenship.
Teachers will carry out the duties expressed in the above items under the
legislation, teacher’s role depends on the type of activity carried out. In any
charge of the class, and will decide which activities will be done and how,
However, this doesn’t mean not to allow students to have a say, quite the
opposite, they must be at the same time responsible for their learning and try to
develop their own strategies and methods. For that reason, teacher will be co-
students with enough information to do an activity and making sure that rules
A good planning and organization are necessary and essential for the
success of the activity, so both teacher and student should know what they
have to do as well as how and when. Therefore we could say that another
In addition, the teacher must take part in the activities as much as he/she
can, being mobile between groups and listening to them, ensuring that all the
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groups are carrying out the task correctly. For it, we can say that the role of the
This is specially important when talking about the specific role of the
grammatical structures that are not clear, he/she will have to move around the
class every time an activity is being performed by the students, whether it is into
About this specific role of the English teacher we should say as well he/she
we must see every child as separate, and respect their different processes and
rhythms.
After having presented the main features of the teacher, I will deal with
resource. BONALS points out that group work develops important functions of
emotional balance. Moreover, dealing with the figure of the student, I will have
Now I will deal with some other human resources who can be very helpful
for the development of some lessons and also for helping some students with
difficulties. I will try to take advantage of other human resources like: specialists
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Finally, families and the context in which the school is placed are also
considerations to take into account. I will have in mind the special features of
Moreover, as I said before, I will take advantage of some family members that
can come to the school to tell the students about their work or to show some
Material resources
Materials facilitate the relationship among the teacher, the students and the
contents. On the one hand, regarding the teacher, materials foster the teaching
On the other hand, talking about the student, materials promote the learning
helping hand.
justifies the choice and the use of these certain materials as necessary and
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magazines have been slightly consulted which supply plenty of printed
flashcards and also suggest many ways of working in the English class.
process.
Spatial resources
As mentioned before, the main spatial resources that I am going to use are
the variety of places we have in the educational context. In what follows, I will
list down some of the available resources within the classroom and the school
that can be useful to my teaching practice. I will try to use them as much as
Corner and an ICT Corner as well as having displays of many topics on the
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Library. I will use the library for different reading tasks such as
practising with the dictionary and also for searching information in some
ICT room, for watching some videos, DVD about the topics of my
didactic units
activities.
8. Reading enhancement
The students’ ability to use written texts and to read them comprehensively
since students will have contact with motivating texts such as stories, tales,
comics and storybooks in most of our units. We will also create a book corner
in the classroom so that children can borrow both authentic and adapted books
of their own choice. They will be asked to write comments about the books that
they have read or to do posters about them to decorate the book corner. This
9. Evaluation
the students´ learning and the teaching practice, with the aim of improving
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them. In this sense, evaluation makes sense when it checks the efficiency and
the one hand it allows both students and teachers to check whether the
objectives have been achieved and the contents acquired. On the other hand, it
based on the curricular guidelines that for this field our standing legislation
establishes, having special relevance The Royal Decree 126/2014 and more
and systematic.
whole learning process. Then, one of the main advantages of the evaluation as
continuous process is not only checking the final results but also that it favours
contents.
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To be applicable to more or less structured situations of the learning
activity.
Furthermore, in the Curricular Project we must also concrete when, how and
what we have to evaluate. These aspects must follow three basic strategies:
Initial evaluation: Through this, we will know the actual and previous
knowledge our students have in order to develop didactic units with the best
this, the initial evaluation has to specify our students’ knowledge in the four
skills: listening, speaking, reading and writing. We will check these aspects
order to make them capable to relate the new information with the one they
this continuous will call for different changes and adaptations for those
Summative or final evaluation: This last strategy is only used at the end of
the teaching process to determine what has been learnt over a period of
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time and summarise our students´ progress. The activities designed to
evaluate, follow the same patterns of the activities done throughout the
whole unit. This make possible that the teacher judges their work according
In relation to the evaluation procedures that I am going to use for the different
- Student’s diary: our students will have a personal diary where they will
plays or dialogues.
- Specific tests: they should contain activities similar to the ones made in
class as they do not have to look like an exam for our students.
- Observation checklist: these are rating scales that I will use during
- Informal techniques: The most popular one used in the English classroom
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Finally, evaluation is regarded as an integral part of the students’ learning
performance. Then, this continuous process will assess the students’ global
Evaluation criteria
assessment criteria for the Fifth Grade established in the Official Curriculum:
1. Understand the global sense and identify specific information in varied oral
2. Read, both to oneself and aloud, different texts, with increasing vocabulary
both in printed and digital format, and paying special attention to production
stress and intonation, in different communicative contexts and using basic forms
6. Use some strategies that favour the learning process: using visual and
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gestural resources, asking relevant questions to obtain information, asking for
people and as a learning tool. Show curiosity towards people who speak the
towards the English language and its culture and the autonomous use of ICT
with educational aims. Taking these aspects into account, in order to carry out
an order of priority. At the end of the school year, students need to be able to:
Produce brief aural and written texts related to the description of people,
Understand and reproduce songs and dialogues that have been worked
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in class.
Employ ICT to look for specific information and practice the foreign
language.
they allow us to define the learning results as well as specifying what the
measurable and evaluable. Lastly, they must allow us grade the students´
In this Teaching Planning, the Evaluable Learnign Standards are the following:
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- Listen responsively to stories and other oral texts.
and feelings.
written work.
- Employ ICT to look for specific information and to practice the foreign
language.
partners.
- Pronounce with the correct intonation and rhythm when singing a song or a
rhyme.
objective and scientific, and therefore more professional. But we must remember that, in
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features of our students. Developing this Teaching Planning has given me the
opportunity to realise that the teacher is the real designer of the Curriculum, deciding on
friendly guide with helpful information on everything you need to get into the
1992. The guide identifies priorities for working with young learners and suggests
strategies for teaching. It also offers guidelines for creating or adapting work
teaching English as a foreign language. It covers from general teaching and learning
States, 2001. Key stages in the curriculum development are examined, including
needs analysis, goal setting, syllabus design, materials adaptation, teaching support,
and evaluation.
December 9th
Royal Decree 126/2014 passed on February 28h which establishes the minimum
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DIDACTIC UNITS
designed around a set of activities that are developed around a period of time,
the didactic units involves setting the contents, assessment criteria and
evaluable standards for each of them. This Teaching Planning comprises 101
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