Direccin de Educacin Secundaria

2011-2012

August, 2011

The NEPBE Syllabus

Cycle four First session of the Articulation

Purpose of the Session

Standardize the teaching/ learning process of English in basic education through the knowledge and implementation of the contents of the NEPBE.

NEPBE
National English Program for Basic Education (PNIEB in Spanish: Programa Nacional de Ingls para la Educacin Bsica); was established in 2009 in order to achieve the articulation of English teaching from Preschool, Elementary and Secondary schools in Mxico.
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Programe 2006 and NEPBE

Components
2006 Object of study Purpose Approach SPL: Formal, functional aspects. Purpose of basic education of the subject in each grade. From the SPL two components are derived: forrmal and functional aspects.

Similarities
2011

Differences
SPL: Knowledge, skills and attitudes and values. Purpose of Basic education , from the subject of each cycle. Three components emerged from SPL: knowledge, skills and attitudes and values.

Assessment Materials

It concentrates in process and products. With characteristics of real life

Ongoing, formative and global.

With clear social and communicative purposes, contextualized and responding to authentic models of the language.
MCER, CENNI
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References of evaluation

MCER

NEPBE
Cycle I
3 Of preschool 1 Of elementary school 2 Of elementary school

Cycle II
3 Of elementary school 4 Of elementary school

Cycle III
5 Of elementary school 6 Of elementary school

Cycle IV
1 Of Secondary school 2 Of Secondary school 3 Of Secondary school

300 hours (100 hrs by grade)

200 hours (100 hrs by grade)

200 hours (100 hrs by grade)

360 hours (120 hrs by grade)

Introduction A1

Aproximation A1

Acquisition A2

Consolidation B1-

The total hours in the NEPBE are 1,060

Profile of English Teachers

Preschool

Elementary school

Secondary

Level

MCER

A2

B1

B2

C1

Cambridge

KET

PET

FCE

CAE

Proficiency

TOEFL
CENNI

---

---

547

597

677

10

11

12

13

14

15

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Council of Europe (2001), The Common European Framework of Reference for Languages.
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Purpose
The expected level of student achievement at the end of Cycle 4 is higher in the NEPBE
Programe 2006
PNIEB 2011

MCER A2

MCER B1 CENNI 8
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Purpose
The purpose of English language teaching in Basic Education is for students to get the necessary knowledge to engage in social practices with written and oral language to interact with native and nonnative English speakers by means of specific competencies with the language within a range of communicative situations. This entails using activities that involve the production and interpretation of spoken and written texts of a familiar, academic and literary nature so students will be able to satisfy basic communication needs in different every day, familiar, and known situations.
7 SEP (2006), Educacin bsica. Secundaria. Espaol. Programas de estudio 2006, Mxico, p. 9.
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COMPONENT OF THE UNIT

Social practices Environments Specific Competencies
Achievements Contents

Products

Communicative competence

developed through

Social practices of the language

Distributed in

Three learning environments Familiar and community Communicative situation

integrates 3 Specific competences / Specific activity with the language
developed through linking

Academic and formation

integrates 3 Specific competences/ Specific activity with the language
developed through linking

Literary and ludic Communicative situation

integrates 3 Specific competences / Specific activity with the language
developed through linking

Achievements

Using as vehicle a

Using as vehicle a

Achievements of each unit

of each unit

Using as vehicle

Product

Product

Product

Achievements of each unit

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L to do with the language L to know about the language L to be through the language

L to do with the language L to know about the language L to be through the language

L to do with the language L to knowa about the language L to be through the language

Specific competence
A general competence, such as the communicative competence, is a wide capability that can be broken down into more precise skills, which also integrate attitudes, abilities and knowledge to be put into practice in a specific context. For the case of the NEPBE, the specific competences relate to social practices of the language in a particular learning environment.
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Types of learning

Learning to Know

Learning to Do

Learning to Be
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Knowing about the language

One of the three types of `learning that integrates a specific competence in the NEPBE. This corresponds to the formal aspects of language. The purpose of learning more about grammar, increasing vocabulary, getting acquainted with writing conventions is to improve the students skills in reading, writing, speaking and listening. Teaching this type of content will depend on what the students need to know to successfully overcome the challenges they will face when developing the specific competences. The main topics for this type of `learning are: Features and types of oral and written texts Phonic, syntactic, and semantic elements of texts Knowledge of the writing system and basic mechanics of writing conventions Mechanics of writing

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Doing with the language

This corresponds to the communicative actions carried out in concrete interactive situations. They are necessary to accomplish the communicative aim associated with participating in specific activities with the language along with the production and interpretation of oral and written texts,. It aims for the student to know how to do to successfully participate in activities with the language in the different social spheres where he/she interacts. The educational treatment for this type of contents entails, on the part of the teacher, a planning that guarantees that the students will learn by doing.
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Being through the language

This corresponds to aspects related to the role of intercultural education in general and to language diversity in particular. It also refers to the multiple functions language users carry out and the attitudes and values underlying oral and written interaction.

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Language
A complex object by means of which the individual understands the world and becomes part of society; an object that not only serves communicative purposes, but also cognitive and reflective ones... using the language efficiently means being able to interact with others via production and interpretation of spoken and written texts in order to be part of society.

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Achievement
Expected learning outcomes. They should be related to the purpose of each unit and they can be used as assessment criteria. should be characterized by being: Global. Because it considers the students English language skills as a whole and does not isolate or break them down into fragments. Ongoing. Because it not only considers the final product but also the work and performance students undertake throughout the development of the different stages of the communicative situation.

The vehicle through which the learning process is activated. It represents a communicative situation that should integrate the three types of `learning and it is important not to consider it as a result, but as a way to develop a specific competence.
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Product

Leveling guide

Most of the students of the Mexican public basic education system havent had contact with English language before. Thus, a NEPBE leveling guide has been developed in order to provide students (in a very short period of time) with the basic knowledges of English.

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Leveling guide
Leveling guide
content
Students with no English background Unrestrictive and flexible

Experience of the teachers Approach contents, classroom management Characteristics of students Interests and likings, multiple intelligences Listening and speaking Acquisition activities Reading and writing and learning activities

Reflection topics Teaching guidelines

Specific and general Use the leveling guide effectively

Students with basic knowledge At the end of the leveling period of English
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Teaching guidelines
Check and comprehend the program which correspond to the cycle you will work with.

To use this guide effectively, the following guidelines are suggested:

Review and analize the examples provided.

Know the group of students.

Select the order in which the contents will be taught.

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Teaching guidelines
Choose from the list of permanent and specific topics for reflection in this guide, only those which are relevant to the contents.

Assess the progress and achievements of students.

Consider the convinience of adopting the suggestions to address the contents.

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Planning in the NEPBE

Distribution of time 8 weeks to accomplish both products Student level Complexity of the product 2 Social practices per unit Specific competences Environments Materials Assessment

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Assessment
Assessment takes into account Students background Students performance Students progress

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Assessment

Rubrics

Listening

A+ A B C

Evaluation

By cycle

Speaking
Reading Writing

Reporte de evaluacin en el aula

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Bibliography

(2006), Reforma de la Educacin Secundaria. Fundamentacin Curricular. Lengua Extranjera. Ingls, Mxico. (2006), Educacin bsica. Secundaria. Lengua Extranjera. Ingls. Programas de estudio 2006, Mxico. 12 SEP (2006), Educacin bsica. Secundaria, Espaol. Programas de estudio, 2006. Mxico, p. 17. 2011), Programas de estudio 2011. Ingls en Educacin bsica. secundaria, Mxico.

Electronic sources
Council of Europe (2001), The Common European Framework of Reference for Languages. http://www.coe.int/T/DG4/Linguistic/Source/Framework_ http://basica.sep.gob.mx/pnieb/ www.pnieb.net

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