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El área de lenguas extranjeras en el currículo. Criterios que deben reflejarse en el Proyecto Educativo de centro y en la concreción del currículo.

RESUMEN DEL TEMA 20 DE LA ESPECIALIDAD DE MAESTROS DE INGLÉS DE PRIMARIA

 

Contents:

  1. Introduction

1.1. Parts of the curriculum

1.2. Concretion of the curriculum

  1. Foreign languages in the Primary Education curriculum

2.1. Introduction

2.2. Objectives, methodology and evaluation issues affecting Foreign    

Languages in the curriculum

2.3. Contributions to the curricular competences and objectives of 

Primary Education

2.4. Basic curriculum for First Foreign Language

   Block 1. Comprehension of oral texts

-Contents

-Evaluation criteria

-Assessable learning standards

  Block 2. Production of oral texts: expression and interaction

-Contents

-Evaluation criteria

– Assessable learning standards

  Block 3. Comprehension of written texts

-Contents

-Evaluation criteria

– Assessable learning standards

   Block 4. Production of written texts: expression and interaction

-Contents

-Evaluation criteria

– Assessable learning standards

   *Syntactic-discursive contents: English 

(These contents apply to each one of the four blocks above)

  1. The acquisition of Communicative Competence
  1. Conclusions: -Instrumental nature

-CLIL

-Cross-curricular elements 

  1. Bibliography

 

 

1. INTRODUCTION

Royal Decree 126/2014, 28th February, establishes, for the whole national territory, the basic curriculum of Primary Education.

Here, the curriculum is defined as: regulation of the elements that determine the teaching and learning processes for each of the teachings and educational stages.

 

1.1. Parts of the curriculum

Objectives:

References describing the achievements that the student must reach at the end of the educational process, as a result of the teaching-learning experiences intentionally planned with that purpose.

Competences: 

These are the capacities to apply in an integrated manner the contents belonging to each teaching and educational stage, so as to be able to adequately do activities and efficiently solve complex problems. Seven competences are established by Royal Decree 126/2014:

-Linguistic communication

-Mathematical competence and basic competences in Science and Technology

-Digital competence

-Learning to learn

-Social and civic competence

-Sense of initiative and enterprising spirit

-Cultural awareness and expression

In order to achieve an efficient acquisition of these competences and their effective integration in the curriculum, integrated activities will be designed. Thus, such activities will enable students to advance in the acquisition of different competences simultaneously.

 

Special attention will be paid to the development of: Linguistic communication, Mathematical competence and basic competences in Science and Technology.

Contents:

They include all knowledge, abilities, skills and attitudes which contribute to the achievement of the objectives of each teaching and educational stage and to the acquisition of competences. The contents are arranged in subjects, which are classified into subject-matters, scopes, areas or fields and modules, according to the teachings, the educational stages or the programmes in which the students take part.

Assessable learning standards: 

Specifications of the evaluation criteria which make it possible to define the results of learning, and which explain in detail what the student must know, comprehend and be able to do in each subject; they must be observable, measurable and assessable, and they must permit grading of the performance or achievement reached by the student. Their design must contribute and help with the design of standardised and comparable tests.

Evaluation criteria: 

They are the specific reference to evaluate what the students have learnt. They describe what has to be assessed and what students must achieve, both in terms of knowledge and competences; they correspond to the achievements intended for each subject.

Didactic methodology: 

Strategies, procedures and actions planned and organised by the teachers, in a conscious and reflexive manner, with the purpose that students can learn and achieve the given objectives.

 

1.2. Concretion of the curriculum

The following instructions are given by Royal Decree 126/2014:

In Primary Education, subjects will be grouped in three blocks: core subjects, specific subjects and regional free-configuration subjects.

The Government will determine:

-The common contents, the assessable learning standards and the minimum number of class periods for the core subjects.

-The assessable learning standards related to the contents of the specific subjects.

-The evaluation criteria related to the achievement of the objectives of the teachings and educational stages and of the acquisition of the competences, as well as the general characteristics of the tests to be applied in the final evaluation of Primary Education.

Educational Administrations, within the limits and regulations set by the Government through the Ministry of Education, Culture and Sport, will be able to:

-Complement the contents of the core subjects.

-Establish the contents of the specific subjects and the regional free-configuration subjects.

-Make methodological recommendations to the schools in their territory.

-Set the maximum number of class-periods assigned to the core subjects.

-Set the number of class-periods assigned to the specific subjects and the regional free-configuration subjects.

-Complement the evaluation criteria for the core subjects and the specific subjects, and establish the evaluation criteria for the regional free-configuration subjects.

-Establish the assessable learning standards for the regional free-configuration subjects.

Schools, within the limits and regulations set by the pertinent Educational Administrations, and according to the planning of the educational offer established by each Educational Administration, will be able to:

-Complement the contents of the core subjects, the specific subjects and the regional free-configuration subjects, and specify their educational offer.

-Design and introduce the school’s own pedagogic and didactic methods.

-Determine the number of class-periods assigned to the different subjects.

In any case, Educational Administrations will promote the autonomy of the schools, evaluate their results and apply the suitable acting plans. The schools will develop and complement, when applicable, the curriculum of the different stages and cycles within the scope of their autonomy.

Thus, the documents elaborated by the schools take the final step in the concretion of the curriculum. They are the following:

-The Educational Project, which reflects the application of the curriculum in the particular circumstances and surrounding environment of the school.

-The Annual Planning, which contains the final curricular concretion for each subject and academic year, with the necessary didactic units, timing, flexibility measures, methodological issues, evaluation, etc. 

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2. Foreign languages in the primary education curriculum

2.1 Introduction

In the basic curriculum, foreign languages appear in two different categories: First Foreign Language, which is one of the core subjects, and Second Foreign Language, which is one the specific subjects.

In general, the competence level acquired by students in the second foreign language is expected to be lower than in the first foreign language. The concept of ‘partial competence’ is described by the Common European Framework of Reference for Languages. This concept does not imply the acceptance, by principle, of restricted command. It rather implies that, even if limited, the command of a language contributes to enlarge the multilingual competence of students.

The presence of foreign languages in the Primary Education curriculum is justified from different perspectives. To begin with, globalisation presents us with new challenges, as it implies the end of traditional borders in economic, political, cultural and social terms. Thus, education from early childhood must have the goal of providing citizens with useful instruments, so they can develop competences that enable themselves to adapt to a new society which is becoming more and more global and interdependent.

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2.3. Objectives, methodology and evaluation issues affecting Foreign Languages in the curriculum

One of the objectives

Educational Administrations

The Spanish or co-official language

Methodological alternatives

 

2.3. Contributions to the curricular competences and objectives of Primary Education

The study of a foreign language contributes directly to the development of the linguistic communication competence, in the same sense as the first language does.

Learning a foreign language becomes enormously productive if reflection on this learning is included, in order that each learner identifies the way he/she learns better. This definitely contributes to the competence in learning to learn.

This reflection favours as well the sense of personal initiative and enterprising spirit, as it prepares students to progress by themselves in the knowledge and use of the foreign language.

 

2.4. Basic curriculum for First Foreign Language

In general, the competence level acquired by students in the second foreign language is expected to be lower than in the first foreign language, so the basic curriculum for Second Foreign Language is a lighter version of the basic curriculum for First Foreign Language. In fact, it only specifies the ‘evaluation criteria’ and the ‘assessable learning standards’, so we must presume that the contents are the same as the ones specified for First Foreign Language.

In this section, we will focus on the basic curriculum for First Foreign Language, which is the most extensive, comprehensive and detailed version.

 

Block 1. Comprehension of oral texts

Block 2. Production of oral texts: expression and interaction

Block 3. Comprehension of written texts

Block 4. Production of written texts: expression and interaction

 

 

3. The acquisition of communicative competence

In general terms, the aim of this curricular subject is not “teaching a foreign language”, but rather “teaching students to communicate through a foreign language”, that is, the acquisition of ‘Communicative Competence’, which involves several factors:

-Grammatical competence: ability to use linguistic units and rules.

-Discourse competence: using different and organised discourse types, according to the situation and to the participants.

-Sociolinguistic competence: adapting language to the required use in a given linguistic community.

-Strategic competence: defining, correcting, producing accurate meaning and references, that is, adjusting language in a communicative situation.

 

 

4. Conclusions

As we have seen, foreign languages play a crucial role within the Primary Education curriculum. English, in particular, is the most widespread foreign language learned in our country, and also the most important language in the world for social, economic and cultural reasons. Thus, it is necessary for children to learn this language from their early childhood, so as to achieve a good command of it in their youth and adulthood. In fact, the general tendency for the future in our country, especially for young people, is to become more or less bilingual in Spanish and English.

All the previous aspects have to be taken into account when designing the School Educational Project, as well as in our Annual Planning and Didactic Units, so that students get a clear picture of their needs for the future. In this sense, it is also important to remember that, for most students, English will not be an end in itself, but rather a means of communication. For this reason, despite our tendency to impose correction or ‘acceptability’, which is, nonetheless, very important, we should remember that our top priority is ‘Communicative Competence’, that is, the capacity to communicate effectively in English.

Another important aspect, due to the instrumental nature of any language, is the possibility of interrelation with other curricular fields, whose contents can be introduced in the English class. This is the principle of bilingual programmes: CLIL (Content and Language Integrated Learning). 

Finally, English, as an international language, is a perfect vehicle for students to work on civic values and cross-curricular elements, in general (article10 of the Royal Decree):

-Reading comprehension, oral and written expression, audiovisual communication, Information and Communication Technologies, enterprising, civic and constitutional education.

-Quality, equality and integration of disabled people

-Equality between men and women, prevention of domestic violence.

-Peaceful resolution of conflicts, freedom, justice, equality, political pluralism, peace, democracy, respect for human rights, rejection of terrorist violence, pluralism, respect for the rule of law, respect and consideration for the victims of terrorist violence, prevention of terrorism and any type of violence, racism or xenophobia, study of the Jewish Holocaust as a historical fact, prevention of sexism and stereotypes that imply discrimination.

-Sustainable development, the natural environment, the risks of exploitation and sexual abuse, risk situations derived from the use of Information and Communication Technologies, protection in emergencies and catastrophes.

-Development of the enterprising spirit, creativity, autonomy, initiative, team work, self confidence and critical sense.

-Physical exercise, sport, healthy eating.

-Road safety, prevention of traffic accidents and their sequels, rights and duties for pedestrians, passengers, drivers and cyclists. Respect for traffic rules, coexistence, tolerance, self-control, dialogue, empathy.

 

 

5. BIBLIOGRAPHY

-JEFATURA DEL ESTADO. Ley Orgánica 2/2006, de 3 de mayo, de Educación. BOE n. 106 de 4 de mayo de 2006.

-JEFATURA DEL ESTADO. Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. BOE n. 295 de 10 de diciembre de 2013.

-Real Decreto 126/2014, de 28 de febrero, por el que se establece el currículo básico de la Educación Primaria. BOE n. 52 de 1 de marzo de 2014.

-Wilkins, D. A. Notional Syllabuses. Oxford, Oxford University Press, 1976

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