LENGUA EXTRANJERA: INGLES

5.° curso

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.
 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 doesn't 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 Cantabria establishes the curriculum of Primary *"
Education in Decree 27/2014, of June 5th (BOC number 29, of September 13th, 2014).

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 body's
characteristics, for its inclusion in the Educational School Project, so all the students can reach the
expected outcomes through their abilities.

.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).
■ Law 6/2008, of December 26th, of education in Cantabria (BOE 24/01/2009).
■ Decree 27/2014, of June 5th, by which the curriculum of Primary Education is established for the
Autonomous Community of Cantabria (BOC 13/09/2014).
■ Order ECD/78/2014, of June 23rd, which dictates instructions for the implementation of Decree
27/2014, of June 5th, which establishes the Primary Education curriculum for the Autonomous
Community of Cantabria (BOC 30/06/2014).

Remember you must include in this section the regulations about evaluation 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.

Certoposiciones
 LENGUA EXTRANJERA: INGLES 5.°
curso

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 children's 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.
The school

Our school is an Infants and Primary school (CEIP in Spanish: Centro de Educacion 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 Head's school office, the room of the Parent's 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 student's 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
Infant's 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.

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.

Cerioposiciones
 LENGUA EXTRANJERA: INGLES
5.° curso

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 parent's 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.
 LENGUA EXTRANJERA: INGLES 11
5.° curso

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 teacher's 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, student's 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.

cenoposiciones
12 I PROGRAMAClON
I Cantabria

23 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.

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...

Cenoposiciones
Cantabria

I 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.

Cenoposiciones
 LENGUA EXTRANJERA: INGLES
5.° curso

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. Internet's 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.

2„5 Sense of initiative and entrepeneurship competence (SIE)

From the foreign language area, students are encouraged to make decisions autonomously in
situations in which they have to surpass themselves, persevere and maintain a positive attitude.
In fact, amongst the curricular elements, some learning outcomes are related to the production
of oral texts, and achieving them can directly contribute to the development of this competence.
Taking risks and making mistakes, planning and managing what one wants to transmit, both orally
and written, being conscious of the context in which communication is taking place or making
the most of the opportunities one has, are different aspects that define this competence which
are directly developed through this area. We must ensure students develop self-confidence,
motivation and determination when using the English language to participate in conversations, to
get their message through and to interact with others, even if it's in a very basic way.

Sample activities

Decision making
- Activities with different alternatives: multiple choice questions, justifying answers...
- Offering a choice of different type of activities: reinforcement, extension, synthesis, reflection,
creativity...
- Suggesting dilemmas to discuss in English: economic growth vs. nature conservation,
globalization vs. individual identities...
- Offering students all type of real-life situations, in which they have to make a decision to better
said situation: deciding how to improve time dedicated to studying, how to distribute free time,
how to help at home, how to solve family/school conflicts...
Iniciative and creativity
- Carrying out activities which the students have suggested, showing initiative, with few guide
orientations from the teacher and having the evaluation criteria set by the students.
- Expressing in an oral or written way the steps to follow in the suggested activities.
2.6 Social and civic competence (SCC)
Inherent characteristics of communication facilitate social relationships and favour inclusion and
respect, at the same time as helping develop cooperation and solidarity. Quite frequently we find
situations in which the student has to solve conflicts, make decisions, interact with other people
and groups, understand conduct codes and acceptable behaviours in different societies and
develop an intercultural communication and respect for others. With these types of activities we
aim to accept other's values, respect differences and adopt a healthy lifestyle that helps students,
their families and their social environment, always trying to develop a critical way of thinking.

Sample activities

Social and coexistence skills

- Carrying out cooperative work and interactive activities.
- Doing pair activities in which peer tutoring is present.
- Participating in group activities in the school: quizzes and competitions.
Understanding of the current world
- Doing projects about current issues related to the culture of English-speaking countries and
other parts of the world.
- Carrying out projects about current affairs.
- Identifying socially important people related to the English-speaking culture.

2.7 Cultural awareness and expression (CAE)

Amongst the relations between this competence and the Foreign Language area, we can mention
the expressive component that allows a student to exteriorize their ideas through different means,
including music or literature. The correct development of this area must help students understand
cultural and linguistic diversity, creating a positive attitude that lets them express their preferences
and emotions before different type of cultural manifestations. In order to develop this dimension,
perceptive, communicative, sensibility and aesthetic skills are needed, as well as imagination and
creativity.

Sample activities

Creativity
- Expanding information.
- Searching for alternative ways of solving conflicts.
- Using diverse materials in an innovative way.
- Facilitating and encouraging the development of activities and tasks that come from the
students.
- Doing interdisciplinary projects.
Use of technical and artistic languages
- Putting into practice procedures and techniques in the execution of individual and group
projects.

cetloposiciones
 LENGUA EXTRANJERA: INGLES
5.° curso

3 Objectives

3.1 Stage objectives

Article 3 of Decree 27/2014, of June 5th, by which the curriculum of Primary Education is
established for the Autonomous Community of Cantabria (BOC number 29, of September 13 th,
2014), establishes that the Primary Education will help students develop the abilities which will
allow them to:
a) To know and appreciate values and coexistence norms, to learn how to act according to them,
to prepare oneself for citizenship and to respect civil rights, as well as respecting the plurality of
a democratic society.
b) To develop individual and work habits, effort and responsibility when studying, as well as self-
confidence, critical thinking, personal initiative, curiosity, interest and creativity in learning and
entrepreneurship.
c) To acquire skills for the prevention and peaceful solving of conflicts, which allow students to
behave autonomously in familiar and domestic contexts, as well as in social groups of which
they are part of.
d) To know, understand and respect cultural differences and differences between people, the
equality of rights and opportunities for men and women and the no discrimination of disabled
people.
a) To know and use the Spanish language with appropriateness and develop reading habits.
e) Acquire in, at least one foreign language, the basic communicative competence that allows
them to express and understand simple messages and get along in everyday situations.
f) To develop the basic mathematical competences and initiate problem solving which requires
basic calculation, geometrical knowledge and estimations, as well as being able to transfer that
knowledge to everyday real-life situations.
h) To know the essential contents of Natural Science, Social Science, Geography, History and Cul-
ture.
i) To begin the use of Information and Communication Technologies in order to learn, developing
a critical mind before the messages they send and receive.
j) To use diverse artistic manifestations and expressions and begin to create visual and audio-vi-
sual designs.
k) To value healthy and hygienic habits, accept one's own body as well as others, respect indivi-
dual differences and use Physical Education and sports as means to enhance a personal and
social development.
I) To know and value the animals which are closest to humans, show respect for them and take
care of them.
m) To develop affective and emotional abilities in all areas of personality and in their relations with
others, as well as developing a negative attitude towards violence, any type of prejudice or
sexists stereotypes.
n) To promote road-safety education and respectful attitudes that help prevent car accidents. n)
To develop actions which contribute to the preservation of the physical and natural environment
in Cantabria.
o) To know and place value on the geography, history and the institutions of Cantabria. To promo-
te the knowledge and value of the singularity of the culture and traditions of Cantabria, taking
part in those that are close and contributing to their preservation.
16 PROGRAMAClON Cantabria
3.2 Foreign language subject objectives
The following objectives are suggested:
Listening
1. To understand frequent expressions and vocabulary relative to familiar situations which
involve
the students, their families, their close environment...
Reading
2. To read short and simple texts with the correct pronunciation, intonation and rhythm
3. To obtain information in ordinary documents such as advertising articles, brochures,
menus and timetables.
4. To understand short and simple personal letters in which familiar and common
situations and events are described.
Speaking
5. To take part in a conversation communicating simple and common ideas and activities.
6. To ask and give information about familiar topics and activities.
7. To use phrases and expressions to describe their family, their friends and their close
environment in a simple way.
8. To describe activities and daily routines in a simple way.
9. To talk about past events and anticipate future actions that can happen in their close
environment.
Writing
10.To write notes and short and simple messages: email, postal mail, invitations,
greetings...
11.To write a personal short thank-you letter.
12.To fill in registration questionnaires in social networks, libraries or web pages.
Syntactic structures
13.To use simple syntactic structures appropriately in short sentences, in order to
communicate information related to everyday situations.
14.To answer simple and familiar questions.
15.To understand the topic of a simple conversation in order to participate in it, showing
initiative and using a neutral or informal register.
16.To join groups of words with simple connectors such as "and", "or", "but" or "because".
Sociocultural aspects
17.To value the importance of foreign languages as a means of communication and
understanding between people of different origin and culture.
I8.T0 value the foreign language as an enriching way of dealing with the experience of
facing different languages and cultures, encouraging students to develop their
personality through these experiences.

Cerioposiciones
PROGRAMACION
Cantabria

6.2 Table of contents

The following chart shows how the 15 didactic units will be sequenced throughout the school
year and the number of session allocated for each one of them.

Didactic unit Month Term Sessions

1. Back to school Second half of September 1st 6

2. People around me and First two weeks in October 7

their pets

3. What's your favourite Second half of October 6

food?

4. The clothes we love First three weeks in November 7

5. Doing sport Last week in November and 6

first in December

6. My dream room January 2 nd 7

7. City life First two weeks in February 7

8. My favourite gyzmos Second half of February 6

9. Going to the theatre First two weeks in March 7

10. Wonderful animals Second half of March 6

3rd
11. The world of work Second and third week in 7
April

12. English around us Fourth week in April and first 6

in May

13. Can you give me a hand? Second and third week in May 7

14. How green are you? 4th week in May and first week in 6
June

15. An adventure holiday Second and third week in 7

June

7 Didactic methodology

7.1 Orientations
The communicative linguistic competence that students develop in Primary Education is activated
and shown through different language activities: understanding, expressing, interacting and oral
or written interventions. Great importance is assigned to interacting when using and learning a
language, given its prevailing role in communication. Communicative interaction is not only the
means to acquire a language but also its final objective.

cenoposiciones
 LENGUAEXTRANJERA: INGLE'S
5.° curso

Language activities are contextualized in different fields: the public field (meaning the common
social interaction: mass media), personal field (family, friends, free time activities...) and the
educational field. The application of global tasks and methods should develop students'
motivation and make them realize and value the importance English has around the world.
Problem solving of challenges and simulated or real tasks in English must be action centered.
Students must link their previous knowledge and competences in order to perceive or imagine the
situation and carry out the tasks that they have to do in a specific context.
The communicative approach will be a constant model in the classroom: using the English
language will greatly improve the students communicate competence. This way they will begin by
talking about themselves and they will end up with a command of the English language that will
allow them to get along in real-life situations.
The teaching of English language must emphasize:
■ The recognition of culture and language diversity, learning from a respectful point of view and
facilitating in students the desire to learn and the commitment to their own learning. Language
learning must help develop positive and receptive attitudes towards other languages and
cultures and, at the same time, help understand and value one's own language.
■ Attention to diversity: the attention given to students with different learning rhythms and styles
will be done through combining activities. These activities will be presentation, explanation,
exercises and other activities to explore English. Some variables that must be taken into
account in order to grade the tasks are: the partners' support, how much context has the
activity got, presence or lack of presence of visual support, clear instructions, rehearsing the
task previously, stressing key words to activate previous mind maps, time to plan and time
given to answer.
■ Inclusion of Information and Communication Technologies. These technologies have a
pedagogic aspect which exceeds the dimensions of mere information and communication.
■ Creativity and emotion. Teachers will design activities which strengthen communication and
create the need of communicating through simulating real contexts: dialogues, presentations,
active listening in different contexts, readings of a wide range of texts, writing to communicate
with others in order to obtain different purposes... Class work is of great importance to
enhance team work. The student becomes the real protagonist of his or her learning, along
with the rest of students with whom he cooperates and helps, leaving the teacher with a
guiding and supervising role.
■ Evaluation. Parting from the evaluation criteria and the learning outcomes, evaluation will be
continuous, always trying to improve the teaching-learning process and its results.
Sessions dedicated to learning English will be fully carried out in this language. Students will learn
the language through direct participation in English tasks and individual study and through the
combination of presentations, explanations and exercises, as well as carrying out activities in which
to put into context the syntactic-discursive structures learnt.The foreign language teacher must be
aware that his or her actions, attitudes and abilities are models given to the students. The methods
and didactic material must be used attending to the students'needs and the social context. These
materials and audio-visual resources will reproduce real English language models, giving students
an authentic need to communicate.
Students learning will go from a direct exposure to real English language to an authentic use if
this language, through placing the students, as often as possible, face to face with native speakers,
providing material and resources like conversations, radio listening, recordings, watching and
listening to television, videos, internet, reading authentic material (newspapers, magazines,
advertisements...), using computer programs and applications, participating in video conferences
or surfing the Internet with the teacher's guidance.

cenoposidones
38 I PROGRAMAClON
I Cantabria

7.2 Methodological principles

■ The teaching methodology used in Primary Education (fifth grade) should aim for students'
development, integrating their experiences and learning.
■ Teaching must be personalized and adapted to the students'different learning paces.
■ The teacher is responsible for the methods used, which are to respect a series of
methodological principles of general nature proposed by several Autonomous Communities.
■ Recreational activities constitute an especially suitable resource at this level, as they likewise do
in Infant Education.
■ Contents should be organized with a global focus.
a The teaching process is based on the students'constructive activity, ensuring that what is learnt
will be of actual use and encouraging students to learn by themselves.

7.3 Strategies
The methodology to be used will mainly have the following characteristics: communicative, global,
oral and based on the psychological evolution of the children at this age.
Lessons should be taught in English from the very beginning. This means that the teacher must
prepare familiar situations for the students. The techniques they have used to learn their native
language are still very fresh in them and they will unconsciously apply them to the new language.
The classroom language will be very important during the learning process. The teacher must
use any excuse to teach the language. Besides the classroom language is not very extensive and
the children will have already practiced it during the previous years. There is a great amount of
expressions and vocabulary that they will learn in a passive way, i.e. they will just understand them.
The more the year advances, the more expressions they will learn. The teacher must be persistent
in asking the students to use the English expressions learned.
The classroom must be decorated with topics, expressions and vocabulary used along the year.
The more visual input children receive the better for their learning progress. That way, students will
not only see the new word in a visual aid but they will be able to touch the object and see it is real.
Furthermore the teacher will also get students to use their senses when possible.
The space in the classroom is made profitable to foster its active use. In the classrooms there
should be space diversification (e.g. a corner for computers, a corner called the «magic box» where
fast and slow finishers can go for extra activities and another called the «story telling», where books
of different levels are exposed for children to read and where the teacher can explain stories to
them.
The use of different materials is fundamental. Technology will help a lot: computers, DVDs, games,
visuals, etc. All of them will motivate the students and help them to learn the foreign language.
As the main routine, at the beginning of every class the teacher should have the students sing a
«hello» song to welcome the others to the English class and to make them aware of the fact that
they will have to communicate in the foreign language as much as possible. At the end of the
lesson they can also sing the «bye bye» song. This routine makes them conscious of the beginning
and ending of the English lesson, and so they know what they are expected to do during that time.
Positive reinforcement is the basis of any teacher's methodology, and so one must always do their
best to reinforce the students'work and effort. The teacher should use different techniques such
as the stickers «Well done» or «Congratulations», some drawn faces, and public acknowledgment.
Children love being recognized publicly for their effort, and this will make them continue with their
learning process in an enthusiastic way.

cerioposiciones
 LENGUA EXTRANJERA: INGLES
5.° curso

To sum up, it must be said that the methodology in this grade mainly aims to provide the students
with communicative activities which will develop their oral and written skills, so that they can use
the language with accuracy and adequacy.

Personal methodology

The teaching methodology which I carry out in my lessons takes into account the students'
characteristics, needs and previous knowledge. I will try to provide the students with enough
communicative practices in order to develop their communicative competence both verbally and
non-verbally. Students are encouraged, but not forced, to use the foreign language from the very
beginning.
The use of visual aid, gestures, body language and so on is highly important because it helps
students to understand others and make themselves understood. At this grade, students are
still consolidating their communicative skills in their mother tongue. The teaching of the second
language must focus mainly on the development of oral skills, especially listening, although the
written skills are also of great relevance.
Language topics are introduced and practised within meaningful contexts, which are familiar
to the students and related to their previous knowledge. It helps them to learn the language
unconsciously and effortlessly. Tasks, materials and resources should be varied, attractive and
suitable for the students' level. In this way, the use of stories, games, songs, audiovisual and
multimedia resources favour the learning of the foreign language in the classroom. In fact, I have a
bag full of resources and lots of different materials ready to be used anytime I need them.
In my lessons I will use daily strategies to make the foreign language teaching and learning more
effective. As overall strategy it is important to create the necessary conditions in the classroom that
will elicit the behaviour I want from my students. Apart from this, there are other useful ways of
teaching such as starting and ending the lesson with predictable signals and routines (greetings,
singing a song, teacher wearing a bowler hat, among others). Besides, revision activities are very
helpful since they help the teacher to revise previous lessons by checking knowledge through
flashcard games or other tasks, and let them know what they have already learnt.
For English learning it is crucial to use integrated curriculum projects. Working through projects in
a holistic way allows my students to make connections between the foreign language and their
mother tongue. So, if they are learning the body topic in the area of «Natural, Social and Cultural
Environment Knowledge* as well as in English, that will help them to learn the English language
easily and in a meaningful way.
I will use a wide variety of activities to enhance all learners'multiple intelligences and change the
activity type from time to time during the lesson in order to avoid boredom among the students.
Concerning the activities I plan for my lessons to be authentic, based on real communication,
since I look for interaction among my students, and they will be based on a context. Furthermore,
I usually plan short breaks in long lessons when changing tasks to let my students relax in some
way.
Students' grouping will also be varied, since they will work in pairs, in groups or individually,
depending on the activities. Thus they will also improve personal relationships and increase the
students' self-confidence.
According to each kind of activity, I will play different roles: monitor of my students' performance,
participant as a resource for them, facilitator by organizing the communicative activities and my
students'interaction. However, my main objective in the classroom will be to create a friendly and
cosy atmosphere in order to encourage cooperation, tolerance and mutual support to make my
students feel comfortable in the group and in class.
Currently, the role of the learner is very important because their opinions, feelings and motivation
are taken into account. Children also have greater autonomy from the teacher; they are
encouraged to work independently. Due to this higher degree of involvement they will be asked
to carry out a self-evaluation at the end of each Didactic Unit or at the end of an activity or lesson.
For this reason I use special material consisting of different boys'and girls'faces: one is happy, one
is indifferent and another one is sad (also with the colours of the traffic lights). They are always
hanged on the class walls and once the activity or lesson has finished, the children must go to the
corresponding face or traffic light according to their feelings. For instance, if they have liked the
lesson, they will stand in front of the happy face or the green colour, whereas if they have not liked
it they will probably choose the sad face or the red colour.
Another important point concerning methodology is the role of the parents. They are an essential
part and it is necessary to be in contact and have a close relationship with them. Parents should be
proud of their children when they are talking, singing or playing in English.
On the one hand, I make use of non-verbal strategies, such as gestures, body language, facial
expressions, pictures and so on, which help my students to understand the language better.
On the other hand, I also use linguistic strategies like providing compensable input, varying the
tone of my voice or explaining the same concept in different ways. To make my lessons more
comprehensible and attractive, I will make use of several extralinguistic strategies. Body language
and gestures are essential in teaching because they facilitate the understanding of the inputs.
Materials also help to make the language input more comprehensible. They are attractive,
motivating, authentic and meaningful and there are also diverse auditory aids, such as sounds,
chants, songs and rhythms as well as visual aids, like pictures, maps, posters and flashcards in the
classroom. Besides, I will also use different routines to start and finish the lesson as I said before;
for instance, greetings (hello, good morning, good afternoon), asking for the day of the week, the
weather and calling the class register through «the star of the week», which is a strategy I use to
motivate my students. This strategy consists of choosing a pupil every week to be in charge of
the weather, the day of the week and calling the class register during the whole week. This is a
meaningful reward for them and a way of using positive reinforcement. I also ask the star of the
week to be in charge of different classroom responsibilities like giving out the materials, cleaning
the blackboard and so on. Besides, I use the train of emotions as a routine, which is a train with five
different colour wagons (bored: grey, sad: blue, angry: red, surprised: orange and happy: yellow),
where children have to stick their photos according to their feelings. This routine really helps me
to know a little bit more about my pupils'feelings, worries or desires. When carrying out the day of
the week and the weather routine, I also revise the months of the year through a rhyme chant. So,
every day we will repeat the chant of the month altogether.
Another routine I make use of is the corners in the classroom. It consists of playing different games,
listening to songs, stories or simply dialogues and filling gaps or discriminating sounds and words.
There is also the reading corner, where children can just look at and read books, and the speaking
corner, where they carry out communicative activities to achieve a common goal, such as doing
the shopping or going to the restaurant. Corners will be used once a week during the last 15
minutes of the lesson to reward pupils for their hard work; but at the same time, to communicate
in English.
And last but not least, I will encourage my students to use English outside the classroom by giving
them travel bags.The English travel bag contains some class material, some story books, a CD with
several well-known songs, a DVD and a notebook to take notes in order to share students' and
parents'opi'nibns a6out travelling. The star of the week will be tne one to taxe tne uavei 'ucty LU
their home.

Cerioposiciones
 LENGUA EXTRANJERA: INGLES
5.° curso

7.3.2 ICT

Nowadays, Information and Communication Technologies are considered valuable tools for
teaching and learning English. In fact, there are many computers available at schools at the
moment. So, teachers must benefit from this.
I consider ICT an important resource to use in my lessons. Four of the main reasons why computers
should be used in English class are the following ones:
■ Motivation. Pupils usually like using computers outside the class and school to play games or
surf the internet. We can take advantage of this enthusiasm and focus on the pupils'learning
process.
■ Neutral Assessment. English language exercises online can be a good solution for less
advantaged students as they will be corrected or evaluated by a machine and not by the
teacher or other classmates. This fact may motivate them to take risks and experiment with
language during the learning process.
■ Communication. Nowadays computers are used as one of the major means of
communication. Language teaching and learning should not leave this resource behind.
■ Attention to diversity. In big groups, there will always be pupils who learn at a different pace.
By using computers, each student can use exercises which are adapted to their pace. Thus,
individual learning features will be respected. Computers could also be a good solution for fast
finishers.
On the Internet, we can find lots of language exercises with many different activities such as,
multiple choice, gap-filling, ordering, pronouncing, word search, and so on. Through those
students can work on different language aspects and practice the four basic skills in an integrated
way. However, the use of TIC must be progressive, so it must go from the briefest and simplest to
the most complex, always in an accumulative and cyclic way. By using Internet for a project, the
students do not only use English to do things, but they also develop autonomous learning skills
and creativity. Within this process one of the most interesting features is that pupils are in contact
with authentic language.The teacher should always keep a balance between helping students and
letting them learn autonomously.
In general, there are some advantages when using the Internet in English class, since it is a very
rich tool. First of all, we should mention the authenticity of the source. Secondly, Internet provides
both teacher and pupils with many resources such as encyclopaedias, dictionaries, audiovisual
materials like videos, informative magazines and newspapers, where they can find nearly all
the information needed. Last but not least, Internet is a communication tool and as such it will
substitute traditional pen friends because communication is more direct and faster. Finally, it is
important to know that computers cannot only be used in the classroom and together with the
students, but teachers themselves can benefit from this means, since they can get all kinds of
worksheets, printables or ideas to use in their lessons.

7.3.3 Interdisciplinary Projects

An interdisciplinary project will be carried out at the end of each term in order to reinforce and
extend in a practical way what has been worked on during that term in the different areas. The
central themes we will work on are:
■ First term: "We discover Nature".
■ Second term: "We discover Art".
■ Third term: "We discover History".
This project will be carried out the last week of each term, including all the curricular areas and
some contents will be presented in English. Students will be grouped according to their Multiple
Intelligences profile, so as to include different profiles in each group.
PROGRAMAClON
Cantabria

The following materials will be used:

■ A project notebook.
a A specific section of the student's book, with activities related to the different stages of the
project.
a Digital content, to motivate students and to reinforce the contents which need more audio-
visual support.
The elements the projects must include are:
1. Generative topic: a question or a statement related to the work carried out during the term is
suggested in an open way, encouraging searches and generating a certain question to answer.
It is necessary to create a cognitive dissonance that produces curiosity, a new sensation and
eagerness to find out more. It must be interesting for students and it must link contents from
different areas.
2. Comprehension targets: the objectives we want students to acquire. Students must be infor-
med about them.
3. Performance activities: complex tasks and activities students carry out in order to acquire the
learning goals. The activities must be practical and experiential, new, a motivating challenge,
working both competences and multiple intelligences. They must go beyond the data and get
students to formulate hypothesis, draw conclusions, etc.
4. Continuous evaluation: information about the working process and the final product must be
gathered. In order to do this, direct and daily observation is essential. Students must know the
evaluated criteria used to evaluate them. Self-assessment and group assessment are also used,
as well as the assessment of the project itself.
Different evaluation tools and instruments must be used, such as, rubrics, observation register,
oral presentations, portfolios...

7.3.4 Multiple Intelligences

The Multiple Intelligences Theory of Dr. Howard Gardner, psychologist, investigator and professor
of Harvard University, states that everybody has at least eight forms of intelligence which are
present in different degrees when we are born.
Gardner understands that intelligence is not an innate fixed ability but rather an ability that can be
developed through stimulation. People are born with different potentials and their intelligence is
the result of their environment, their personal motivation and the teaching they receive.
Gardner emphasizes that having a brilliant performance in Maths or Languages is not enough to
get by in life. Therefore, this syllabus aims to develop all the students' intelligences in order to face
their future with as many resources as possible.

Consult in the guide for developing didactic units activities to develop this approach ~
with the students.

7.3.5 Cooperative learning

We will gradually introduce simple cooperative structures and activities in our didactic units.
This structures will help transform individual activities in which there is no interaction between
students (reading, answering questions, answering questionnaires, doing exercises, summarizing
or synthesising...) in group activities, carried out in small teams (cooperative teams) in order to
enhance and make the most of the interaction of students.

- Consult simple cooperative structures to work in class in

the guide for developing didactic units activities.

cerioposiciones
 LENGUAEXTRANJERA: INGLES 5.°
curso

7.3.6 Thinking skills

Thinking skills aim to promote meaningful learning, deep understanding and being able to apply
what has been learnt to everyday situations. They comprise a numbers of tools, skills and thinking
habits which can be taught.Throughout this year, students will work on:
■ Visuals:
■ Conceptual maps.
■ Mind maps.
■ Time lines.
■ Questions as a tool for learning:
■ Literal questions: what colour was the pet?
■ Inferential questions: what sort of pet was it? how do you know?
■ Evaluation questions: would you like to have a pet like that? why was that pet so especially
important? what do you think would happen if you took a pet home without asking first?

7.4 Resources and material

The resources and materials used to teach a foreign language need to be varied and interactive,
both in terms of their content and form. Using this variety of materials in class will alow for the
sequencing of content through activities containing several degrees of difficulty. We must also
take into account the fact that the group is a mixed ability one and there are two special needs
students, which means we should ensure all students will be able to access and use them to suit
their varying degrees of learning. The resources used must provide relevant learning situations
adapted to all the students in the group and they need to generate curiosity and be attractive and
engaging for them.
Among the resources used are:
E The text book, which constitutes one more element within the variety of resources available to
us. It is an element that will provide students and their families a basic reference on the content
of the year, but must nevertheless be adapted and used to suit the learning activities planned.
In any case, it will provide the group with information, application exercises, visuals and outlines
for the main content.
■ CDs, DVDs and interactive CD-ROMs, which will allow for the practice of listening skills,
listening with visual support and practising language points respectively.
■ The reading corner will contain reference books such as dictionaries, activity books, games
and Reading books. This resource will enable students to become independent learners by
looking up words they don't know, as well as being used as a rewarding place for fast finishers.
The reading corner will be especially important in the development of reading habits and the
promotion of reading in general.
■ Class notebook where students will organise their learning and complete their assignemets.
It is not only something that students are going to be assessed on but also a tool which will
enable them to gain autonomy as learners.
■ Realia to expose students to a more multisensory approach to learning and engage them in
the set tasks.
■ Class blog. The teacher will open and update a class blog where students can post their
work to show their families and friends. It will serve the purpose of linking families with the
classroom experience their children are immersed in and will be a tool to promote the contact
with and use of English outside the classroom.
ntabria

■ Internet. Students will use the internet to run searches on topics they need to work on for their
projects. Although there's a computer in class, there will always be one session in each didactic
unit that will take place in the computer room.
■ Interactive white board to use for language presentation in a way that engages students.
N Other resources:
■ Class displays and posters some of which will be permanent (class rules, classroom expressions)
and others will be changed to suit the topic of each unit.
■ Project work completed by the students.
m Flashcards to present vocabulary.

8 Assessment
Assessment of students' learning processes will be global, continuous and formative. It will take
into account students'progress in all of the areas in the curriculum as well as of the competences
they have developed, taking into account each subject and competence.
The assessment criteria and learning outcomes established by the basic curriculum for Primary
Education will constitute the reference against which students' acquisition of competences and
objectives will be measured.
Students are guaranteed that their dedication, effort and performance will be objectively assessed
and to such end there are procedures in place.
The school will let the families know about the essential elements of the curriculum and the
marking criteria for every subject students are expected to meet.
The results of assessment will be expressed as follows: Insuficiente (IN) for failing marks; Suficiente
(SU), Bien (Bl), Notable (NT) o Sobresaliente (SB) for passing marks.

8.1 Assessment procedures and instruments

Throughout the school year three types of assessment will be used: diagnostic, formative and
summative.
■ Diagnostic assessment occurs before instruction and provides the teacher with information
about each student's prior knowledge before beginning instruction. During the development
of the present syllabus, it will be used at the beginning of the school year as well as at the
beginning of every unit in order to establish students' prior knowledge and be able to provide
differentiated instruction to meet children's needs.
■ Formative assessment is typically embedded within the instructional process and, as such, takes
place during instruction. Formative assessment can be used to determine what needs or topics
have to be addressed next with a student. Formative assessment not only includes tests and
homework but can also be an interactive process with the students where the teacher lets
them know how they did in a given task and provides them with links to other resources and
specific suggestions for improvement when remedial work is needed to help them reach the
next level of learning. Formative assessment will be used in the marking of tasks and activities
in every didactic unit.
■ Summative assessment is typically given to children after a specific point in instruction to
measure their understanding of a subject. Some examples of summative assessments include
tests, standardized state exams and term exams. Summative assessments will be used to check
their mastery of the subject every two units, and a term exam will be set at the end of every
term.

certoposiciones
LENGUA EXTRANJERA: INGLE'S 5.° curso 45
 The most common procedure in assessment for learning is direct observation on
the part of the teacher. In order to record teacher's observation the following
instruments will be used:
■ Anecdotal records on a class log to keep track of students'progress.
■ Estimating scales to reflect the assessed behaviour, such as'follows classroom
rules'and their compliance with it'always', 'usually' 'sometimes'or'never'.
■ Control lists which are double entry spreadsheets where the assessed skills are
listed for the list of students in class. Unlike estimating scales, they do not reflect
the degree of fulfillment.
■ Rubrics to assess the degree to which students have acquired the learning
outcomes set for each one of the skills. Project work will be assessed through
rubrics too to suit the oral or written nature of each project {see appendices for
a sample of rubrics).
■ Quizzes and exams will be used to check the degree of learning of students regularly.
As well as directly observing students'participation and engagement, assessment
will be carried out mainly through the correction of assignments (handouts,
exercises, compositions) and teacher observation for speaking activities. Given the
importance of assessment, the teacher will clearly state at the beginning of the unit
and of every lesson the work students will need to hand in and activities they will
have to engage in order to be assessed. There will be a quiz every two didactic
units and an exam at the end of each term.
In addition to all the above, we will also include peer and self assessment. It is
important for students to assess their own performance against a model to gain
awareness of their own outcomes. Peer and self assessment are ways in which
students can become more thoroughly involved in their own learning process and
improve their attainment.

8.2 Marking criteria

Marks will be awarded for students' work and participation in class as well as for
homework and exams. Assessment will be formative and continuous and the
breakdown of work will be accounted for in these terms:
■ For every term:
■ 20% Project work.
■ 20% Class marks for involvement and participation (speaking, writing, listening, speaking).
■ 10% Notebook.
■ 10%
Homew
ork. a
40%
Exams.
■ The final mark at the end of the school year will be the average of the three terms.

8*3 Reviewing, assessing and modifying teaching the syllabus design in

relation to the results obtained and improvement in educational quality
To assess the syllabus design, the following achievement indicators are included in relation to:
a) Students'results in the subject.
b) Suitability of the resources used, the distribution of time and the pedagogical
and methodological principles applied.
c) Contribution of the didactic methods adopted to an improvement in the school
overall atmosphere for learning.
cersoposiciones
The following indicators are samples to be used in the assessment:
■ The suitability of the objectives set.
■ The increasing difficulty of objectives.
■ A balanced distribution of content.
■ The suitability of the assessment criteria.
■ The suitability of IEP or accommodation of the curriculum for SEN students.
■ The adaptation of the syllabus design to the social context of the school.
■ The suitability of the transversal elements of the curriculum.
■ The suitability of the resources and materials used. The didactic potentiality of materials can be
assessed through the following features:
■ They enable students to decide how they are going to use them.
■ They enable students to take an active role: observe, investigate, interview, take part in
simulations, etc.
■ They engage students with reality by being hands-on, collecting material and objects, etc.
■ They can be used by students with different abilities and interests, promoting tasks such as
imagining, comparing, classifying and summarizing.
■ They trigger in students interest in applying intellectual processes to new situations.
■ They enable students to take a stance on values: bullying, name calling, littering, recycling, etc.
■ To assess activities, the following indicators can be considered:
■ Whether activities are consistent with the objectives and aims in the syllabus design.
■ Whether activities allow for assessing the degree of learning reached by students. «
Whether activities are varied enough to cater for diversity among our students.
■ Whether activities enable students to develop the capabilities established.
n Whether activities have been designed bearing in mind students'previous knowledge.
■ Whether activities have been coherently and logically sequenced.
■ Whether activities have been designed to allow for knowledge transfer.
■ Whether activities are globalised.

Attention to diversity
Attention to diversity encompasses all stages in education and all students. It is a case of regarding
diversity as a principle and not as something that pertains to a few. The LOMCE and the curricular
development of our Community establish attention to diversity as a fundamental principle in basic
education in order to ensure every students receives an education adapted to their needs and cha-
racteristics.
Primary Education focuses on a proactive approach to teaching by taking remedial action as soon
as learning difficulties arise. Catering for students with different learning rhythms and styles can be
done at any point in time as soon as it is needed through varied and inclusive activities.
Through continuous assessment, learning support or remedial action can be implemented in order
to ensure students can develop the key competences through the learning outcomes.The school's
Plan on Attention to Diversity includes the general and specific measures that can be adopted.

Cenoposiciones
LENGUA EXTRANJERA: INGLfc 5.° curso 47
► Attention to diversity for this specific group of students

Every group is challenging in terms of the varying learning styles and

rhythms of the students in it. It is for this reason that this unit includes
additional activities (expansion) for fast finishers and reinforcement ones for
those who need extra practice. Special needs students are mainstreamed in
the school under the principle of inclusion and for the two cases there are in
this class curricular accommodation includes following a routine and letting
them know in advance what tasks they are expected to complete.
As mentioned, there is a boy who has ADHD, the measures that will be
adopted in order to accommodate learning to him are broken down into
academic, peer support and mentoring an behvioural ones:

► Academic interventions
■ He will be seated close to the teacher and his desk will be kept clear to
avoid potential distractions.
■ Tasks will be broken down into shorter sections he can complete and
positive feedback and reinforcement will be frequent, as well as checking
he is following the class and is participating in a relevant way.
■ He will be helped by providing him with organisational strategies and
computer-assisted instruction.
■ The student will be trained in self-management focused on the
improvement of classroom preparation skills and homework completion,
plus self-monitoring skills using a written log.
■ Provide short and clear instructions.
■ Asking him to repeat the instructions he has received to ensure understanding.
■ Using visual aids.

► Peer support and mentoring

■ Emotional and behavioural disorders can be improved through peer tutoring.
■ Reciprocal teaching, where students take turns in being tutor and tutee,
will be used. His tutors will be other students in the class who will
change every unit.

► Behavioural management
■ He will be assigned tasks which involve movement: clearing the board,
handing out markers, etc.
■ Look him in the eye when talking to him and asking him to do the same
when he is talking to someone.
■ It is important to monitor his use of the school agenda in order to work closely with his
parents.
The boy who is visually impaired will need some materials adapted to him
by enlarging the print on handouts and class displays, posters and mind
minds to a scale he is able to see. He will be seated in a location in the class
where he has better visual access to the board and will be paired with other
students during individual activities so as to provide him with support. He
will also be allotted more time for tasks involving reading and writing. In
general terms, the measures to accommodate the curriculum to him
revolve around:
■ Seating: the source and quality of light will be considered when
assigning him a place in the class.
■ The syllabus will need to be planned in advance to let the student know in
case any materials need to be adapted.
■ Labelling objects in the room at the student's eye level.
cerioposiciones
PROGRAMAClON
Cantabria

■ Talking while teaching in case the student may miss visual cues and written instructions.
■ Teaching in close proximity to the student when doing demonstrations or using visual aids.
■ Checking regularly to ensure that the student is making accurate notes.
■ Providing extra time to the student, since he will take longer to complete most tasks.
■ Recorded oral exams will be considered and he will have additional time to complete them.
■ Using tactile, concrete and realia as much as possible, which provides opportunities for
kinaesthetic and tactile learning.
■ Alternating visual tasks with non-visual tasks to avoid eye fatigue.
■ Providing outlines, point form notes, identifying key concepts to help avoid fatigue and
frustration when studying.
■ Encouraging the student to be assertive. He needs to learn when and how to request and
refuse help and how to make his needs known.
■ Keeping class displays sharp, bold and simple so as to avoid confusing details.

10 Other aspects

10.1 Transversal elements

Reading, oral and written expression, audiovisual communication, ICT, entrepreneurship and civic
and constitutional education they will be dealt with in all subjects.
Values which promote gender equality and the prevention of gender violence and values on
equality and non discriminatory behaviour will be promoted.
Other values that will be promoted are the prevention and peaceful resolution of conflicts,
freedom, justice, equality, political pluralism, peace, democracy, human rights, rejection of
terrorism and any type of violence.
Cooperative learning will be promoted as well as the constitution of school clubs or associations in
the school or in others in their local area.
In terms of road safety, accident prevention and improvement of social relations will be included
within the curricular elements.

10.2 Reading plan within the teaching of English

5th graders have an increased ability to read due to their maturity and their ever growing
vocabulary. The role of the home room teacher and families is to continue to encourage students
to read since there still are varying degrees of interest in reading on the part of students. As
teachers we still need to guide their reading by suggesting titles that they may find attractive.
Though many students thoroughly enjoy reading, they nevertheless feel reluctant to starting a
book. Some of the hurdles that have been pointed out for students to start reading are:
■ A lack of concentration when reading.
■ Difficulty following the main or secondary plots.
■ Lack of vocabulary.
■ The amount of homework does not allow for as much reading as they would like to engage in.
Students' interest in reading mirrors that of their families, so that when interest in reading in a
family is low, this is reflected in their children.

cenoposiciones
 LENGUA EXTRANJERA: INGLES 5.°
curso

► The following is a proposal of activities for different levels of understanding:

1. To promote literal understanding:
Recognition, recall, main ideas, word and sentence definition, story setting.
2. To promote inferential understanding:
Conjectures, hypothesis, deducing a sequence of events, describing the relation among the
characters, considering alternative course of action for them.
3. To promote critical understanding:
Assessing the reality described in the story and its values.
4. To promote appreciation for reading:
Pre-teaching vocabulary to ensure students can understand the story.
5. To analyse content and textual elements:
Likelihood of events in the story really taking place, imagining different endings, changing
viewpoint.
6. To work on Reading aloud:
Pronunciation, stress, intonation and reading pace.

► Reading time

In 5th grade, reading will be promoted in all subjects. However it has been established that
students will read 45 minutes a day in the following subjects: Spanish (15'), Natural or Social
Science (15'), Maths (15') and whenever the group does not have one of these subjects, students
will read in Foreign Language, Religion or Social and Civic Values.

► Proposal of activities for students with specific educational needs who need learning
support
■ Pre-teaching vocabulary and looking up words in the dictionary.
■ Reading simple texts with appropriate speed and intonation.
■ Sequencing sentences out of a story.
■ Starting by reading sentences aloud and focusing on pronunciation and understanding.
■ Working on the texts through cross words, drawings, etc.
■ Suggesting easy readers.

► Programmes

The scheme of work must include measures taken in order to encourage interest for reading and
ability to express oneself correctly. My school and English Department participates in the following
institutional programmes:
■ Promotion of reading in English class, revision and updating of library funds.
■ The English Department also cooperates with the Programme «EI periodico en la Escuela»
(The newspaper at school), and introduces activities carried out with the support of items of
news and chronicles about English language in all terms.
■ Correct and adequate oral and written expression is encouraged, through activities in every
unit, with their corresponding assessment: written papers, public presentations of results on
the part of students. In the marking of activities in written tests or exams, there will be a section
of the mark addressed to the written expression.