PROGRAMACIN 4TH muestra JUSTIFICATION .................................................................... 5 CONTEXT .......................................................................... 6 PRIMARY EDUCATION CHARACTERISTICS ................................................

9 THE BASIC COMPETENCES IN PRIMARY EDUCATION ..................................... 10 EDUCATION IN VALUES ............................................................ 14 ENGLISH SUBJECT CHARACTERISTICS IN PRIMARY EDUCATION .................... 14 THE STUDENTS CHARACTERISTICS IN THE SECOND CYCLE OF PRIMARY EDUCATION ........................................................... 15 OBJECTIVES ..................................................................... 17 CONTENTS ....................................................................... 21 METHODOLOGY .................................................................... 23 ASSESSMENT ..................................................................... 29 ATTENTION TO DIVERSITY AND SPECIFIC EDUCATIONAL NEEDS ..................... 34 DIDACTIC UNITS SEQUENCE ........................................................ 37 BIBLIOGRAPHY ................................................................... 58

JUSTIFICATION
This document is a didactic programming addressed to a group of students of the second cycle, fourth grade in Primary Education (Autonomous Community of Andaluca). [Programming answers an attempt to rationalize teaching practice with the aim that teaching should not be carried out in an arbitrary way but rather as a plan.] The programming intends to rationalize teaching practice so that teaching is not carried out in an arbitrary way but rather as a plan. As Gimeno y Sacristn says: the design of the programming cannot be understood as a mechanical matter, a mere technique or a concrete formula. Programming depends on the concepts one has about teaching and more specifically about the curriculum (Autonomous Community of Andaluca). Thus, the curricular model will have a decisive influence on the focus and the design of the program. The need to carry out a teaching program that standardizes the teaching-learning process is justified by very diverse reasons: . It helps to eliminate chance and improvisation, without meaning that everything is closed or predetermined. . It systematizes, arranges and specifies the processes stated in the educational project and curricular program, with enough flexibility to allow space for creativity. [It systematizes orders and specifies the process stated in the educational project and curricular program, with enough flexibility to leave space for creativity.] . It enables the teacher to adapt teaching work to the cultural and environmental characteristics of the context. [The progression from the 1st to the 3rd level of concretion from the curriculum is shown in this programming. The 2nd level of concretion, also known as PCC, shows the sequence and timing of the different contents sections. The LOE establishes that the PCC will be part of PEC therefore the two becoming one. To elaborate this 2nd level of concretion in a suitable way, an imaginative context has been created as well as the school background and the pupils characteristics to which the planning is addressed. This programming is divided into three main sections.] This programming has been divided into three main sections:

1. In the first section, we can find out the school background, pupils characteristics and more detailed information about the school this planning is based on. 2. In the second section, we can find the progression from the 1st to the 3rd level of concretion from the curriculum. 3. Finally, there is a third section where fifteen didactic units are developed schematically, according to the 3rd level of concretion of the curriculum.

CONTEXT
THE LEGAL SITUATION
This Didactic Programming is based on: . The Spanish Constitution (Article 27). . The Organic Law 2/2006, of May 3rd, about Primary Education (LOE). . The Order of August 10th, 2007 which establishes the Primary Education in the Autonomous Community of Andaluca and the final disposition Decree 230/2007, of July 31st. . The Law 17/2007, of December 10th, of Education in Andaluca (LEA). . The Order of August 10th of 2007, which establishes the planning of the learning process assessment for Primary Education students in the Autonomous Community of Andaluca. [This whole program design is based on, The Organic Law 2/2006 of 23rd May about Education, (LOE). The Decree-Law 142/2007, of June 26th, in which the Primary Education Curriculum of LOE is established (DOGC 4915).]

THE CITY
This school planning has been elaborated to be carried out with a group of students in a school located in Sevilla, a touristic and industrial city where people are aware of the importance of modern languages, particularly English. However, this planning approach could be adapted to a different context by varying the activities depending on the current problematic issues within the childrens immediate reality. The majority of my students come from families that belong to a middle economic class. In this school we have several students from Morocco and South American countries.

THE SCHOOL
This Primary Education School is located in the city centre. In this state school there are around 225 pupils. In reference to the pupils, it is important to highlight the percentage of immigrants (14%) and the percentage of children with handicaps or special educational needs (2%). In general, pupils have an acceptable level of knowledge despite their poor studying habits. In Primary Education children have 5 school hours a day. The school offers nursery service, dining room and voluntary out-of-school activities. The AMPA in collaboration with the school also organizes some activities. The average ratio per class is twenty-five children. At school, pupils are distributed in nine groups: three for Infant School and six for Primary Education. The school defends the continuity of the childrens development within the public education system, and therefore there is a close relationship between public nursery schools and high schools in the closest town. The staff is composed by 17 teachers. They form cycle groups and different commissions (English, Music, Library, New Technologies, Languages, Festivities...). There are teachers for different specialities (Musical education, Physical education, Special needs education, English education) and nine class tutors. So, there are two English specialists who cover the English subject in the three cycles of Primary Education and in Infant Education as well. The executive team is made up by a principal, a secretary and a head of studies.

Apart from the staff, other associations collaborate in order to run the centre. Firstly, the School Council, which makes important decisions, like passing the schools PEC. Secondly, the AMPA, which participates in the schools life and festivities, and finally, the Town Council. The school building has wide corridors and plenty of space, which makes it completely adapted. However this forces children to walk long distances between the main classroom and their other classrooms, such as English. The centre is well equipped and has a Music room, an English classroom, a library, a gym, an ICT and audiovisual room with an interactive digital board and several computers with internet connection in every classroom. The school also has two playgrounds, one for Infants and the other one for Primary students. It also has a dining room and a kitchen. The schools educational principles are compiled in the PEC dossier. In this dossier we can find the ideological and educational principles collection adopted by the school. It educates for equal opportunities between genders and works to eliminate the differences between male and female roles. The PEC dossier is characterized by the comprehensive education of the students implementing a constructivist learning process based on a teaching-learning exchange and an active participation of the students. Therefore, the child becomes the centre of this process. Finally, one of the main objectives to be achieved by the school when a child has finished Primary Education is for him/her to become a self-reliant, critically minded and responsible person. Moreover, it proposes to educate students in human rights and freedom through tolerance and solidarity to promote the achievement of equal opportunities and equal rights in our society. This school has a good relationship with the AMPA and the town hall. They all try to guarantee the objectives established in the PEC dossier. As for the amount of hours devoted to English in Primary Education, we should mention that this school offers approximately 85 hours per year in fourth grade (second cycle). The school is aware of the importance of teaching a FL to very young learners and its consequences (time, space, needs), which is the reason why it agreed with the English teachers on doing English in flexible groups at Second Cycle. This means that the group is split into two subgroups in order to work in a calmer way and check the progression of every individual child more efficiently. While one group is learning English, the other one stays in the classroom with the class tutor doing another subject. Smaller groups allow working oral skills more accurately, playing games quite often, and doing ICT. Short, flexible groups allow, both teacher and students, not only personalized teaching, but also a more personal learning through taking care of individual pupils needs. The importance the school gives to teaching a foreign language in its educational project becomes explicit with the pedagogic innovation project. To implement the English subject at school, English teachers have at their disposal different spaces like: English classroom, provided with useful material and resources (books, CDs, DVDs, films, teachers resources guides/packs, worksheets, stories, posters, flashcards, puppets and also several computers) as well as an ICT and audiovisual classroom, where the CDs and DVDs can be played, and with an interactive digital board. Handicapped students in this school are treated by different specialists such as the class tutor, the Special Educational Needs Teacher and the psycho-pedagogue from the EAP (Psycho-pedagogic Team Attention). The school deals with these special educational needs providing classrooms with specialists such as psychopedagogues and doing special educational lessons with those children, at least three hours per week in the main classroom. All the professionals, directly or indirectly, intervening in the education must be coordinated in order to become a good influence in the teaching-learning process. A good level of coordination among teachers is essential in order to follow the same action guidelines (curricular material, attention to diversity, rules and discipline). The communication between teachers of different stages and

cycles is also very important, in order to have more control over the progress of each pupil and respect their individualities.

THE GROUP CLASS AND ITS DIVERSITY

In the second cycle of Primary Education, there are two different levels and two classrooms: the 1st and the 2nd grade, with an average of 25 pupils per class and two class tutors. The specialists of English, Music, Physical Education and Special Needs Education also take part in the educational process. The group class to whom this Didactic Programming is addressed consists of 24 children. There are 14 girls and 10 boys. They are between 9 and 10 years old. They started studying English at Infant School. In general, they have an acceptable level of English. Above all, they are quite good at oral comprehension. They are also very motivated and try to speak as much English as possible in class, although their expression competence is still very low. That is why one of the main aims this year is to develop the students oral skills. Oral comprehension will be strongly worked on through real-spoken English auditory materials. In general, this is a very positive, dynamic and motivated group. They are very active and talkative, so this is an advantage for the English teacher. They are usually very participative, active and involved in their teaching-learning process. It is actually very nice to teach them English because, even though they are a quite heterogeneous group, their sense of humour and mutual comprehension makes it easy to confront differences concerning low levels or slow rhythms in foreign language learning. This group has found the way to take advantage of their differences as well as to complement each other, which enriches them enormously. In general terms, they have a good level of acceptance of the classroom rules. They all have a sense of group and have established a good relationship, although there are some individual differences due to different rhythms of development and a specific case of attention needing behaviour. Concerning my groups diversity, the children show important differences in their level of English as well as in their pace and work habits. Some are slow learners, but also fast finishers. Some pupils are more participative, others shyer. Some students are very intuitive and creative but not persevering in their school work. There is a boy with an ADHD disorder, but with no intellectual problems, only a lack of selfcontrol. There are two immigrant children in the class which does not represent a problem. They are well adapted as they arrived to our school some years ago.

PRIMARY EDUCATION CHARACTERISTICS

Primary Education comprises six academic years, from 6 to 12 years of age and it is organized in three cycles of two years each. It is compulsory and free, [and along with Compulsory Secondary Education comprises the period of basic and compulsory education.]. The main purpose of Primary Education is to provide children with a basic education for them to acquire a basic cultural knowledge and some skills related to oral expression, reading, writing and Mathematics, as well as a gradual independent behaviour in their environment. [General objectives at this level can be seen as the capacities to be developed by the students. When finishing this level, children should have acquired some skills related to communication, logical thinking, understanding and appreciating their social and natural environment. They are expected to be able to use the Spanish and Catalan language, as well as other means of representation and artistic expression.] General objectives at this level are the capacities to be developed by the students. At the end of this level, children should have acquired some skills related to communication, logical thinking, understanding and appraising their social and natural environment. They are expected to use Spanish as well as other means of representation and artistic expression (the Autonomous Community language).

Moreover they should be able to understand and express simple messages in a foreign language and carry out simple arithmetical operations, as well as understand and follow elementary logic procedures. They should [have to] acquire the skills that will enable them to carry out their day-to-day activities independently of their family and social environment and [to] understand the basic [fundamental] features of their physical, social and cultural environment. They should likewise learn body and health hygiene, as well as the preservation [conservation] of nature and environment. Students also have to learn how to use physical education and sports to foster { fomentar, favorecer, alentar, criar} their own personal development. All these skills are divided up and turned into a series of educational objectives that are closely linked to one another and, at the same time, constitute the continuation of those acquired in the Kindergarten. They likewise form the basis upon which the skills comprising Compulsory Secondary Education are to be built. According to LOE, the contents are divided in dimensions (blocks) and organized into areas without losing sight of their global nature. All areas contribute to the development of the skills mentioned in the general objectives for this level. [All these skills are broken down into a series of educational objectives that are closely linked to each other and at the same time constitute the continuation of those acquired in Kindergarten. They likewise form the basis upon which the skills comprising Compulsory Secondary Education are to be built. According to LOE, the contents are divided in dimensions and are organized into areas without losing sight of their global nature. All the areas contribute to the development of the skills mentioned in the general objectives for this level. Compulsory areas for Primary Education are the following ones, and the number of hours corresponding to each area of knowledge for Primary Education per cycle is:]
Areas of knowledge Natural, Social and Cultural Environment Knowledge Artistic Education Physical Education Spanish Language and Literature Catalan Language and Literature Foreign Language Mathematics Religion (voluntary) Citizen Education and Human Rights 1st cycle 140 70 105 192.5 192.5 70 175 105 2nd cycle 175 105 70 175 175 105 175 105 3rd cycle 140 70 70 175 175 140 175 105 35

[According to LOGSE, there are eight Cross-Curricular Themes within the

curriculum, which are teaching contents that must form part of the activities stated in all the areas, subjects or modules. Those are: environmental education, education for peace, consumer education, road education, equal opportunities between sexes, health education, moral and civic education, intercultural, diversity, and TIC. Due to the implantation of the LOE new curriculum in the Initial cycle in Primary Education, a series of changes have emerged in the organisation of the learning contents now divided in dimensions due to the disappearance of the CCT now covered by the Basic Competences and the development and introduction of these in the different curricular areas. Nevertheless the LOE and LOGSE are both in use due to the perspective of the contents (conceptual, procedures and attitudes) as well as the CCT which continue in use and affect the education of our students.]

The Basic Competences in Primary Education

Basic Competences come from the necessity to establish the improvement of peoples capacities in order to act adequately and efficiently making it necessary to centre the curriculum in the basic competences to accomplish the different learnings of transversal understanding. To centre in the competences makes pupils integrate in their learning process, putting into relation the different types of contents and using them in an effective way in different situations and contexts. We understand as competence the capacity to put into practice in an integrate manner and in different contexts and situations, the knowledge, the abilities and the personal attitudes acquired. The concept of competence includes the knowledge (theory knowledge) as well as the abilities (practical or application knowledge) and the attitudes (personal compromises), including the knowing, the knowing how to do and apply, and the knowing how to be. The principal characteristics of the basic competences are: To promote the development of the capacities; putting more emphasis on the development of capacities than the assimilation of the contents even though these are always present when materializing the learning process. Taking into account the application character of the learning process. A competent person is one who is capable of resolving problems related to his environment. They are based on their dynamic character. The competences are developed in a progressive manner and can be acquired in different places and situations. They are based on its interdisciplinary or transversal character. They integrate various learnings from various disciplines. They are a meeting point between quality and equity. It pretends to guarantee an education that responds to the necessities of the times we are living in (quality) and to be acquired by all pupils in order to be used as a common base for all citizens (equity). According to LOE, there are two groups of basic competences established: The Transversal Competences / The Cross-curricular Competences: they are the basis for personal development and construct the knowledge, in which we have to consider the communicative competences to understand and express reality; the methodology competences, which activate the learning process; and anything related to personal development. The Specific Competences: they are related to culture and worlds vision which will enable the girls and boys actions to be more reflexive, critical and adequate. Therefore basic competences for the compulsory education are identified as the following eight:
TRANSVERSAL COMPETENCES

BASIC COMPTENCES

COMMUNICATIVE COMPETENCES

COMMUNICATIVE COMPETENCES

COMMUNICATIVE, LINGUISTIC AND AUDIOVISUAL COMPETENCE ARTISTIC AND CULTURAL COMPETENCE TREATMENT OF THE INFORMATION AND DIGITAL COMPETENCE MATHEMATICS COMPETENCE LEARNING TO LEARN COMPETENCE AUTONOMY AND PERSONAL INITIATIVE COMPETENCE KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLD COMPETENCE SOCIAL AND CITIZEN COMPETENCE

PERSONAL DEVELOPMENT COMPETENCES LIVING AND POPULATING THE WORLD

The objectives and contents of each curricular areas have to take into account the integration and development of all the basic competences. The assessment evaluation serves as reference to evaluate the progressive grade of acquisition of the different competences. Here, there is a brief explanation of each basic competence in Primary Education:
Communicative competentes
It involves knowing how to interact orally through writing and with the use of audiovisual languages, using body language and communication technologies in different languages and mathematical tools. There are two communicative competences: linguistic and audiovisual, and artistic and cultural.

1. Linguistic and audiovisual communicative competence

It is the different domain of languages, oral and written, in multiple supports and with the complement of audiovisual languages in a variety of contexts, used as a tool to learn how to learn. 2. Artistic and cultural competence It is the use of those resources related to expression and representation which facilitate the realisation of social and individual creations; the basic knowledge of the diverse cultural and artistic manifestations and the ability to appreciate and enjoy art and other cultural activities; the application of abilities of divergent thoughts and collaborative work; an open, respectful and critical attitude towards the diversity of artistic and cultural expressions; the desire and will to cultivate ones own aesthetics and creating capacity; and finally an interest in participating in cultural life and contributing to the conservation of the cultural and artistic patrimony, of ones own community as well as of other communities and cultures, especially those of people who are part of our school community.

Methodological competentes
Refer to the development of efficient and adequate working methods in school situations and the use of information and communication technologies to resolve the possible problems that we can encounter in different situations and environments. There are three methodological competences: treatment of information and digital competence, mathematical competence and learning to learn competence. 3. Treatment of information and digital competence This competence involves the development of work methodologies that favour students selection, treatment and usage of the information and its source in different supports and technologies. It also has to enforce the critical and reflexive attitudes in valuating the available information contrasting when necessary, and respecting the rules of conduct which regulate the use of information. 4. Mathematical competence This competence involves the ability to understand, use and relate to numbers, their basic operations the symbols and the form of expression in mathematical reasoning, to produce and interpret different types of information as well as to broaden the knowledge of quantitative aspects and spatial reality, and to understand and resolve problems and situations related to everyday life, scientific knowledge and the labour and social world. 5. Learning to learn competence This involves consciousness, management and control of ones own capacities and the understanding from a personal efficiency and competence, and also includes a strategic thought as well as the capacity to cooperate and evaluate oneself, also the efficient management of a group of resources and intellectual working techniques, all this is developed through individual as well as collective conscious and rewarding learning experiences.

Personal competentes Personal competence involves being as one desires and using ones own way of being to develop
him/herself in school and life situations, taking into account the variations that must be introduced in constructing the female and male identity. It involves the development and understanding of ones own emotions and those of others. 6. Personal initiative and autonomy competence It involves being able to imagine, undertake, develop and evaluate collective or individual projects with creativity, confidence, responsibility and a critical sense.

Specific competences centred in living and inhabiting the world

SPECIFIC COMPETENCES

This competence involves taking into account the enrichment that social relations produce, the intergenerational dialogue and to evaluate the cultural contributions, manifestations, and productions in its diversity and plurality of time and space as part of the cultural patrimony of humanity. It requires the understanding by the students of the reality that surrounds them, also to recognise their belonging to the group and society, and to interact with the environment and compromise to improve it in order to become active citizens in a democratic and participative society. We are talking about two specific competences centred in living and inhabiting the world: the competence in understanding and the interaction with the physical world, and the social and citizen competence. 7. The understanding and interaction in the physical world competence It is supposedly the application of the scientific-technical idea to interpret the information received and to predict and take decisions with initiative and autonomy in a world in which advances that are produced in the scientific and technical world are very fast and have a conclusive influence in our lifes, society and the natural world. It also implies the difference and value of the scientific knowledge in contrast with other forms of knowledge, and the use of values and ethic judgments associated with science and the technological development. 8. Social and citizen competence Involves understanding the social reality in which we live, facing conflicts and using the judicial ethics based on democratic values and practices, and maintaining a constructive attitude, responsible and supportive while fulfilling the civic rights and obligations.