DEFENSA PROGRAMACIN

Following the Public Announcement, in this second test I must firstly defend the
Teaching Planning handed and then present one of the fifteen didactic units that
constitute it.
In order to do this, I find useful follow this outline or sketch with the most important
aspects that I am going to talk about in the next 30 minutes, in order to facilitate its
following and comprehension:
1) Concept
2) Legal Framework
3) Context
4) Key Competences
5) Contents
6) Evaluable Learning Standards
7) Evaluation
8) Methodology
9) ICT
10) Attention to Diversity
11) Reading Enhancement
12) Bibliography and Conclusion.
Basing my speech on this outline, I will start by briefly explaining what is
understood by Teaching Planning. Next, I will present the main curricular elements
that constitute my Teaching Planning and I will end with a brief mention of the
bibliographical sources consulted and a personal conclusion.
First of all, it is essential to explain WHAT is understood by Teaching Planning. In
general terms, it could be defined as an attempt to rationalize the teaching practice. As

we know, the Teaching Planning corresponds to the 3rd level of curricular specification
and it must be elaborated by us, teachers, taking into account our current teaching
situation and the students characteristics. In it, we have to include the specification of
the curricular elements, the methodology to be used, the attention to diversity and a
series of units to organise the learning and assessment activities in a coherent way.
After having defined the concept of Teaching Planning, the second point to develop
will be the LEGAL FRAMEWORK in which this Teaching Planning is based.
The teaching of a Foreign Language is introduced as a compulsory area in Primary
Education in the The Organic Law of Improvement on Education 8/2013 passed on
December 9th and in The Royal Decree 126/2014 passed on February 28h, which
establishes the minimum teaching requirements and the Key Competences nationwide.
In The Autonomous Community of Madrid, the Decree 89/2014 passed on July 24th
establishes the Official Curriculum for all the areas in Primary Education, including
the Foreign Language area. Therefore, this legal document will be the most immediate
starting point for the specification of all the Contents, Evaluable Learning Standards
and Assessment Criteria that constitute this Teaching Planning.
What I have just described constitutes the Legal Framework of my Teaching
Planning but this is not enough to differentiate it from other Teaching Planning
documents we may find in The Community of Madrid. For this purpose, it is essential to
consider an aspect that is going to bring personality and specification, this is, the
SOCIAL CONTEXT.

First of all, I must say that this school is located in an urban environment, in a
middle class neighbourhood where families have a medium-high socio-cultural
level.

The schools equipment is quite good and it provides some facilities for learning
English, such as a special classroom for the English subject, a library with
English books organized by level of difficulty and an ICT classroom.

This Teaching Planning is designed for the 5th grade of Primary Education. In
my class there are 24 students in total, of which 11 are boys and 13 are girls.
This class is an example of ethnic diversity since there are two students from

South America and one from Romania whose English level is lower than the
rest. There is also a student with Attention Deficit Hyperactivity Disorder who
will be described later when I refer to the Attention to Diversity.