Topic 21

Topic 21

3 levels of specification

1st level:

RD. 126/2014

2nd level:

D. 89/2014

3rd level:

Curricular Project

Didactic Planning in FL area

Didactic Planning

KEY COMPETENCES

Combination of knowledge, skills, values and attitudes which facilitates the application of knowledge to real world contexts.

They are cross-curricular

There are 7

Linguistic communication competence

Competence in math, science and technology

Social and civic competence

Cultural awareness and expression

Digital competence

Learning to learn competence

Sense of initiative and entrepreneurship

DIDACTIC OBJETIVES

"What" we want our pupils to accomplish in connection to the Key Competences and the Contents they are learning

They refer to:

Linguistic skills (L, S, R, W)

Acquisition of vocabulary and structures used in basic communicative functions

Socio-linguistic and socio-cultural aspects

CONTENTS

They are sequenced into Didactic Units

The sequencing of contents takes into account

The need for pupils to improve their use of high frequency structures with increasing accuracy and fluency

To broaden their vocabulary

To acquire communication strategies that will enhance their communicative competence

Guidelines for sequencing contents

The more basic is taught before the more complex

Silimilarity: closeness to the pupil

Teaching oral forms before the written ones: natural order

Reviewing and recycling

Other contents need to be taught in context: Halloween, Christmas, ...

EVALUATION

Continuous and global

It allows the teacher to check and measure the degree of attainment of objectives set for the course and the pupils' acquisition of key competences

RD. 126/2014 provides

Evaluation criteria

Measurable learning outcomes (concrete specifications of the evaluation criteria)

Instruments: direct observation, worksheets, tets, notebooks,...

If the objectives and key competences are not reached: support and reinforcemente measures

It is also needed to assess the teaching-learning process

METHODOLOGY

Siutable for the main goal of the subject (Objective F)

Methodological approaches

Learner-Centered Learning: based in the constructivist ideas of Piaget, Vygotski and Bruner

Communicative Language Teaching

Lexical Approach: teaching-learning high frequency lexical chunks

Natural Approach: comprehensible input leads to learning. It favours "acquisition" vs. "learning"

Other methods: TPR, Three P's

CLIL: Content and Language Integrated Learning: rich exposure to the target leanguage

DIDACTIC UNIT

Developed in a specific length of time.

Covering some of the contents set in the Annual Planning

May be based on

Projects

Topic

We need to select:

Communicative situations

Vocabulary and structures

Materials and resources

It should be well-balanced:

Activities aimed at accuracy and activities aimed at fluency

Cover four language skills

Variety of activities to cater for diversity

Allow individual and group work

Develop the key competences