Topic 20 The FLT in the curriculum

Topic 20 The FLT in the curriculum

1. 1 Introduction

   • importance of the english nowadays
     • and explain what the topic is about

2. 2 The Foreign language area in the Curriculum

   • Explain that what happens inside the English classroom ,it is highly influenced by laws, society changes etc
     • 2.1 Educational organization in Spain
       • free education art 27 of the Constitution
         • explain how long are infant, primary and secondary education and say that only the last two are mandatory
           • levels of curricular concretion
             • 1st level are the laws coming from the State and the Autonomous community
               • Loe 2/2006, Lomloe 3/2020, Rd 126/2014, D108/2014
                 • These laws establish: objectives, kc, contents, assessment criteria etc
             • 2nd level are the curricular plans defined by each shool
             • 3rd level are the syllabuses, in which the individual teacher adapts the school’s curricular plan to meet the needs of the children in his/her class.
             • quick thought about the CEFR 2020
   • 2.2. Foreign Language Teaching: general implications and criteria to be considered in primary education
     • 2.2.1 The ultimate aim of this area
       • Art 7F RD126/2014
         • learn english is way more than words. CLT maybe?
     • 2.2.2 Curricular organisation
       • 5 Curricular elements described in article 2 of the RD 126/2014
         • A. Stage Objective: There are 14 General Objectives with objective F directly related to this area, as mentioned in the previous section.
         • B. Key Competences: According to the definition of the Council of Europe “Competences are defined as a combination of knowledge, skills and attitudes
           • Explanation of the 7 kc
             • LCC, MSTC, DC, LLC, SCC, SIE, CAE
         • C. Contents: contents are the knowledge, abilities, skills and attitudes that contribute to the achievement of both objectives and the key competences.
           • Following the recommendation of the CEFR, the contents of the area of English are divided into 4 blocks (Annex I of the RD 126/2014). In addition, Decree 108/2014 (Annex I) provides the specification of the contents according to each grade (1st to 6th).
             • Explanation of the 4 blocks and a short differentiation between receptive skills and productive ones, and prioritizing the oral ones before
         • D. Evaluation Criteria: assessment criteria are the specific references for assessing student learning.
           • mention that evaluation is more than this. It is also the instruments and that the evaluation is continuous and global
         • E. Methodology refers to a set of strategies, procedures and actions organised and planned by teachers, in a conscious and reflective manner, with the aim of enabling student learning and the achievement of the objectives set.
           • (LOMLOE, article 19: ''pedagogical principles'')
           • (RD 126/2014 Art. 13 ''Foreign Language Learning'')
           • topic 14 dealing with methods and techniques to develop the students communicative competence, topic 6 about the process of language learning or topic 25 which focuses on the learner-centred approach
   • 2.3. Foreign Language Teaching in the Valencian Community
     • We already have 2 co-official languages, so we need a special law to regulate the learning of English. Law 104/2018 which regulates plurilingualism.
       • The school through the PLC should regulate how much time deserve each language with a minimum of hours guaranteed
         • paragraph about Plurilingualism
           • FLT subject also organizes complementary activities
             • Inclusion in the curriculum
               • Decree 104/2018, 27th of July. principles of equity and inclusion
                 • Order 20/2019 30th of April, develops organizational measures of inclusion
                   • Resolution of 23rd of 2021 of December, measures to identification and of inequalities
               • Level I: administrative and school organizational level
                 • Level II: group-class level
                   • Level III: non-specialized support measures addressed to a specific student
                     • Level IV: specialised measures addressed to a specific student. Level IV measures always require filling a Personalised Action Plan (PAP). The PAP has been given special prominence during the shift towards inclusion of students with Special Education Needs (SEN) into mainstream education.
                 • Measures to address specific learning needs
   • To conclude this section dealing with the curricular concretion in the Valencian Community, I would like to mention the bridging document. Although it is not a legal document it is very helpful since it provides the relationship of all curricular elements organised by class levels.

3. 3. Criteria to be reflected in the school educative project and in the school curricular project.

   • As stated by Decree 253/2019, November 29th, of the Council, which regulates the organisation and function of state-maintained schools, there are four official documents school should elaborate:
     • ● The school educative project or educational project of the centre (PEC) ● The general annual planning (PGA) ● Organisation and functioning rules ● Management/Economic plan
     • 3.1. The school educative project (PEC) long-term measures
       • it is the planning instrument that lists and defines the school’s identity, establishes the general frame of reference and the general educational proposals.
         • This autonomy is necessary because the educational process cannot be the same in all schools.
           • One of the main functions of this project is to provide the second level of curricular concretion, as explained in section 2.1 of this topic dealing with the educational organisation in Spain.
       • - The Equality and Coexistence Plan (PIC) - The School Linguistic Project (PLC) - The Reading Promotion Plan - Attention to Diversity and Educative Inclusion Plan (PADIE) - Tutor Action Plan (PAT)
   • 3.2. The general annual plan (PGA) short-term measures
     • The PGA is a document that needs to be done annually,
       • It concretizes the aspects included in the PEC that will be carried out in a specific school-year. For example, the timetable, the calendar, the complementary activities
         • It is important to highlight that there is one concrete plan that belongs to the PGA which is the improvement action plan (PAM) which is considered the pedagogical side of the PGA.
           • Lastly, teachers’ programmes are also part of the general annual plan.
     • The Curricular Project of the school of this area must include the following elements: - General objectives of primary education. - Sequencing of objectives and contents of the years. - Methodological principles, student groupings and organisation of activities. - Evaluation criteria of the years and the instruments of evaluation. - Attention to students with specific needs of educative support - Material and didactic aids to be used.
     • general annual plan (PGA)= curricular project of the school

4. 4 Conclusion

   • Importance of English in a pluricultural and plurilingual world because is the lingua franca.
     • Basic principles or criteria that should be respected or taken into account by the teachers of FLT
       • 1 The foreign language programme must be in accordance with the school internal documents
         • 2 Languages are an instrument of communication and therefore the final goal of the foreign language class is the development of the students’ communicative competence. (General Stage Objective f and Key Competence 1)
           • 3 Learner centered approach derived from Constructivism is highly important within our curricular framework. active agents, respect the different learning rhythms, are adapted to learners' interest and needs. Involve active methodologies such as: project work, TBL, cooperative learning
             • 4 In relation to specific linguistic aspects: Errors must be considered positive evidence of the learning process. c. Contents must be organised according to gradual complexity d. Oral comprehension and oral expression skills should be prioritised (RD 126/2014 Art. 13) e. The foreign language should be the language of instruction (RD 126/2014 Art.13)
               • 5 The teaching methodology must assure inclusion and equity principles
                 • 6 we should not forget that teachers’ attitude also counts. Being a good role model is the best way to teach emotions and contents in an integrated way.

5. Bibliography:

   • Bueno i Torrens, D. (2019). Neurociencia aplicada a la educación. Síntesis.
   • Cantón Mayo, I. (2011). Diseño y desarrollo del currículum (I. Cantón Mayo & M. Pino-Juste, Eds.). Alianza.
   • Common European Framework of Reference for Languages, Teaching and Assessment (Council of Europe, Compiler). (2020).
   • Hymes, D. H. (1972). On Communicative Competence. Sociolinguistics.Selecting Readings.Penguin.
   • Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.