LANGUAGE SYLLABUS DESIGN FOR

CHILDREN
Puedes encontrar la presentación en este link:

https://www.slideshare.net/vygotskiana/spartacus-81627724

Y todos los vídeos en: SYLLABUS KS2 https://www.diigo.com/list/vygotskiana/syllabus-ks2

ACTIVIDAD 1.
What would you expect from a dream syllabus?

ACTIVIDAD 2.
Relaciona los tipos de syllabus con los ejemplos según tu intuición.

1. Grammar and 1. Greeting, express approval, recommend,

structural
2. Situational
3. Functional-Notional
4. Skill based syllabus
5. Task based syllabus
predict
2. Present simple, present continuous, past
simple, …
3. At the bank, at the supermarket, at the
travel agency, at the restaurant
4. Preparing a handbook to the school, writing
types of letter, producing a newsletter
5. Pronunciation, vocabulary, grammar

En la enseñanza a niños, ¿qué tipo de syllabus crees que es el más común?

ACTIVIDAD 3.
Relaciona cada eje del framework con el descriptor correspondiente según lo que te
parezca

• LITERACY 1. Children understand, read and enjoy di erent forms

of paper and electronic texts, such as stories, poems
and messages. They write simple sentences and short
• ORACY texts, often using a frame or model.

2. Children have regular opportunities to think about the

• INTERCULTURAL best way for them to learn a new language, and they
employ a range of strategies to help them do this. These
can be applied to any language that they might learn
UNDERSTANDING later.

3. It enables them to explore the lives of others and

provides them with context for understanding their own
• LEARNING
lives. They become aware of the similarities and di
erences between peoples, and discuss the danger of
LANGUAGES stereotyping.

4. Children listen to the teacher, native speakers and

recordings, and they learn to recognize familiar and
STRATEGIES
unfamiliar sounds. They reproduce these sounds, create
phrases sentences, and engage in simple
conversations.
• KNOWLEDGE ABOUT
5. Understanding of how language works, and this
reinforces their understanding of their own language.
LANGUAGES They become aware of the rules or patterns in
language and apply this knowledge when generating
new language.

ACTIVIDAD 4
You will be given an objective
Find people with objectives from the same strand
Split into
the different skills if necessary
Now order yourselves from Year 3 to Year 6 to show progression

ACTIVIDAD 5
Think of an activity that could be linked to the area of the curriculum you have been given
http://www.schoolsworld.tv/node/1997

You might consider:

• 
Linking with the teaching of aspects of e.g. literacy, numeracy, geography, PE,
PSHE/citizenship and ICT
Planning languages as an integral part of the whole
curriculum

• Teaching some aspects of the Framework through other subjects
Using the language
to teach parts of other subjects working towards a fully integrated Approach where a
subject such as geography is taught through the medium of a language other than
Spanish

• ¿What is your activity?
¿How can you link it to the different learning
objectives?
¿How is your activity linked to other curriculum areas?

ACTIVIDAD 4.
Echa un vistazo rápido a las directrices del decreto de la comunidad de Madrid que
desarrolla la ley publicada en el BOE sobre el currículo de primaria para el area de lengua
extranjera.
¿Hay algo que te sorprenda respecto a lo que hemos estudiado del Framework
en Reino Unido?

THE FRAMEWORK

You can download the three parts of the document at the links below.

KS2 framework for languages: part 1, National Archives (Adobe pdf

file)http://webarchive.nationalarchives.gov.uk/20110511211850/http:/nationalstrategies.standards.dcsf.gov.
uk/downloader/b4021d03d3e2a97579729eb6b097d663.pdf

KS2 framework for languages: part 2, National Archives (Adobe pdf

file)http://webarchive.nationalarchives.gov.uk/20110511211850/http:/nationalstrategies.standards.dcsf.gov.
uk/downloader/cd6f2f29d8181733294bf3ceade10d10.pdf

KS2 framework for languages: part 3, National Archives (Adobe pdf

file)http://webarchive.nationalarchives.gov.uk/20110511211850/http:/nationalstrategies.standards.dcsf.gov.
uk/downloader/10a297a036a9d64aae5b356c42108146.pdf

EL SYLLABUS
http://webarchive.nationalarchives.gov.uk/20100607215832/http://www.standards.dfes.gov.
uk/schemes3/subjects/primary_mfs_new/?view=get

http://webarchive.nationalarchives.gov.uk/20100607215832/http://www.standards.dfes.gov.
uk/schemes3/subjects/primary_mfs_new/?view=get

http://webarchive.nationalarchives.gov.uk/20100607215832/http://www.standards.dfes.gov.
uk/schemes3/subjects/primary_mfs_new/?view=get