INDEX

1. INTRODUCTION 1

2. CONTEXTUALIZATION 2

2.a Psychoevolutive characteristics of our students. 3

3. SCHOOL CENTRE PLANS 4

3.a Educative Project. 5

3.b General Annual Syllabus. 6

3.c Syllabus Design. 6

3.d Attention to diversity. 7

4. OBJECTIVES 7

5. COMPETENCES 8

6. CONTENTS 11

7. TIMING 14

8. DIDACTIC UNITS 14

8.a DU1 Magic colours 15

8.b DU2 Finn’s coins 16

8.c DU3 Halloween 17

8.d DU4 Nice to see you! 18

8.e DU5 Christmas 19

8.f DU6 Your face, Finn! 20

8.g DU7 Preparing the school bag 21

8.h DU8 At Finn’s house 22

8.i DU9 St. Patrick’s Day 23

8.j DU10 A busy day 24

8.k DU11 Delicious! 24

8.l DU12 Where is Larry? 26

8.m DU13It is summer! 27

9. METHODOLOGY 28

9.a Principles. 28

9.b Strategies. 28

9.c Techniques. 29

10. RESOURCES 30

10.a Personal resources. 30

10.b Environmental resources 30

10.c Material resources 32

10.d use of ICT 32

11. ASSESMENT 33

11.a The teaching process. 33

11.b The learning process 33

11.c Techniques 34

11.d Instruments 34

12. CONCLUSION 37

13. BIBLIOGRAPHY 38

14. ANNEXES 40

1
1. INTRODUCTION

Our syllabus design is based on Order EDU 271/2019 passed on January

the 30th and its base 20th which mentions that the specialist of English will present
and defend a syllabus of a concrete course in a school year. Taking into account
authors such as: Piaget, Ausubel, Vygotsky, and their learning methods, we are
going to develop this specific plan.
When we develop a new syllabus is convenient to talk about: objectives,
competences, contents, methodology, attention to diversity, assessment and
standards of evaluation; a new core element introduced in the Organic Law of
Education 8/2013 passed on December the 9th (in advance LOMCE) which
modifies the Organic Law of Education (LOE) 2/2006 passed on May the 3rd.
The aim of these standards of evaluation is to focus more on the results, on
the outcomes of the learning process, following the communicative approach and
highlighting the oral skills.  The Decree 26/2016, passed on July the 21 st,
establishes the development and implementation of the Primary education in the
region of Castilla y León. 
We, as specialists of foreign language, have to detect our students’ special
educative needs in order to give the specific attention they require along their
education. For this reason, this syllabus attends to diversity. 
We also consider very important the article 91st of the organic law where
teachers must promote: respect, tolerance and participation of all the students in the
purpose activities paying special attention to their social, intellectual, affective and
psychological development.
Something we have to take into account is the coordination with all
the families in order to evaluate the teaching-learning process. 
Our syllabus is based on the model of the constructivism learning and it is
designed based on competences. Along this planning, we are going to distribute 15
didactic units for the next academic school year 2019/2020. 
First of all, we are going to analyse the context; secondly, the School centre
plans; and finally, the educational needs program (attention to diversity).
The present educative system is open and flexible, the same way as
our syllabus could be changed and adapted to the different necessities of both
students and teachers that might appear through the course.
With this syllabus design we are going to establish the most appropriate
measures for each educative level, considering the previously mentioned factors.
We can also say that the learning-teaching process depends on the social
and cultural environment and even on the learners´ particular features. It is very
important for us to mention the most significant educational theories created by the
different pedagogues mentioned before.
In addition, we would like to emphasize the importance of working in a
cooperative way with students, teachers and families. 
We do not have to forget that we are in a new educative period of time with the
introduction of a new Organic Law (LOMCE) to be developed along the six courses
of primary education
Thus, the objective of this syllabus is making the learning process more
efficient through the improvement of the competences and methods of teaching. 

2
2. CONTEXTUALIZATION

Our school is situated in a big town with a population of 180000 inhabitants

located in a peripheral neighborhood. Most of the population lives around the school
and they are considered a middle-high class. Most of them work for the
administration, the rest for big companies of the third sector and finally we can also
find self-employed families.
The school center has got a building divided into three different floors: in the
first one ground floor), we can find the three courses of infant education. In the
second floor, we can find from the first to the third year of primary education. Finally,
in the third floor we can see the rest of the primary education classes (4 th, 5th and 6th
year).
The school has nine infant classes and eighteen primary education classes
with an average of 24 students per class with a total number of 650 students. This
school is considered a 3 lines center.
Regarding the different facilities we can say that the center is divided in two
playgrounds, one for the infant education and the other one for the primary stage.
Also, infants have an open area in front of their classes for multiple uses (P.E.
lessons, meetings…) In the primary area we can also find the gym which is used for
Physical Education. On the first floor we can find the canteen. On the second floor
we can find the staff room and the ICT class (Information and Communication
Technology class). At the end of the hall we can also find the directive staff room.
There are toilets in each floor.
Lessons start at 9.00 and finish at 14:00 o´clock. The extracurricular activities
(workshops) are from 16:00 to 18:00 in the afternoon.
The school government´s staff is formed by: headmaster, head of studies and
secretary.
The school center has got 27 tutors, 3 English specialists, 2 Music teachers, 2
Physical Education teachers, 2 Religion teachers, 2 specialists in Pedagogy, 1
Speech specialist, 1 infant support teacher, 1 Technical Assistant and 1 French
specialist (primary education´s tutor). The whole staff team is 42 teachers.
Besides, there are the members of the school orientation department support
when a specific case is found. The school council is also a part of the educative
community formed by a member of the city council, a teacher from the deputy, the
headmaster, the head of studies, the secretary and the representation of students
and parents.
In addition, we can find the parents´ association situated on the ground floor,
who works with the tutors organizing together activities which take place after the
teaching hours.
As we mentioned above, the school government is composed by the
executive and the collegiate staff. The first one by the headmaster, the head of
studies and the secretary and the second one is composed by the coordination
commission, the deputy and the school council:
 The coordination commission has got meetings at least once every term
of the school year. The members of this commission are: the headmaster,
the secretary, one of the tutors of the different courses (the coordinator)
and one member of the orientation staff team.

3
  The deputy has meetings when the headmaster requires, in our particular
school, once every two weeks and it is formed by all the teaching staff
including the specialists.
 The school council has meetings once every term and whenever the
headmaster requires.
This syllabus has been designed for the first year of primary education. In our
class we have a total number of 24 pupils, 13 girls and 11 boys between 6-7 years
old.
In our timetable we can specify that we are going to teach English in this particular
class 1ºA on Mondays and Thursdays.
The sessions in this class at this stage, are divided into two sessions of 60
minutes each along the week.
Immigrant students are also found in our class; one Rumanian boy and a
Moroccan girl. Apart, we are going to find a student with no significant curricular
adjustment ADHD (Attention Deficit Hyperactivity disorder).
Finally, we would like to mention that in order to integrate the students in each
classroom the tutors help the students with learning difficulties by organizing
meetings with the families with the purpose of coordinate the education at home with
a promotion of the cooperation in between.
We do not have to forget two more members of the teaching staff who have
voice but not vote in the deputy: the technical assistant and the physiotherapist in
case the center need it. The physiotherapist has four sessions along the week with
students with deficiencies or motor handicapped. The technical assistant has got a
full timetable at school mostly at the infant stages to help the different tutors with the
organization of the hygienic habits.
Once every two weeks most of the teachers are involved in a training course
given by the Teacher Training Center (CTIF). This year we are going to learn
different about evaluating through competences given by a specialist; this course
consists of 12 sessions during the whole school year and at the end of this training
course 30 credits are going to be justified for our personal learning extract.

2. a PSYCHOEVOLUTIVE CHARACTERISTICS OF OUR STUDENTS.

The Primary school pupils are between 6-12 years old. These years mark a
distinctive period between major developmental transition points. This idea has its
theoretical basis on the works of such authors as Piaget.
Piaget supposed that children have specific abilities to solve problems
according to their age. Thus, he started studying errors made by children and finally
he realized that children with the same age, had the same mistakes. According to
him, children are born with a very basic mental structure (genetically inherited and
evolved) on which all subsequent learning and knowledge is based. The Piaget´s
four stages of development are: Sensorimotor 0-2, Preoperational 2-7, Concrete
Operational 7-11, Formal Operational 11-15.
Our pupils are between 6-7 years old, so we can give some general perspectives
about their development stage:
 They are experiencing new and frequently intense feelings and they love to
share their own experiences with friends and classmates. We must remark
that at this stage, they have self-centered view of the world and is really

4
 difficult for them to understand that other people do not see the world in the
same way as they do.
 At this age there is a deep need for approval from adults/peers. Piaget
explains that the change from the Sensorimotor stage to this one, is produced
mainly through imitation. Children like to imitate stories or activities and they
like to imitate adults and they can be very good at it because they are
uninhibited, that is to say, they do not feel embarrassed when doing so.
 In general terms pupils at this age are more independent and physically
active, that is why sometimes they find it hard to control their behavior and this
means that they like activities in which they have to do something. Besides
they are imaginative, curious and involved in their own learning process. Thus,
questions are very frequent due to an intense eagerness to learn. At this
stage, children already have a more mature and logical way of thinking. Even
though their thinking becomes more complex, children in this age group still
think in concrete terms. This means that they are concerned with things that
are “real” rather than with ideas. They see parts rather than how the parts
make up the whole. They think very literally.
 Being first and winning are still important and taking turns is hard but this
improves towards the end of
the 7th SENSORIMOTO
year.
R

We must (0-2)
not forget that
students are in continuous cognitive
development, and, although they
can share FORMAL
common
characteristics OPERATIONAL
(11-...)
PREOPERATIONAL
(2-7) like the ones
mentioned above, each child
has his/her own reality and his/her
development will be highly
influenced by CONCRETE
OPERATIONAL
that.
(7-11)

3. SCHOOL CENTER PLAN

At this point we are going to talk about the different projects of the center.
A. Educative project of the center
5
 A.1) Coexistence Plan
A.2) Tutorial Plan
A.3) Promote Reading Plan
B. General Annual Syllabus
C. The Syllabus Design
D. Attention to diversity
3.a. EDUCATIVE PROJECT OF THE CENTER

The educative project of the center shows the basic foundations of each
school adapted to all the specific characteristics of the environmental and
educational community.
We can also mention that in the principles of identity and values of our center
the intention of this project is to create a plural and co-educational core. We consider
of vital importance the promotion of our pupils and the desire of being an active
member of the society. We, as teachers, have to facilitate the cooperation and
solidarity on the education for the peace through which we can make our families
being also active members of. the school. In addition, we talk about:
Education in values. Inside the education in values it is very important to
mention: environmental education, education for the peace, education for the
consume, road safety education, sexual education, moral and civic education, health
education and education for the equality.
Finally, we can say that the educative project talks about the identity, the
environment, the objectives, the compromises and the organization of the school
among different adjustments to be included in the annual memory of the center. The
principles of identity established on this educative project are the following:
1. The intention to create a plural, co-educative and integrator center.
2. The encouragement of our pupils as active members of the society.
3. Cooperation and solidarity between other countries.
4. The collaboration with families in order to reach the educative objectives.
5. The creation of an active methodology.
6. The integration of pupils as a fundamental student´s right.
7. Let the families be an active member of the center.
8. The integration of the educative special needs.
Apart from these principles, the educative project establishes the curricular
concretion into:

3.a.1) Coexistence Plan

6
 The coexistence plan is based on an internal regulation which preferably should
be consensual with the participation of the members of the educational community.
Currently, as Cascon indicated, the conflict is seen as something positive and
necessary. It should be worked at three different levels: Prevention, analysis and
mediation:
 Prevention tries to resolve the conflict before it happens, giving priority to the
education in values, competences and to the knowledge of social and
emotional skills that will help students to prevent problems of coexistence.
 The analysis ‘aim is that students become competent in finding solutions to
the conflicts.
 It requires the training of mediator students who will be competent in
developing active listening, objectivity and empathy.

3.a.2) Tutorial Plan

Amongst the pillars of the education, Delors, stated that teaching to think, teaching to
decide, teaching to live together and teaching to be a person are the pillars that must
sustain the education. The tutorial action is recognized to be a right for the students
and a duty for the teachers. The Organic Laws (LOE AND LOMCE) recognize the
importance of this tutorial action in the articles 1, 91 and 105.

3.a.3) Promote Reading Plan

The article 19.2 of the organic law of Education (LOE) modified in LOMCE state that
Reading comprehension, oral and written expression, audiovisual communication,
information and communication technologies and education in values, will be worked
in all the areas. At the same time in the article 19.3 is established that students will
read every day in order to motivate them to read.

3.b. GENERAL ANNUAL SYLLABUS

The General Annual Syllabus is a Project of the centre which develops the
different programs and commitments. We understand the General Annual Syllabus
not as something immutable and static but a dynamic and open document with the
possibilities of making any kind of change. The headmaster and the teaching staff
have an important role with the student´s parents association in the process of
construction, suggestion and proposal. We can include in the General Annual
Syllabus these five items:
1. Synthesis and identity signs of the center.
2. Chart of the center
3. Infrastructure and equipment of the center
4. Specification of the teachers´ timetable and areas
5. Complementary and extra-curricular activities.

3.c. THE SYLLABUS DESIGN

Between the different definitions of the Syllabus Design we can say that it is a
guide for the different experiences of our students, it specifies the educative
intention, it defines the contents and the activities plan for the description of the
different skills in a content program. From our point of view and taking into account
7
our role as an English teacher, the Syllabus is designed to make decisions between
the teaching and learning process.
It is very important for us to mention the pragmatic lines like Cognitivism and
Conductivism. The Cognitivism bases the syllabus in objectives, tendencies and
capacities but on the other hand, Conductivism bases the syllabus in operative
objectives and fixed capacities.
Finally, we can say that the syllabus design is a very valuable instrument to plan
the teaching process because it helps to avoid improvisation. It talks about the
reflection of the curricular elements through sequencing the contents and its
distribution in didactic units.

3.d. ATTENTION TO DIVERSITY PLAN

We, as teachers, have to respect the different levels and rhythms of our
students, at the same time we would like to mention that our school has got an
integrative character through which we can help our students with special needs in
order to be able to acquire the correct learning at the correct level.
We also consider essential to mention the most important regional legislation
in Madrid related to the treatment of the diversity:
Agreement 29/2017 passed on June the 15 th which regulates the 2nd Educative
Attention to Diversity Plan for Castilla y León (2017-2022)
For our pupils we are going to consider a set of didactic techniques to answer
to diversity with preventive character. The different techniques of treatment of the
diversity in the classroom are: Support, Reinforcement, Proaction and Retroaction
given for different students in a sporadic way along their learning process with the
final aim of “adjusting” the learning rhythm and the maturation level.
We have a student with Attention deficit hyperactivity disorder; he is 6 years
old and we are going to specify some daily routines for this student:
- Make him aware of the time available to do the exercise.
- Let him know with very clear instructions what the task is about.
- Allow him to have some extra time.
- At the end of the lesson we can keep a record book to see his achievements.
- Instead of starting in the “working place” some days he will start in the “English
laboratory corner”
- We will have regular meetings with the family about his teaching learning
process (twice per term).
- We will report to the family about his progress once a week using ICT, with
“class dojo” program and via email.
- In group activities he will be the assistant and we will give him positive
reinforcement every time.

4. OBJECTIVES

According to the Decree 26/2016 passed on July the 25 th which establishes the
curriculum for primary education in the region of Castilla y León:
“Learning a foreign language, different from the mother tongue, from the first
years of infant education will allow students to develop positive attitudes towards the
language, arising the curiosity and sensibility for them, with the final objective of
promoting a culture based on understanding and mutual respect. Foreign language is
8
a good way to develop affective, intellectual and social abilities to acquire a better
communicative competence in order to facilitate the acquisition of learning”.
The most important aim of this language is the communication. It is essential to
design contexts which make easier the active role of the students in their learning.
Activities should be done in a natural and spontaneous way respecting the “silent
period” (the period focuses on listening and generation of meanings in which there is
no production) as well as the different styles and rhythms of learning.
According to the article 17 of the Organic Law of Education (LOMCE) where
the objectives of the primary education are established, we can mention the following
(talking about the acquisition of a second language):
d) To know, to comprehend and to respect the different cultures and the
differences Zbetween people, human rights and no discrimination between
equals.
g) To acquire in at least one foreign language the basic communicative
competence in order to express and to comprehend simple messages in daily life
situations.
And for our syllabus design these objectives are the following:
1. To get used to listen to and speak in a different language to the one our
students use. To get familiar with vocabulary related to daily routines.
2. To start giving (no necessarily verbal) answers, to the messages the students
receive in English.
3. To develop the foreign language as a means of communication in their school
environment.
4. To enjoy playing with another language.
5. To encourage students’ interest to learn a foreign language.
6. To understand short and easy oral messages related to the surrounding
environment of the student: the body, the house, the family, the school… and
daily actions such as sitting down in the carpet, getting up, repeating daily
routines…
7. To express oral messages such as greetings, emotions… using vocabulary
and short and simple sentences.
8. To acquire and develop norms such as paying attention, respecting turns…
9. To learn short rhymes and traditional English songs.

5. COMPETENCES

All these objectives are acquired through the relationship between the different
areas of knowledge introduced by the European Parliament and applied in the key
competences.
Muñoz, in 2009, mentioned that there were 8 competences with a good
relationship between the different areas of knowledge and the objectives. These
eight competences were applied in LOE but nowadays with LOMCE, things changed
for the Ministry of Education and they changed these eight basic competences into
seven key competences in LOMCE.

9
 Linguistic competence

Mathematical competence and competences in science

and technologies

Digital competence

Learning to learn competence

Social and citizenship competence

Sense of initiative and entrepreneurship spirit

Conscious and cultural expressions

And now, we are going to explain each of them:

LINGUISTIC COMPETENCE.
The study of a foreign language contributes to the development of the
competence in Linguistics in a direct way, completing and enriching and filling of new
aspects as well as expressing and understanding this communicative capacity.
Learning a second language based in the development of communicative abilities will
contribute to the development of the competences in the same sense as the first
language does.

10
 MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN
SCIENCE AND TECHNOLOGY.
When we try to learn a second language, the mathematic competence will
contribute to the development of a reasoning process, as well as understanding
problems and statements. In addition to that the projects organized in primary
education are related to the activities with sciences, environment protection, social
issues, etc. where ideas developed by science are put into practice and scientific
findings integrated into projects.

DIGITAL COMPETENCE.
ICT, the information and communication technologies, offers the possibility to
communicate in real time with anyone in the world having immediate access to the
information every day. Digital competence has been acknowledged as one of the
seven competences for the lifelong learning program by the European Union.

LEARNING TO LEARN.
It means to initiate the students in learning to keep it in an autonomous way. They
should start to look for answers to their problems by realizing that there are different
ways of doing something. Learning to learn engages learners to build on prior
learning and life experiences in order to use and apply in a variety of contexts: at
home, at work and in education and training. Motivation and confidence are crucial to
an individual´s competence.

SOCIAL AND CITIZENSHIP COMPETENCE.

Languages are used for the speakers to communicate socially, but also as a
means of communication and cultural transmission. Learning a foreign language
implies the knowledge of cultural features and facts linked to different speaker
communities. These learning well orientated from the school must be translated in
the capacity and interest of learning other cultures and interacting with other people,
speakers or new learners of the new languages.

SENSE OF INITIATIVE AND ENTREPRENEURSHIP SPIRIT.

We as teachers proposed our students to generate autonomous, risk-taking,
innovative and pro-active entrepreneurship on its cultural foundation.

CONCIENCE AND CULTURAL EXPRESSIONS.

This competence contributes to the development of the artistic and cultural
competences if the linguistic models contain linguistic productions with a cultural
component. It is very important for the teacher to promote emotions to be process
without conscious and awareness
11
6. CONTENTS

First year of primary education (COMMON CONTENTS TO ALL BLOCKS)

Sociocultural and sociolinguistic

Communicative functions
elements

- Social conventions: hello, goodbye, good - Greetings and farewells.

morning.
- Courtesy rules: thank you, please.
- Customs and celebrations: Halloween,
Christmas, Easter, St. Patrick Day.
- Non-verbal language
- Interest in using the foreign language in
different simple situations, with the
classmates or another English-speaking
people.
- Interest in knowing the customs and
people from English-speaking countries.
- Value of the foreign language as an
instrument to communicate.
- Introductions.
- Asking and answering questions
about personal aspects (name, age,
likes).
- Description of body parts and the
face.
- Expression of likes and
preferences.
- Expression of possession and
quantity.
- Use of language in the classroom
(ask for permission, borrow, go to
the toilet…).

High frequency oral and written

Syntactic-discursive structures
vocabulary

- Expression of logical relationships:

conjunction (and), disjunction (or). - Colours
- Affirmation: affirm. sentences (yes + tag). - Classroom materials
- Exclamation: exclamatory sentences. - Numbers
- Negation: negative sentences with not (no - Geometric forms
+ negative tag). - Family members
- Interrogation: how are you? what - Food and drinks
questions, aux questions). - Toys
- Verb (to) Be in present simple and in - Body parts
affirmative, negative and interrogative form. - Farm animals
- Expression of likes with the verbs (to) Like. - Days of the week
- Expression of modality: capacity (can), - Weather
permission (can).
- Expression of entity: nouns, pronouns,

12
articles, demonstratives.
- Expression of quality: very + adjective.
- Expression of existence: there is/are, how
many…?
- Expression of possession: my, your,
his/her.
- Expression of quantity: singular/plural,
cardinal numerals up to two digits,
many/some, very.
- Expression of space: prepositions and
adverbs of location/position; here, there, on,
in, under.
- Time expressions: date, days of the week,
and months.

Block I. Comprehension of oral text

TEACHING
SPECIFIC ASSESMENT
CRITERIA
LEARNING COMPETENCES
CONTENTS STANDARDS

-Comprehension - To know and to - Understands of

strategies: non-apply the the essential
verbal comprehension simple messages.
communication, strategies
active listening, - Applies the basic
reading images - To identify the strategies for the
general sense of non-verbal
- Rhythms, sounds the simple oral language.
and intonation texts.
through songs, -Comprehension of
tongue twister. - To differentiate the sounds,
the different rhythms in a
sounds given in a foreign language.
foreign language.
- Understanding
- To recognize the beginning and
specific topic the end of a
related to their own conversation.
experiences.

Block II: Production of oral text: expression and interaction

TEACHING
SPECIFIC ASSESMENT
LEARNING COMPETENCES
CONTENTS CRITERIA
STANDARDS
- To value the - Imitation and
-Strategies of foreign language repetition of songs,
production: as a means of rhythm…

13
 Comprehension of communication.
the message, -Answering
support in the - To imitate property to specific
previous different basic simple
knowledge, use of rhythms. conversations.
the body language,
use of the extra -To participate in -Comprehension of
linguistic sounds simple the sounds,
conversations. rhythms in a
foreign language.
- To differentiate
the different
sounds given in a -Understanding the
foreign language. beginning and the
end of a
conversation.

Block III: Comprehension of written texts

TEACHING
SPECIFIC ASSESMENT
CRITERIA
LEARNING COMPETENCES
CONTENTS STANDARDS
-Comprehension - To know and to - Starts the use of
strategies. apply the global dictionaries.
sense of the
- Use of previous written text.
information
-To identify the
-Comprehension of sociocultural and - Establishes
significative sociolinguistic connections
elements aspects of daily life between pictures
situations. and images with
-Initiation of the written information.
orthographic - To value the
symbols (; , : , foreign language
. , ! , ? , ... , ,) as a means of
communication
between people. - Understanding of
tales and simple
-To use the visual stories.
support for the
different written
texts.

Block IV: Production of written texts: expression and interaction.

TEACHING
SPECIFIC ASSESMENT
LEARNING COMPETENCES
CONTENTS CRITERIA
STANDARDS

14
-Production -To elaborate -Copying of simple
strategies simple short words and oral
Planning messages in expressions
(organization of foreign language
the message)
Execution - To value the -Writing postcards
(expression of the foreign language using photographs
written message) as a means of
communication
-Orthographic between people.
symbols: write in
capital letters -To use the visual -Elaborating of
when necessary support for the signs and posters
different written using standards.
texts.

7. TIMMING

The distribution of our didactic unit along our school calendar 2019-2020 for
CYL has been designed into 13 didactic units divided in three terms.

Unit Num. of
Minutes/
Numbe Unit Title From To Session
Session
r s

First Term

17/09/201 08/10/201
1 The magic colours 7 60
8 8

11/10/201 12/11/201
2 Finn´s coins 7 60
8 8

25/10/201 29/10/201
3 The Hunted House 2 60
8 8

15/11/201 10/12/201
4 Nice to see you! 7 60
8 8

13/12/201 20/12/201
5 Santa is coming! 3 60
8 8

Second Term

15
 10/01/201 28/01/201
6 Your face Finnegan! 6 60
9 9

31/01/201 18/02/201
7 Let´s go to class 6 60
9 9

21/02/201 21/03/201
8 At Finn´s house 6 60
9 9

11/03/201 14/03/201
9 St. Patrick’s Day 2 60
9 9

25/03/201 11/04/201
10 A busy day 6 60
9 9

Third Term

25/04/201 09/05/201
11 Delicious! 5 60
9 9

13/05/201 27/05/201
12 Where is Larry? 5 60
9 9

30/05/201 13/06/201
13 It is summer! 5 60
9 9

Days, months, and weather are taught through the morning routines.
Trips: December (visit to the theatre for an English play), June (trip to the
countryside).

8. DIDACTIC UNITS

16
 UNIT 1: THE MAGIC COLOURS

JUSTIFICATION TIMMING
COMP.
RESOURCES
Ling., digital, LTL, To know the vocabulary of colours, 17/09/2018
social, cultural, to know the structure it is + colour, 08/10/2018
entrep. to start being conscious about own
feelings ACTIVITIES
ATTENTION TO DIVERSITY
SESSION 1: Hello song (3’),
morning meeting (5’), realia Didactic principles: foster
(5’), Storytelling (10’), card integration, awareness of work
missing game (10’), back into times, behaviour control, positive
calm activity (3’), individual reinforcement
worksheet time + English lab ATTENTION TO
(15’), oral session review (5’) DIVERSITY
RESOURCES
(…)
SESSION 7: Hello song (3’), Material resources: worksheet,
morning meeting (5’), printed materials, realia, Mr. Men
introduction of Mr. Men books collection // Use of I.C. T
(2’), Storytelling (15’), real life
feelings activity (15’), Mr. Men
C. C. ISSUES
portfolio time (7’), purpose
activity (5’)
Oral and written
comprehension, I.C.T,
Citizenship education
CONTENTS

BLOCK I: COMPREHENSION USE OF ICT

OF ORAL
TEXTS
Class blog, audio-visual
resources…
ASSESS. ASSESS.
https://herosabur.wixsite.co
CONTENTS CRITERI STANDARD
m/finneganenglishweb
A S

Comprehensio
ASSESSMENT To Understands
n strategies,
recognize the essential
non-verbal
specific simple
comm., activeInitial,
WHEN? topic messages
listening,
continuous and final.to that refers to
related
reading
HOW? Direct colours.
observation colours.
+ instruments METHODOLOGY
WHAT? Competences.
Comm. Approach + construct.:
Principles, strategies, techniques

17
 JUSTIFICATION
Ling., math,
To learn the vocabulary of numbers
digital, LTL, social,
(1 to 20), to answer orally with the
cultural.
structure there are…, to start being
conscious about own feelings

Transversal elements and

education in values
CONTENTS

BLOCK III: COMPREHENSION USEOF OF ICT

WRITTEN TEXTS
Digital competence:
motivation,
ASSESS.
individualization… ASSESS.
CONTENTS CRITERI STANDARD
https://herosabur.wixsite.co
A S
m/finneganenglishweb
To value
Comprehensio
ASSESSMENT the Establishes
n of
foreign connections
significative
Provides feedback
languageabout between
elements in
the T-L process:as a pictures and
simple short
Teaching process
means of images with
sentences
(adequacy andcomm.practice) written
about
Learning process
(objectives, contents…) METHODOLOGY
Comm. Approach + constructivism +
Child centred app. + comm. theories

18
 UNIT 2: FINN’S COINS

TIMMING COMP.
RESOURCES
11/10/2018
12/11/2018

ACTIVITIES
ATTENTION TO DIVERSITY
SESSION 1: Hello song (3’),
morning meeting (5’), Coins 1- Agreement 29/2017, June the
10 (5’) Storytelling (10’), Slides 15th
game (10’), back into calm Principles, strategies and
activity (3’), individual evaluation of the process
worksheet time + English lab ATTENTION TO
(15’), oral session review (5’) DIVERSITY
RESOURCES
(…)
SESSION 7: Hello song (3’), Material resources (realia,
morning meeting (5’), printed…) Environmental
remembering previous resources (class corners)
characters (2’), Storytelling
(15’), what would you…? (15’),
C. C. ISSUES
Mr. Men portfolio time (7’),
purpose activity (5’)

19
 Ling., digital, To come in touch with the
entrep., social, vocabulary of Halloween, to know
cultural. the festival traditions, to respect
foreign festivals

SESSION 1: Hello song (3’),

Morning meeting (5´),
Flashcards (7’), Spider web
activity (10’), Storytelling (10’),
Halloween masks (20’), Go
away Scary monster song (3’)

SESSION 2: Hello song (3’),

Morning meeting (5’), Mime
TPR activity (7’), Memory
game (10’), Friendly Skeleton
Craft (20’), Craft exchange (3’)
Haunted House song (9´)

CONTENTS

BLOCK II: PRODUCTION OF ORAL

TEXTS USE OF ICT

Class blog, video, songs, ASSESS.

websites… ASSESS.
CONTENTS STANDAR
CRITERIA
https://herosabur.wixsite.co DS
m/finneganenglishweb
Strategies of
production:
ASSESSMENT To
Comprehensi
participate Imitates
onImportance:
of the Feedback
in simple and repeats
message,
about the T-L process
conversatio songs,
support on
Techniques ns andabout rhythms…
the instruments:
previous Learning
Halloween about
knowledge,
results, observation…
and related Halloween.
Continuous and global METHODOLOGY
CLTA (Contextualization) Child centred assessment.
App. (Individualization) …

20
 UNIT 3: THE HUNTED HOUSE

TIMMING COMP. JUSTIFICATION

RESOURCES
25/10/2018
29/11/2018

ACTIVITIES
ATTENTION TO DIVERSITY

- Respect paces and rhythms

- Preventive character of
techniques
- Integrative character of the plan
ATTENTION TO
DIVERSITY
RESOURCES
Environmental: corners, English
laboratory… Material: worksheet,
books, stories…

C. C. ISSUES

Transversal elements:
oral comprehension, use of
ICT… Ed. In values…

21
 Ling., digital, LTL, To know the vocabulary about the
social, cultural, family, to start using the structures
entrep. he/she is…, to start being conscious
about own feelings

RESOURCES
Audio-visual resources
(videoclips), visual aids
(flashcards), printed materials,
ICT…
C. C. ISSUES
Education in values
(moral and citizenship ed.,
…) Transversal elements
CONTENTS
(ICT, …)

USE OF ICT
BLOCK III: COMPREHENSION OF
WRITTEN TEXTS
BLOG, educational
websites, online resources.
ASSESS. ASSESS.
CONTENTS
https://herosabur.wixsite.co
CRITERIA STANDARDS
m/finneganenglishweb
ASSESSMENT To know
Comprehensio and apply
Evaluate the teaching
n strategies:
process (future the global
previous
improvement), sense of
evaluate Stars the use
information, easy
the learning process of dictionaries
visual aids…
(rubrics, diary, simple
sentences
ClassDojo, auto-
evaluation…)
METHODOLOGY
Initial + final + global
Principles, techniques and strategies assessment
from diff. views and theories (CLTA…)

22
 UNIT 4: NICE TO SEE YOU!

TIMMING COMP. JUSTIFICATION

RESOURCES
15/11/2018
10/12/2018

ACTIVITIES

SESSION 1: Hello song (3’), ATTENTION TO DIVERSITY

Morning meeting (5´), Finn´s
family tree presentation (7’), Principles: fostering integration,
Storytelling (10’), Acting songs adapting the teaching learning
(8’), back to calm (2’), process… Strategies: Positive
Worksheet time + English lab. reinforcement… ATTENTION TO
(15’), Oral review (3’) DIVERSITY
(…)
SESSION 7: Hello song (3’),
morning meeting (5’),
remembering previous
characters (2’), Storytelling
(15’), working in pairs (15’), Mr.
Men portfolio time (7’), purpose
activity (5’)

23
 COMP.
Ling., digital, To discover basic vocabulary about
social, cultural, Christmas, to identify traditions
entrep. related to that festival, to discover
foreign elements of this festival. ACTIVITIES

SESSION 1: Hello song (3’),

Morning meeting (5´),
Christmas is coming! +
Storytelling (15’) Flashcards +
what’s missing game (8’),
painting activity (presents)
(15’), cutting and preparing
display (12’)
(…)
SESSION 3: Hello song (3’),
Morning meeting (5’),
Vocabulary review (5’),
Christmas card craft (40’),
Christmas craft exchange
(invisible friend) (5’), Christmas
song (5’)
Teacher coordination
Intervention: Support,
reinforcement, pro-action and
retro-action.
Adjust T-L process
Personal: Tutor and specialist,
Material: visual aids, ICT…
Environmental: atmosphere…
C. C. ISSUES
Transversal elements:
reading comprehension, …
Ed. In values: (Ed. for
CONTENTS
equality)

BLOCK IV: PRODUCTION OF WRITTEN

USE OF ICT
TEXTS
Websites (blog,
educational, etc.) audio-
ASSESS. ASSESS.
CONTENTS
visual… CRITERIA STANDARDS
https://herosabur.wixsite.co
To use
m/finneganenglishweb
the visual
Orthographic
ASSESSMENT support Writes
Symbols: write
for the postcards
capital letters
When? different using pictures
when Initial, final and
global assessment.written and
necessary
How? Techniques textsandthat photographs
(Christmas,
instruments talks to wish merry
Santa Claus…)
What? about Christmas
Teaching/Learning METHODOLOGY
Communicative Approach, Child Centred process
App., Constructivism (Ausubel…)

24
 UNIT 5: SANTA IS COMING!

TIMMING JUSTIFICATION
RESOURCES
13/12/2018
20/12/2018

ATTENTION TO DIVERSITY

ATTENTION TO
DIVERSITY
RESOURCES

25
 JUSTIFICATION
To identify the vocabulary about the
Ling., digital, LTL,
face parts, to start using basic
social, cultural,
adjectives about appearance (big,
entrep.
small, long, short…), to start being
conscious about own feelings

SESSION 1: Hello song (3’),

Morning meeting (5´), face
display (7’), Storytelling (10’),
My Eyes Nose Mouth Ears
song (5’), back to calm (2’),
Worksheet + English lab. (15’),
Simon Says (8’), Oral revision
(3’)
(…)
SESSION 6: Hello song (3’),
morning meeting (5’),
remembering previous
characters (2’), Storytelling
C. C. ISSUES
(15’), my feelings activity (15’),
Mr. Men portfolio time (7’), Education in values +
purpose activity (5’) Transversal element
(moral ed., audio-visual
comm., …) CONTENTS

USE OF ICT
BLOCK I: COMPREHENSION OF ORAL
Class blog, online videos,
TEXTS
games, resources, etc.
ASSESS.
https://herosabur.wixsite.co ASSESS.
CONTENTS
CRITERIA STANDARDS
m/finneganenglishweb
To identify
Rhythm sounds the
and intonation general Comprehends
through songs, sense of the sounds
tongue the simple and rhythms
twister… oral texts of the foreign
related to face that language
vocabulary mention

Construct. (previous knowledge),

cooperative learning, CLTA (context)

26
 UNIT 6: YOUR FACE FINNEGAN!

TIMMING COMP.
RESOURCES
10/01/2019
28/01/2019

ACTIVITIES
ATTENTION TO DIVERSITY

Agreement 29/2017, June the

15th
Aims + intervention + evaluation
ATTENTION TO
DIVERSITY
RESOURCES
Personal, material and
environmental (creative,
interesting, varied…)

ASSESSMENT

Learning process:
Competences, contents,
emotional factors.
Teaching process:
Adequacy and practice

METHODOLOGY Instruments and

strategies

27
 JUSTIFICATION

To know vocabulary about school

Ling., digital, LTL,
supplies, to express possession with
social, cultural,
I have a…, to start being conscious
entrepren.
about own feelings

ATTENTION TO DIVERSITY

Respect individual needs by

means of: techniques,
intervention strategies, adaptation
of the syllabus. ICT resources…
RESOURCES
Material resources +
Environmental resources +
Personal resources = learning
success

C. C. ISSUES
Transversal elements:
oral/written expression, …
Education in values: Ed.
CONTENTS
for peace, Ed. for equality...

BLOCK III: COMPREHENSION OFICT

USE OF
WRITTEN TEXTS
Educational websites
(LearnEnglishKids…)
ASSESS. ASSESS.
CONTENTS
Class blog, videos…
CRITERIA STANDARDS
https://herosabur.wixsite.co
To know
m/finneganenglishweb
and apply
Comprehensio
ASSESSMENT the global
n of
sense of
significative Establishes
Provides the written
feedback about
elements connection
the T-L text that
related toprocess:
mention
school supplies
Teaching process school
(adequacy and practice)
Learning process METHODOLOGY
Methodology = different perspectives (objectives, contents…)
(CCA, constructivism…)

28
29
 UNIT 7: LET’S GO TO CLASS!

TIMMING COMP.
RESOURCES
31/01/2019
18/02/2019

ACTIVITIES

SESSION 1: Hello song (3’),

Morning meeting (5´), Realia
activity (10’), Storytelling (10’),
Kim’s game in pairs (8’), Back
to calm (2’), Worksheet +
English lab (15’), Oral review ATTENTION TO
(4’) DIVERSITY
(…)
SESSION 6: Hello song (3’),
morning meeting (5’),
remembering previous
characters (2’), Storytelling
(15’), I think that… (15’), Mr.
Men portfolio time (7’), purpose
activity (5’)

30
 Ling., digital, LTL, To learn vocabulary about house
social, cultural, parts, to ask using where is…?, to
entrep. start being conscious about own
feelings

ATTENTION TO DIVERSITY
Principles: Respect diversity,
adapt teaching-learning process,
prevention, intervention…
Strategies: foster integration,
positive reinforcement…

Material resources: printed

materials, flashcards, word sets…
Environmental resources: Story
place, English laboratory…

Transversal elements +
Ed. in values: reading
comprehensionCONTENTS
/ moral
education…

BLOCK II: PRODUCTION OF USE OF ICT

ORAL
Digital competence:
TEXTS class
blog, websites, audio-
visual materials… ASSESS.
ASSESS.
CONTENTS
https://herosabur.wixsite.coSTANDARD
CRITERIA
m/finneganenglishweb S
Strategies of
production:
ASSESSMENT Understandin
To g the
Comprehensio
WHAT? Teaching-
differentiat beginning
n of the
learning process e the and the end
message,
HOW? Instruments
different of a
support in the
(rubrics, teacher’s
sounds conversation
previous
diary…) Techniques
given in a that include
knowledge,
(observation…) METHODOLOGY
WHEN? Initial, global
Communicative App. (communicative and final
tasks) Cooperative learning…

31
 UNIT 8: AT FINNEGAN’S HOUSE

TIMMING COMP. JUSTIFICATION

RESOURCES
21/02/2019
21/03/2019

ACTIVITIES

SESSION 1: Hello song (3’),

Morning meeting (5´), Building
our house (10’), Storytelling
(10’), memory game (8’), Back
to calm (2’), Worksheet +
English lab (15’), Oral review ATTENTION TO
(4’) DIVERSITY
(…) RESOURCES
SESSION 6: Hello song (3’),
morning meeting (5’),
remembering previous
characters (2’), Storytelling
(15’), our opinion about… (15’),
Mr. Men portfolio time (7’), C. C. ISSUES
purpose activity (5’)

32
 Ling., digital,
To learn about St. Patrick’s Day, to
social, cultural,
know foreign festivals, to learn about
entrep.
leprechauns
ACTIVITIES
ATTENTION TO DIVERSITY
Teacher coordination
SESSION 1: Hello song (3’), Intervention: Support,
Morning meeting (5’), Ireland reinforcement, pro-action and
and Irish people (8’), St. retro-action.
Patrick´s Day video (5’), Card Adjust T-L process
craft (35’)
RESOURCES
SESSION 2: Hello song (3’), Audio-visual resources
Morning meeting (5’), (videoclips), visual aids
Leprechauns story (7’), (flashcards), printed materials,
leprechauns’ song (6’), ICT…
Leprechaun hat craft (25’),
Leprechauns fashion show C. C. ISSUES
(10’) Ed. in values: moral and
civic education, ed. for
peace… Transversal
CONTENTS
elements: Audio-visual
communication…
BLOCK IV: PRODUCTION OF USE WRITTEN
OF ICT
TEXTS
Aims: individualization,
motivation…ASSESS.
Resources: ASSESS.
CONTENTS
blog, presentations…
CRITERIA STANDARDS
https://herosabur.wixsite.co
To use the
m/finneganenglishweb
visual Elaborating of
Orthographic
ASSESSMENT support to signs and
symbols: write
produce
in capital the teaching posters using
Evaluate different standards.
letters process
when (future
written
necessary:
improvement), evaluate
productions
(St, Patrick.
the learning process
about St.
Ireland…)
(rubrics, diary,
Patrick’s
ClassDojo,
autoevaluation…) METHODOLOGY
Methodology = different perspectives Initial + final + global
(CLTA, CCA, constructivism…) assessment

33
 UNIT 9: ST. PATRICK’S DAY

TIMMING COMP. JUSTIFICATION

RESOURCES
11/03/2019
14/03/2019

ATTENTION TO
DIVERSITY

34
 UNIT 10: A BUSY DAY

JUSTIFICATION TIMMING
COMP.
RESOURCES
Ling., digital, LTL,
To identify basic and frequent daily 25/03/2019
social, cultural,
routines, to start being conscious 11/04/2019
entrep.
about own feelings
ACTIVITIES

SESSION 1: Hello song (3’), ATTENTION TO DIVERSITY

Morning meeting (5´), flash Principles: fostering integration,
cards + mime activity (10’), adapting the teaching learning
Storytelling (10’), memory process… Strategies: Positive
game (8’), Back to calm (2’), reinforcement…
Worksheet + English lab (15’), ATTENTION TO
Oral review (4’) RESOURCES
DIVERSITY
(…)
SESSION 6: Hello song (3’), Material: worksheets, flashcards,
morning meeting (5’), memory game… Environmental
remembering previous and personal resources.
characters (2’), Storytelling
(15’), life attitudes activity (15’), C. C. ISSUES
Mr. Men portfolio time (7’), ICT, reading comp.
purpose activity (5’) (transversal elements),
ed. for equality (Ed. in
values) …
CONTENTS
USE OF ICT
BLOCK III: COMPREHENSION OF
ICT resources:
WRITTENclassTEXTS
blog,
educational videos,
songs… ASSESS.
DIGITAL ASSESS.
COMPETENCE
CONTENTS STANDARD
CRITERIA
https://herosabur.wixsite.c S
om/finneganenglishweb
To use the
Establishes
visual
ASSESSMENTsupport to connections
Comprehensio
between
n strategies. understan
Use ofLearning
previous process: how pictures and
d different
(instruments), writtenwhat images with
information
(competences texts and written
contents), when information
related(initial,
to
final, global) METHODOLOGY
Child Centred App., Communicative Teaching process …
App., constructivism, cooperative
learning
35
36
 UNIT 11: DELICIOUS!

Ling., entrep.,
digital, LTL, math.,
social, cultural.
SESSION 1: Hello song (3’),
morning meeting (5´), Realia
(10’), Storytelling (10’), Food
wheel (10’), Back to calm (2’),
Worksheet + English lab (15’),
Oral review (4’)
(…)
SESSION 5: Hello song (3’),
morning meeting (5’),
remembering previous
characters (2’), Storytelling
(15’), We are good citizens
(15’), Mr. Men portfolio time
(7’), purpose activity (5’)
JUSTIFICATION TIMMING
COMP.
To know vocabulary about common RESOURCES
food groups, to start expressing 25/04/2019
likes and dislikes, to start being 09/05/2019
conscious about own feelings
ACTIVITIES
ATTENTION TO DIVERSITY
Respect rhythms, levels and
capacities (Agreement 29/2017,
June the 15th) special support for
student with ADHD (didactic
principles) ATTENTION TO
DIVERSITY
RESOURCES
Personal: Tutor and specialist,
Material: visual aids, ICT…
Environmental: atmosphere…
C. C. ISSUES
Ed. in values +
Transversal elements
(Ed. for peace, audio-visual
comm. …) CONTENTS

USE OF ICT
BLOCK I: COMPREHENSION OF ORAL
Digital competence:
TEXTS
motivation, critic and safe
use of ICT through
ASSESS. ASSESS.
CONTENTS
resources CRITERIA STANDARDS
https://herosabur.wixsite.c
Rhythms
To
om/finneganenglishweb
sounds and
differentiate
intonation Understanding
ASSESSMENT the
through the beginning
different
songs, tongue and the end of
Provides sounds
twister about feedback about a conversation
given in a
foodthe T-L process:
groups
foreign
and common
language
Teaching process
food
(adequacy and practice)
METHODOLOGY
Learning process
Principles, techniques and strategies (objectives, contents…)
from diff. views and theories (CLTA…)

37
38
 UNIT 12: WHERE IS LARRY?

JUSTIFICATION TIMMING
COMP.
RESOURCES
Ling., entrep., To learn the vocabulary about farm
digital, LTL, social, animals, to respect animals as living 13/05/2019
beings, to start being conscious 27/05/2019
cultural.
about own feelings
ACTIVITIES
SESSION 1: Hello song (3’), ATTENTION TO DIVERSITY
Morning meeting (5´),
Flashcards game (10’), Respect individual needs by
Storytelling (10’), TPR activity means of: techniques,
(10’), Back to calm (2’), intervention strategies, adaptation
Worksheet + English lab (15’), of the syllabus. ICT resources…
Oral review (4’) ATTENTION TO
DIVERSITY
RESOURCES
(…)
Material resources +
SESSION 5: Hello song (3’), Environmental resources +
morning meeting (5’), Personal resources = learning
remembering previous success
characters (2’), Storytelling
(15’), Good classmates (15’), C. C. ISSUES
Mr. Men portfolio time (7’),
purpose activity (5’) Ed. in values: moral and
civic education, ed. for
CONTENTS
peace… Transversal
elements: Audio-visual
BLOCK II: PRODUCTION OF ORAL
TEXTS USE OF ICT
Websites (blog, ASSESS.
ASSESS.
educational, etc.) audio-
CONTENTS STANDARD
visual… CRITERIA
S
https://herosabur.wixsite.co
Strategies of
To imitate
m/finneganenglishweb
production: Answering
different
Comprehensio property to
ASSESSMENT basic
n of the specific
rhythms
message,
HOW? Rubrics,where simple
support in the
observation, teacher diaryconversations
vocabular
previous
WHAT? Learning and that mention
y about
knowledge, use
teaching process vocabulary
farm
of theWHEN? extra
Initial, about farm
continuous and final METHODOLOGY
Communicative App. (communicative
tasks) Cooperative learning…

39
40
 UNIT 13: IT IS SUMMER!

JUSTIFICATION TIMMING
COMP.
RESOURCES
Ling., entrep., To come in touch with the 30/05/2019
digital, LTL, social, vocabulary about activities related to 13/06/2019
cultural. summer, to start being conscious
about own feelings ACTIVITIES

SESSION 1: Hello song (3’), ATTENTION TO DIVERSITY

Morning meeting (5´),
Flashcards game (10’),
Storytelling (10’), listening-
speaking game (10’), Back to
calm (2’), Worksheet + English
lab (15’), Oral review (4’)
(…)
SESSION 5: Hello song (3’),
morning meeting (5’),
remembering previous
characters (2’), Storytelling
(15’), How can we…? (7’), Mr.
Men portfolio time (15’),
purpose activity (5’)
Principles: fostering integration,
adapting the teaching learning
process… Strategies: Positive
reinforcement…
ATTENTION TO
RESOURCES
DIVERSITY
Material: worksheets, flashcards,
memory game… Environmental
and personal resources.
C. C. ISSUES
Transversal elements:
reading comprehension, …
Ed. In values: (Ed. for
equality) CONTENTS

USE OF ICT
BLOCK IV: PRODUCTION OF WRITTEN
Digital competence:TEXTSclass
blog, websites, audio-
visual materials… ASSESS. ASSESS.
CONTENTS
CRITERIA
https://herosabur.wixsite.co STANDARDS
m/finneganenglishweb
To Elaborating of
ASSESSMENTelaborate signs and
simple posters using
Production
Evaluate the teaching
short standards
strategies:
process (future messages about
Planning and
improvement), in evaluate
foreign summer
execution …
the learning process
language activities and
(rubrics, diary, about places
ClassDojo, auto- summer
evaluation…) METHODOLOGY
Initial + final + global
Methodology = different perspectives
assessment
(CLTA, constructivism, CCA…)

41
9.
METHODOLOGY

The methodology in our syllabus design is divided into:

A. Methodological principles
B. Methodological strategies
C. Methodological techniques

9.a. METHODOLOGICAL PRINCIPLES

The educative practice must consider a series of factors which are the basis for
the current curriculum specified on our decisions of the didactic teaching. These
principles start from the constructivism conception of the learning theories given by:
Piaget, Ausubel, Vigotsky… At this point in the development of our syllabus we are
going to mention the following methodological principles:
 Starting from the previous development of the children. We, as foreign
language teachers, are going to adapt the teaching-learning process starting
from the previous knowledge of the students in order to reach a significant
learning.
 Individualization of the educative intervention. It is very important for the
teacher to give an appropriate answer to any particular educative need.
 Providing significant learning. Our learning has to be significant but it will
have two conditions:
 The content has to be logical and psychologically significant.
 The student learns in a significant way connecting the new learning
with the previous knowledge, in order to ensure progression.
 Motivating the process of teaching and learning. We have to detect the
lack of motivation to increase the student´s interest. According to Harmer the
motivation can be intrinsic and extrinsic. Intrinsic motivation is used when the
teacher has to introduce different physical conditions in the classroom and
extrinsic motivation is used in order to integrate instrumental goals.
 Developing the autonomy in learning. We are going to be a mediator who
favours the building of learning.
 Favouring the activity of the students. We are going to carry out real,
intellectual and significant activities.
 Principle of globalization. The teacher provides the interrelation of all the
contents in all the areas in an active way giving a sense of reality.
 Considering important the functionality. We have to bear in mind that
everything learnt at school can be useful in the daily life.
 Acquiring a cognitive development. We are going to develop the
competences of organization, adaptation and balance.

42
9.b. METHODOLOGICAL STRATEGIES
The strategies are based on the principles of exposition, investigation and
inquiring. It is very important to take into account that the new educative strategies
are mostly based on the use of ICT (Information and communication technologies).
For us the strategies to mention are:
 To consider that the final goal is communication.
 To develop different types of activities related to the previous knowledge.
 To establish reinforcement activities.
 To accept that our students have the initiative.
 To give the students the chance to express by themselves.
 To use all kind of visual representation.
 To use the formal correction of the expressive aspects.
 To consider teacher’s explanations to the whole group.
 To incorporate the Problem-Based Learning (PBL), which is an inductive
methodology consisting in posing a challenge to the students.
 To frequently use Cooperative Learning based on the instructional use of
small groups, and allowing students to work together to maximize their own
and each other’s learning.
 To experiment with the Flipped Classroom, which is a pedagogical model
that proposes redefining the traditional structure of a class. Students are
suggested to have an approach to the contents at home (through videos or
webpages), and later in class they work on them.

9.c. METHODOLOGICAL TECHNIQUES

We are going to use, in the teaching-learning process, the following
methodological techniques:
 Immediate imitation: the teacher says something or writes something and the
student repeats it immediately after him.
 Corrective feedback: when the student does something wrong we have to tell
him or her, in an appropriate way, that it is not well done without telling him or
her that it is bad.
 Induction: we give the students some information about an activity without
telling exactly what they have to do.
 Teacher as a model: the student uses the teacher as a model, what the
teacher does the student repeats.
 Forward and backward roping: the teacher makes a sequence of auto
instructions in order the student guess what they have to do. This technique is
commonly used for students with special needs (Meichembaum´s
instructions).
 Role-play: this technique implies some approximations based on daily life
routines.
 The communicative approach: it is one of the most common techniques
used in our English classes based on the communication between the teacher
and the student.
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Gamification: is a learning technique that moves the mechanics of games to the
educational-professional field in order to achieve better results: it serves to absorb
knowledge, to improve some ability to reward concrete actions ... It is a term that has
gained enormous popularity in recent years, especially in digital and educational
environments. In foreign languages area, this technique is essential to make English
meaningful and to foster motivation among our students. Without a doubt, it is one of
the most important techniques to consider within this programming

10. RESOURCES

Personal resources
Environmental resources
Material resources
Use of ICT

10.a. PERSONAL RESOURCES

In this part we are going to talk about our personal timetable.

MON TUE WED THUR FRIDAY

08:30/09:00 Exclusive Exclusive Exclusive Exclusive

Reinf
09:00/10:00 3ºA 2ºA 3ºB 3ºC 3ºC
.

10:00/11:00 1ºA 2ºC 2ºB 1ºB 2ºA

11:00/12:00 1ºB 3ºA 1ºC 1ºA 2ºB

12:00/12:30 B R E A K

12:30/13:00 2ºA 2ºB 2ºC 3ºA 3ºB

13:00/14:00 3ºB 1ºC 3ºC Reinf. 2ºC

14:00/15:00 Exclusive Exclusive Tutoring

Along the school year 2019/20, our timetable is going to be developed into
three terms.
In the first term we are going to coordinate with the different teachers, at the
beginning of the school year: the planning, the structure or the schedule of our
methodology because it is very important for the rest of the teachers (tutors) to know
all the specific information about the different specialists when talking to the families
44
in tutorials. The coordination is possible and necessary in order to avoid disruptions
during the teaching learning process.
In the second term we are going to review the objectives of the previous term
just in case an adequacy of our strategies for the development of the competences is
needed. We should have periodical meeting with all the families to inform about the
teaching-learning process of the students. We are also going to do all the possible
modifications on our syllabus design as it was an opened and flexible document.
Finally, in the third term we are going to evaluate the previous terms in order
to modify and prepare our syllabus for the next academic school year.

10.b. ENVIRONMENTAL RESOURCES

When we select our methodology based on the communicative approach, we
have taken into account that the most important aspect in the teaching learning
process is to focus on the students’ motivation for the development of
their communicative competence.
From our point of view, it is very important to create a comfortable atmosphere
when using the foreign language. We have also to bear in mind Krashen´s theory
about the idea and the necessity of creating an appropriate environmental teaching-
learning space, where the affective filter is lowered for the students to feel more self-
confident when expressing in the foreign language. This situation provokes
participation and a motivating environment.
The way we organize our classroom is essential to achieve our objectives. Our
classroom is organized into groups of 4 students each which favors activities such
as: dramatizations, games, role-plays, word charts…This distribution can change
depending on the activity we want to improve. We distribute the classroom into
different teaching-learning spaces (see below and see annex I):

 The story-time space: the students will be in a circle sitting down on the floor.
The activities we are going to develop are focused on a magic box, puppet
routines and a story where we are going to introduce the new vocabulary for
each session along the 15 different didactic units. This is the place where we
introduce a new topic, linguistic structures and different communicative
functions. T.P.R (Total physical Response activities) are also developed in it.

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  Working-time space: this is the place where we develop an individual work
doing worksheets related to the topic introduced. In this space we can also
find the teacher´s table, the blackboard or even the digital white board.
 The English corner: It is the place where the teacher fix the visual aid of the
vocabulary introduced, along the year… through projects of the different
didactic units. This space is focused on new vocabulary with a visual support.
 English speaking countries display : in this place we introduce some
information about the cultural knowledge of the English-speaking countries.
We also create motivation on our students because of the new information it
contains. Besides, in this corner we can find authentic materials from the
target language (leaflets, newspapers, magazines, story tales, board
games…)
 The English laboratory corner: this is a particular place introduced for those
students who finish early the different tasks in the working time place (fast
finishers). The activities we are going to develop are auto corrective in order
the students know by themselves the acquisition of the new vocabulary
introduced. We can also find a personal computer with internet connection and
links to our personal website, educative websites and a link to ClassDojo to
check their points.
10.c. MATERIAL RESOURCES.
Defining our work in strategies we can point out the material resources used to
put in practice into a different group of students. These material resources can be
defined as a physical support, which facilitates information during the teaching-
learning process. They are motivated, varied and they create curiosity giving much
information depending on the stage. For us, the material resources for the
development of the different didactic units can be divided into:
- Printed materials (newspapers, magazines, stories, picture dictionaries,
flashcards, leaflets in English language)
- Audio-visual materials (traditional songs, regional songs, pop music, classical
songs…)
- Audio-visual devices (tv, video player, tablets, DVD player, projector,
smartphones…)
- Audio-visual recordings (cartoons, films, documentaries, tv series…)
- Computer materials (the computer and all its components like interactive
digital board, interactive digital frames…through which we can surf the internet
checking websites, virtual visits to libraries, museums, galleries, multimedia
dictionaries and encyclopedias and of course we are going to consider
important to mention the regional educational webpage like.

10.d. USE OF ICT

Using ICT in the classroom allows us to make effective the teaching learning
process offering information, advice, resources and professional learning
opportunities to plan and implement e-learning across the curriculum.
Integrating ICT in the classroom helps teachers and students to expand their learning
possibilities by creating an effective learning environment where students improve
learning by doing.
46
 The new society demands the use of this kind of methodologies in order to
reach the objectives and the competences of the educative system. It impulses the
communication with other international schools, it facilitates the learning of the
different areas, it favors the acquisition of abilities and it helps the development of the
treatment of information and digital competences (eTwinning basic drills for
ERASMUS+)

We have also created a website for the development of our syllabus along
the different didactic units. In this website our students can find 15 sections of the
different didactic units. In each of them there are reinforcement resources such as
games, links to interesting websites, crosswords, videos, listenings…related to the
topics.
https://herosabur.wixsite.com/finneganenglishweb
11. ASSESSMENT

Our syllabus design is based on González Manjón’s definition who says that
“the evaluation or the assessment is an ecologic process focused on daily life
situations which takes place inside and outside the school”
We evaluate because we want to make decisions and according to the LOE
2/2006 modified in LOMCE 8/2013, this evaluation involves a feedback of the
adjustments of the teaching learning process every single moment.

11.a. TEACHING PROCESS (WHAT, HOW AND WHEN TO ASSESS)

What are we going to assess?

The evaluation of the teaching process follows two different ways:
 The adequacy of the planning which means the concordance with the method,
the use of
the
different

procedures and the use of ICT and the motivation.

 The teaching practice (innovation) which means the adaptation of the
resources used.
How are we going to assess?
Our teaching will depend on our students’ feedback and on the answers our
students give us, and also, through critical self- analysis of our job.
47
When are we going to assess?
We are going to assess at the end of each session. The final aim of the
evaluation is to acquire the appropriate measure to realize if the methodology used
and the activities done have been correct or not.

11.b. LEARNING PROCESS

What are we going to assess?

We are going to asset the acquisition of the communicative competences.

How are we going to assess?

In accordance with the article 20.1 of the Organic Law of Education LOE
modified in the article 21 of LOMCE the evaluation will be continued and global. The
students will promote to the next course when they are considered to have acquired
the competences. If the students have not reached these competences, they might
need a specific plan or an educative adjustment. In this article, LOMCE says that: “al
finalizar el sexto curso de educación primaria se realizará una evaluación
individualizada a todos los alumnos, en la que se comprobará el grado de
adquisición de la competencia en comunicación lingüística, de la competencia
matemática y de las competencias básicas en ciencias y tecnología, así como el
logro de los objetivos de la etapa”. “At the end of the 6th year of the primary
education, the level of the acquisition of the linguistic communication, the
mathematical competence and the basic competences in science and technology,
the same way as the final stage objectives will be checked”.

When are we going to assess?

The assessment will be divided into:
1. Initial assessment: our first sessions will be dedicated to a direct observation in
order to evaluate the acquisition of the competences.
2. Continuous assessment: a continuous assessment will be carried out in order to
have a global vision of the learning process with the aim of having the opportunity of
making changes.
3. Final assessment: the teacher will inform the families about the consecution of the
competences through a final term report.

11.c. TECHNIQUES

If we want to achieve the necessary information about the students, we can use a
set of techniques such as the following:
 Systematic observation: which is an observation made on the first person
(direct) but invaluable or if the observation comes from external agents such
as other teachers, other schools the observation is called undirected.
 Evaluation of the students´ productions: the pupils give us evidences of their
learning constantly and these evidences inform us about the results. These
valuations of the productions are also called hetero-evaluation.

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  Interviews and questionnaires: when we want to know more information about
our students´ habits we can prepare questionnaires to make an adequate
interview.

11.d. INSTRUMENTS

The evaluative instruments are all the specific didactic materials and documents
specially designed to register whatever facts come from the continuous evaluation of
the pupils and the group. The most commonly used examples of these types of
instruments are:
 A control list, this list informs us about the grade of behavior of our students
through a systematic observation.
 An evaluative and motivational system “Magic stamps”: in each session they
can get a stamp which will stick in their personal cards. With those stamps
they will get Russell’s badges.
 Self-assessment: at the end of the class they will evaluate themselves in the
chart we have in the class, using green, yellow or red stickers.
 An evaluative interactive wall chart “Classdojo”: in which the teacher gives the
students positive or negative points depending on the acquisition of the
second language and their behavior. This wall chart also informs their parents
about the motivation and the acquisition of the competences proposed.
 We have created our own rubrics to assess. A rubric (LOMCE) is typically an
evaluation tool or set of guidelines used to promote the consistent application
of learning expectations, learning objectives, or learning standards in the
classroom.

49
ECD 65/2015 January the 21st. We have created a rubric to assess the competences
in each didactic unit. We can see it in the next picture:

50
 All the English specialists in the center have created specific percentage
criteria in order to establish the mark at the end of each term.

1st PRIMARY

CONTENTS 50%

- Tasks in class 30%

- Final Worksheet 20%

ATTITUDE 25%

- Effort 10%

- Behaviour 10%

- Order, purity, presentation… 5%

PARTICIPATION 15%

TIC MANAGEMENT 10%

As we can see, we are going to give special consideration to the final

worksheet. However, it is important to mention that it is not going to be an exam. As
we can see in the description of the didactic units, there is a “worksheet time” in most
of them. Thus, this final worksheet is going to be just another individual production
inside the normal class routine.
The difference with the rest of the papers is that, in this case, it will contain
some exercises that will summarize all the contents seen in the different sessions.
The design, the class moment when it is going to be done, etc. is going to be the
same as the other ones.
With this measure we are fostering global and final evaluation, to check that
our students have improved their competence in relation with the specific topic of
each didactic unit.

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12. CONCLUSION

Our syllabus design has been developed for the first year of Primary
Education.
When we planned this syllabus, we considered the different organic laws (LOE
modified in LOMCE) and the school centre plans in order to contextualize the general
aspects of the curriculum with the aim of making the adjustments needed to be
addressed to all the students having or not significant curricular handicaps.
Furthermore, we have interrelated elements such as objectives, competences,
contents, methodology, timing and the criteria focused on the personal interests of
our students. We have paid special attention to the main methodological principles
such as: constructivism, and competences with allows us to work everything
acquiring some learning strategies to intervene on the special educative means and
to obtain a high level of motivation in the teaching learning process.
As we mentioned before, we have used a great variety of materials through
which we can see that this plan is a flexible document to be modified whenever we
consider. Through the course, a strong emphasis will be given to the actual use of
the language. Carrying out communicate tasks in real and pedagogical situations is
essential for communication and learning as long as these tasks trigger the students’
learning and communicative strategies they need to attain their communicative goals.
Even though students will be required to use language with more fluency and
complexity, the main aim whatsoever is to focus on communication.
When the school year comes to an end it is time to analyse the process and
the results obtained to draw some conclusions that will allow improvement for the
following school years. These entail two fundamental actions: the evaluation of the
syllabus and its implementation, and the improvement proposals that result from it.
Finally, this Annual Syllabus Design is also flexible with the idea of a
permanent review to ensure the education of the students and the full development
of their personal and intellectual capacities, encouraging their participation to work
autonomously or in groups so that they can construct their own knowledge. We
cannot forget to mention the necessity of collaborating with the tutor and he students’
families, because this collaboration, cooperation and coordination will guarantee the
achievement of the competences planned.

“Tell me and I will forget,

teach me and I may remember,
involve me and I learn.”

Benjamin Franklin

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13. BIBLIOGRAPHY

A. BASIC BIBLIOGRAPHY
a) Legislation
- Organic Law of Education 2/2006, May the 3rd, modified by the Organic Law
for the Improvement of Educational Quality 8/2013. December the 9th.
- Royal Decree 126/2014 which establishes the Primary Education Curriculum
in Spain.
- Decree 26/2016, July the 21st which establishes the Primary Education
Curriculum in Castilla y León.
- Agreement 29/2017, June the 15th, that regulates the 2nd Educative
- Attention to Diversity Plan (2017-2022) in Castilla y León.

b) Authors
- HARMER, J. The practice of English language teaching. Longman, 1996.
- BRUNER, J. The Formats on language acquisition. Harvard University
Press,1986.
- HALLIWEEL, S. Teaching English in the primary Classroom. Longman, 1992.
- AUSUBEL, D.P. Psicología educativa: un punto de vista cognoscitivo. Trillas,
1983.
- LURIA, A.; LEONTIEV, A. Y VYGOTSKY Psicología y pedagogía. Akal,
1983.
- NUNAN, D. Language teaching methodology: a textbook for teachers.
Phoenix Elt, 1995

B. BOOKS IN ENGLISH

- CARLE, ERIC: The very hungry caterpillar. Philomel Books, 1994

- ZELINSKY, PAUL O: The wheels on the bus. Dutton Juvenile, 1990
- DR. SEUSS: Mister Brown can moo, can you? Random House, 1996
- ARENGO, SUE: The enormous turnip. Oxford University Press, 2001
- AYLESWORTH, JIM & McCLINTOCK, BARBARA: The gingerbread
man. Scholastic Press, 1998
- Incy wincy spider. Oxford University Press: useful for learning popular
rhythm.
- ARENGO, SUE: The town mouse and the country mouse. Oxford
University Press, 1998

C. TALES IN SPANISH

- A day at the farm. Editorial SM.

- Shopping at the market. Editorial SM.
- Sally plays with the colours. Editorial Timun Más.
- Sally plays with the numbers. Editorial Timun Más.
- Everyone to school. Editorial Fisher Price.
- Toys house. Ediciones B.

53
 - You’re my friend. Editorial Eddie Edaf.
- The haunted house. Editorial Montena.
- Play hide-and-seek with the little piggy. Editorial Timun Más.

D. SONGS

- Songs and rhymes for the teaching of English. Editorial Alhambra

Longman.
- Seasonal songs. Cambridge University Press.
- The magic computer. Editorial Alhambra Longman.
- Super songs. Oxford University Press.
- Oranges and lemons. Oxford University Press.
- Witchie the Witch. Oxford University Press.
- Nursery rhymes. Cambridge University Press.
- Run around the garden. Oxford University Press.

D. GAMES

- Logico primo
- Spot it
- Storytelling dice
- Memory games
- Card games

E. VIDEOS

- Sesame Street, Tweenies, Los Lunnies., Top song 1 and 2.

- Oxford University Press, Ready for karaoke.
- Oxford University Press, Go with Goo.
- Alhambra Longman, Cucoo.
- Alhambra Longman, Learn English with Pipo..
- Anaya, Professor Buffendor’s.
- Oxford University Press, Digital white board, Optimas.

F. WEBSITES

- www.wordreference.com
- www.britishcouncil.org
- www.bbc.co.uk
- www.kidsdomain.com
- ww.richmonddelt.com,
- www.gamesxchildren.com,
- www.night.net,
- www.lingolex.com
- www.storytelling.com
- www.literatureinenglish.com

54
 - http://www.andalucia.com/art/home.htm
- http://www.juntadeandalucia.es/cultura/opencms/export/bibliotecas/bibhuel
va/webInfantil/navega/JuegayAprende.html
ANNEX I. PLAN OF THE CLASS:

55
 In this annex, we can see the plan of our classroom mentioned in section 10
(10.b) Environmental resources

56
57
ANNEX II. TEACHER´S WEB SITE

Here we can see a screen-print of the website that we are going to provide our
students with, in order to let them reinforce the contents seen in class. The full
explanation is founded in section 10 (10.c.) Use of I.C.T.

WEB LINK: https://herosabur.wixsite.com/finneganenglishweb

Blog presentation:
Title, introduction and
presentation of the main
character for the units.

Different posts related to each Didactic

Unit that contains activities, games,
readings, videos, crafts…

58