Programación

didáctica
LENGUA EXTRANJERA
INGLÉS
5º curso

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M a un ramació
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12-28355-12
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5.º curso

6 Sequencing of Didactic Units

All my Didactic Units follow the same pattern, that is to say, they all have some common features.
The structure of my Didactic Units includes the required points: they are structured around
the learning outcomes; contents; teaching and learning activities, each of which has been
accompanied by categories to define the type of activity and my intention when applying it in my
class; Some extra tasks for reinforcement and extension, that is to say, to accommodate diversity;
and finally an assessment, which includes assessment criteria and some assessment activities to
evaluate my pupils.

6.1 General aspects

Routines are one of the most common features and they are very important, not only in this cycle
but in the whole stage. Coming up, I will present some of the routines I daily use with my students
in class. All my sessions follow a general lesson structure. They start with an introduction from
shaking hands to greet the children. Then, the star of the week carries out the days of the week
and weather routine. Later on, I get the children’s attention with some appealing material such as
flashcards, a poster, a story book or a song to introduce or just to review a topic. It is important to
refer to previous work (revision of the last session) in order to check if children are ready to start
with a new lesson, new concepts and language structures; and also to check if they have acquired
the language contents from previous lessons. After presenting the material, a warm up activity is
carried out.
In the beginning-middle part of the session, I introduce a new activity by giving clear instructions
and well-structured explanations. Then, the task is carried out and focuses on my pupils’ demands,
questions, and difficulties. Lessons are carried out from a cooperative and encouraging point of
view. I usually try to help my students by offering them feedback in order to improve tasks and the
learners’ performance.
The class finishes with a round up activity, where I review the topic introduced in class and all
the vocabulary and language structures learnt at the end of the lesson in order to consolidate
knowledge. Then, we will put things away, line up and start our goodbye routine by shaking hands
with the teacher and classmates.
The active methodology I use with my group of students, which is adapted to their characteristics,
will be extensively dealt with in the point on methodology in this syllabus, and it will be applied
in all the Didactic Units. Pupils learn when they are motivated. It is important that pupils interact
among themselves in order to develop all their learning skills and cooperate with their classmates.
A strategy I use to make my students work in silence is the traffic lights sign. If the traffic light
is green, students are allowed to speak. If it is orange, they can whisper, and finally, if it is red,
students must work in silence.
A different one is the magic rain stick I have in class. When my pupils are very chatty and there is
too much noise in the class, I use the rain stick to calm them down. As soon as they hear the magic
rain stick, they must stop talking and quit what they are doing.
I also use motivation strategies, such as the star of the week pupil, who is responsible for class
routines (weather, date, call out the register, class material…) and the star chart, in which I put
smiley faces/stars stickers every time a pupil does something good or as a reward for: good work,
good behaviour, working in silence, participation and so on. Finally I also certificate to my students
once they get 10 smiley faces/stars.
The activities I present are planned according to my students’ necessities and interests, as well as to
the content in the curriculum. They are varied, motivating and authentic, and take place within a
context.
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Taking into account the different levels, rhythms and diversity in my class, I present language in
different forms, adapting teaching to the students’ ways of learning. All activities are global and
all addressed to the whole group. I have included a wide range of activities in order to involve my
students in the development of many abilities.
Class corners are used the last 15 minutes of class. Students work in the different learning areas.
They know how to use them because they have been working on them since they started primary.
Interdisciplinary learning is also included in my Didactic Units, because I believe that learning a
language means learning all aspects of that language and culture; that is to say other areas of
the curriculum are involved in the English lessons. Arts and crafts, Maths, Physical Education…are
also worked on in the units of my Didactic Programming. The Basic Competences established by
LOMCE will also be taken into account when teaching. The space I use to carry out the tasks of
my programming is not just the classroom, I will also make use of the gym, the playground or the
computers room, when working with computers. It is important that pupils use English not only in
English class, but also when playing games or doing physical activities.
ICT plays a crucial role in today’s teaching. The use of computers, DVDs, videos, cassettes and so on
helps pupils with their learning as they approach contents in an interesting and real context. ICT
will be especially used at the end of every Didactic Unit and one of the session in every didactic
unit will be carried out in the computer room. There, children will reinforce and revise the language
structures and vocabulary concepts worked on previously in the Didactic Unit through interactive
games and other activities.
The assessment of my students will be explained in detail, but I would like to emphasize the tools
I use. Through daily observation, which is the assessment key for the first cycle, I keep a classroom
diary with observations of my pupils’ development. Apart from the activities carried out and the
students’ self-assessment, which gives me an idea of my pupil’s feelings about their progress,
I also carry out self-assessment in order to improve, in case it is necessary, some aspects of the
programming or of my teaching modifying activities or materials which are not suitable for my
group.

6.2 Table of contents

The following chart shows how the 15 didactic units will be sequenced throughout the school
year and the number of session allocated for each one of them.

Didactic unit Month Term Sessions

1. Back to school Second half of September 6

2. People around me and

First two weeks in October 7
their pets

3. What’s your favourite food? Second half of October 1st 6

First three weeks in

4. The clothes we love 7
November

Last week in November and

5. Doing sport 6
first in December
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Didactic unit Month Term Sessions

6. My dream room January 7

7. City life First two weeks in February 7

8. My favourite gyzmos Second half of February 2nd 6

9. Going to the theatre First two weeks in March 7

10. Wonderful animals Second half of March 6

Second and third week in

11. The world of work 7
April

Fourth week in April and first

12. English around us 6
in May

Second and third week in

13. Can you give me a hand? 3rd 7
May

4th week in May and first week

14. How green are you? 6
in June

Second and third week in

15. An adventure holiday 7
June

7 Didactic methodology
7.1 Orientations
The communicative linguistic competence that students develop in Primary Education is activated
and shown through different language activities: understanding, expressing, interacting and oral
or written interventions. Great importance is assigned to interacting when using and learning a
language, given its prevailing role in communication. Communicative interaction is not only the
means to acquire a language but also its final objective.
Language activities are contextualized in different fields: the public field (meaning the common
social interaction: mass media), personal field (family, friends, free time activities…) and the
educational field. The application of global tasks and methods should develop students´
motivation and make them realize and value the importance English has around the world.
Problem solving of challenges and simulated or real tasks in English must be action centered.
Students must link their previous knowledge and competences in order to perceive or imagine the
situation and carry out the tasks that they have to do in a specific context.
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The communicative approach will be a constant model in the classroom: using the English
language will greatly improve the students communicate competence. This way they will begin by
talking about themselves and they will end up with a command of the English language that will
allow them to get along in real-life situations.
The teaching of English language must emphasize:
„„ The recognition of culture and language diversity, learning from a respectful point of view and
facilitating in students the desire to learn and the commitment to their own learning. Language
learning must help develop positive and receptive attitudes towards other languages and
cultures and, at the same time, help understand and value one´s own language.
„„ Attention to diversity: the attention given to students with different learning rhythms and styles
will be done through combining activities. These activities will be presentation, explanation,
exercises and other activities to explore English. Some variables that must be taken into
account in order to grade the tasks are: the partners´ support, how much context has the
activity got, presence or lack of presence of visual support, clear instructions, rehearsing the
task previously, stressing key words to activate previous mind maps, time to plan and time
given to answer.
„„ Inclusion of Information and Communication Technologies. These technologies have a
pedagogic aspect which exceeds the dimensions of mere information and communication.
„„ Creativity and emotion. Teachers will design activities which strengthen communication and
create the need of communicating through simulating real contexts: dialogues, presentations,
active listening in different contexts, readings of a wide range of texts, writing to communicate
with others in order to obtain different purposes… Class work is of great importance to
enhance team work. The student becomes the real protagonist of his or her learning, along
with the rest of students with whom he cooperates and helps, leaving the teacher with a
guiding and supervising role.
„„ Evaluation. Parting from the evaluation criteria and the learning outcomes, evaluation will be
continuous, always trying to improve the teaching-learning process and its results.
Sessions dedicated to learning English will be fully carried out in this language. Students will learn
the language through direct participation in English tasks and individual study and through the
combination of presentations, explanations and exercises, as well as carrying out activities in which
to put into context the syntactic-discursive structures learnt. The foreign language teacher must be
aware that his or her actions, attitudes and abilities are models given to the students. The methods
and didactic material must be used attending to the students’ needs and the social context. These
materials and audio-visual resources will reproduce real English language models, giving students
an authentic need to communicate.
Students learning will go from a direct exposure to real English language to an authentic use if
this language, through placing the students, as often as possible, face to face with native speakers,
providing material and resources like conversations, radio listening, recordings, watching and
listening to television, videos, internet, reading authentic material (newspapers, magazines,
advertisements…), using computer programs and applications, participating in video conferences
or surfing the Internet with the teacher´s guidance.

7.2 Methodological principles

„„ The teaching methodology used in Primary Education (fifth grade) should aim for students’
development, integrating their experiences and learning.
„„ Teaching must be personalized and adapted to the students’ different learning paces.
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„„ The teacher is responsible for the methods used, which are to respect a series of
methodological principles of general nature proposed by several Autonomous Communities.
„„ Recreational activities constitute an especially suitable resource at this level, as they likewise do
in Infant Education.
„„ Contents should be organized with a global focus.
„„ The teaching process is based on the students’ constructive activity, ensuring that what is learnt
will be of actual use and encouraging students to learn by themselves.

7.3 Strategies
The methodology to be used will mainly have the following characteristics: communicative, global,
oral and based on the psychological evolution of the children at this age.
Lessons should be taught in English from the very beginning. This means that the teacher must
prepare familiar situations for the students. The techniques they have used to learn their native
language are still very fresh in them and they will unconsciously apply them to the new language.
The classroom language will be very important during the learning process. The teacher must
use any excuse to teach the language. Besides the classroom language is not very extensive and
the children will have already practiced it during the previous years. There is a great amount of
expressions and vocabulary that they will learn in a passive way, i.e. they will just understand them.
The more the year advances, the more expressions they will learn. The teacher must be persistent
in asking the students to use the English expressions learned.
The classroom must be decorated with topics, expressions and vocabulary used along the year.
The more visual input children receive the better for their learning progress. That way, students will
not only see the new word in a visual aid but they will be able to touch the object and see it is real.
Furthermore the teacher will also get students to use their senses when possible.
The space in the classroom is made profitable to foster its active use. In the classrooms there
should be space diversification (e.g. a corner for computers, a corner called the «magic box» where
fast and slow finishers can go for extra activities and another called the «story telling», where books
of different levels are exposed for children to read and where the teacher can explain stories to
them.
The use of different materials is fundamental. Technology will help a lot: computers, DVDs, games,
visuals, etc. All of them will motivate the students and help them to learn the foreign language.
As the main routine, at the beginning of every class the teacher should have the students sing a
«hello» song to welcome the others to the English class and to make them aware of the fact that
they will have to communicate in the foreign language as much as possible. At the end of the
lesson they can also sing the «bye bye» song. This routine makes them conscious of the beginning
and ending of the English lesson, and so they know what they are expected to do during that time.
Positive reinforcement is the basis of any teacher’s methodology, and so one must always do their
best to reinforce the students’ work and effort. The teacher should use different techniques such
as the stickers «Well done» or «Congratulations», some drawn faces, and public acknowledgment.
Children love being recognized publicly for their effort, and this will make them continue with their
learning process in an enthusiastic way.
To sum up, it must be said that the methodology in this grade mainly aims to provide the students
with communicative activities which will develop their oral and written skills, so that they can use
the language with accuracy and adequacy.
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7.3.1 Personal methodology

The teaching methodology which I carry out in my lessons takes into account the students’
characteristics, needs and previous knowledge. I will try to provide the students with enough
communicative practices in order to develop their communicative competence both verbally and
non-verbally. Students are encouraged, but not forced, to use the foreign language from the very
beginning.
The use of visual aid, gestures, body language and so on is highly important because it helps
students to understand others and make themselves understood. At this grade, students are
still consolidating their communicative skills in their mother tongue. The teaching of the second
language must focus mainly on the development of oral skills, especially listening, although the
written skills are also of great relevance.
Language topics are introduced and practised within meaningful contexts, which are familiar
to the students and related to their previous knowledge. It helps them to learn the language
unconsciously and effortlessly. Tasks, materials and resources should be varied, attractive and
suitable for the students’ level. In this way, the use of stories, games, songs, audiovisual and
multimedia resources favour the learning of the foreign language in the classroom. In fact, I have a
bag full of resources and lots of different materials ready to be used any time I need them.
In my lessons I will use daily strategies to make the foreign language teaching and learning more
effective. As overall strategy it is important to create the necessary conditions in the classroom that
will elicit the behaviour I want from my students. Apart from this, there are other useful ways of
teaching such as starting and ending the lesson with predictable signals and routines (greetings,
singing a song, teacher wearing a bowler hat, among others). Besides, revision activities are very
helpful since they help the teacher to revise previous lessons by checking knowledge through
flashcard games or other tasks, and let them know what they have already learnt.
For English learning it is crucial to use integrated curriculum projects. Working through projects in
a holistic way allows my students to make connections between the foreign language and their
mother tongue. So, if they are learning the body topic in the area of «Natural, Social and Cultural
Environment Knowledge» as well as in English, that will help them to learn the English language
easily and in a meaningful way.
I will use a wide variety of activities to enhance all learners’ multiple intelligences and change the
activity type from time to time during the lesson in order to avoid boredom among the students.
Concerning the activities I plan for my lessons to be authentic, based on real communication,
since I look for interaction among my students, and they will be based on a context. Furthermore,
I usually plan short breaks in long lessons when changing tasks to let my students relax in some
way.
Students’ grouping will also be varied, since they will work in pairs, in groups or individually,
depending on the activities. Thus they will also improve personal relationships and increase the
students’ self-confidence.
According to each kind of activity, I will play different roles: monitor of my students’ performance,
participant as a resource for them, facilitator by organizing the communicative activities and my
students’ interaction. However, my main objective in the classroom will be to create a friendly and
cosy atmosphere in order to encourage cooperation, tolerance and mutual support to make my
students feel comfortable in the group and in class.
Currently, the role of the learner is very important because their opinions, feelings and motivation
are taken into account. Children also have greater autonomy from the teacher; they are
encouraged to work independently. Due to this higher degree of involvement they will be asked
to carry out a self-evaluation at the end of each Didactic Unit or at the end of an activity or lesson.
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For this reason I use special material consisting of different boys’ and girls’ faces: one is happy, one
is indifferent and another one is sad (also with the colours of the traffic lights). They are always
hanged on the class walls and once the activity or lesson has finished, the children must go to the
corresponding face or traffic light according to their feelings. For instance, if they have liked the
lesson, they will stand in front of the happy face or the green colour, whereas if they have not liked
it they will probably choose the sad face or the red colour.
Another important point concerning methodology is the role of the parents. They are an essential
part and it is necessary to be in contact and have a close relationship with them. Parents should be
proud of their children when they are talking, singing or playing in English.
On the one hand, I make use of non-verbal strategies, such as gestures, body language, facial
expressions, pictures and so on, which help my students to understand the language better.
On the other hand, I also use linguistic strategies like providing compensable input, varying the
tone of my voice or explaining the same concept in different ways. To make my lessons more
comprehensible and attractive, I will make use of several extralinguistic strategies. Body language
and gestures are essential in teaching because they facilitate the understanding of the inputs.
Materials also help to make the language input more comprehensible. They are attractive,
motivating, authentic and meaningful and there are also diverse auditory aids, such as sounds,
chants, songs and rhythms as well as visual aids, like pictures, maps, posters and flashcards in the
classroom. Besides, I will also use different routines to start and finish the lesson as I said before;
for instance, greetings (hello, good morning, good afternoon), asking for the day of the week, the
weather and calling the class register through «the star of the week», which is a strategy I use to
motivate my students. This strategy consists of choosing a pupil every week to be in charge of
the weather, the day of the week and calling the class register during the whole week. This is a
meaningful reward for them and a way of using positive reinforcement. I also ask the star of the
week to be in charge of different classroom responsibilities like giving out the materials, cleaning
the blackboard and so on. Besides, I use the train of emotions as a routine, which is a train with five
different colour wagons (bored: grey, sad: blue, angry: red, surprised: orange and happy: yellow),
where children have to stick their photos according to their feelings. This routine really helps me
to know a little bit more about my pupils’ feelings, worries or desires. When carrying out the day of
the week and the weather routine, I also revise the months of the year through a rhyme chant. So,
every day we will repeat the chant of the month altogether.
Another routine I make use of is the corners in the classroom. It consists of playing different games,
listening to songs, stories or simply dialogues and filling gaps or discriminating sounds and words.
There is also the reading corner, where children can just look at and read books, and the speaking
corner, where they carry out communicative activities to achieve a common goal, such as doing
the shopping or going to the restaurant. Corners will be used once a week during the last 15
minutes of the lesson to reward pupils for their hard work; but at the same time, to communicate
in English.
And last but not least, I will encourage my students to use English outside the classroom by giving
them travel bags. The English travel bag contains some class material, some story books, a CD with
several well-known songs, a DVD and a notebook to take notes in order to share students’ and
parents’ opinions about travelling. The star of the week will be the one to take the travel bag to
their home.
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7.3.2 ICT
Nowadays, Information and Communication Technologies are considered valuable tools for
teaching and learning English. In fact, there are many computers available at schools at the
moment. So, teachers must benefit from this.
I consider ICT an important resource to use in my lessons. Four of the main reasons why computers
should be used in English class are the following ones:
„„ Motivation. Pupils usually like using computers outside the class and school to play games or
surf the internet. We can take advantage of this enthusiasm and focus on the pupils’ learning
process.
„„ Neutral Assessment. English language exercises online can be a good solution for less
advantaged students as they will be corrected or evaluated by a machine and not by the
teacher or other classmates. This fact may motivate them to take risks and experiment with
language during the learning process.
„„ Communication. Nowadays computers are used as one of the major means of
communication. Language teaching and learning should not leave this resource behind.
„„ Attention to diversity. In big groups, there will always be pupils who learn at a different pace.
By using computers, each student can use exercises which are adapted to their pace. Thus,
individual learning features will be respected. Computers could also be a good solution for fast
finishers.
On the Internet, we can find lots of language exercises with many different activities such as,
multiple choice, gap-filling, ordering, pronouncing, word search, and so on. Through those
students can work on different language aspects and practice the four basic skills in an integrated
way. However, the use of TIC must be progressive, so it must go from the briefest and simplest to
the most complex, always in an accumulative and cyclic way. By using Internet for a project, the
students do not only use English to do things, but they also develop autonomous learning skills
and creativity. Within this process one of the most interesting features is that pupils are in contact
with authentic language. The teacher should always keep a balance between helping students and
letting them learn autonomously.
In general, there are some advantages when using the Internet in English class, since it is a very
rich tool. First of all, we should mention the authenticity of the source. Secondly, Internet provides
both teacher and pupils with many resources such as encyclopaedias, dictionaries, audiovisual
materials like videos, informative magazines and newspapers, where they can find nearly all
the information needed. Last but not least, Internet is a communication tool and as such it will
substitute traditional pen friends because communication is more direct and faster. Finally, it is
important to know that computers cannot only be used in the classroom and together with the
students, but teachers themselves can benefit from this means, since they can get all kinds of
worksheets, printables or ideas to use in their lessons.

7.3.3 Interdisciplinary Projects

An interdisciplinary project will be carried out at the end of each term in order to reinforce and
extend in a practical way what has been worked on during that term in the different areas. The
central themes we will work on are:
„„ First term: “We discover Nature”.
„„ Second term: “We discover Art”.
„„ Third term: “We discover History”.

This project will be carried out the last week of each term, including all the curricular areas and
some contents will be presented in English. Students will be grouped according to their Multiple
Intelligences profile, so as to include different profiles in each group.
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The following materials will be used:

„„ A project notebook.
„„ A specific section of the student´s book, with activities related to the different stages of the
project.
„„ Digital content, to motivate students and to reinforce the contents which need more audio-
visual support.
The elements the projects must include are:
1. Generative topic: a question or a statement related to the work carried out during the term is
suggested in an open way, encouraging searches and generating a certain question to answer.
It is necessary to create a cognitive dissonance that produces curiosity, a new sensation and
eagerness to find out more. It must be interesting for students and it must link contents from
different areas.
2. Comprehension targets: the objectives we want students to acquire. Students must be infor-
med about them.
3. Performance activities: complex tasks and activities students carry out in order to acquire the
learning goals. The activities must be practical and experiential, new, a motivating challenge,
working both competences and multiple intelligences. They must go beyond the data and get
students to formulate hypothesis, draw conclusions, etc.
4. Continuous evaluation: information about the working process and the final product must be
gathered. In order to do this, direct and daily observation is essential. Students must know the
evaluated criteria used to evaluate them. Self-assessment and group assessment are also used,
as well as the assessment of the project itself.
Different evaluation tools and instruments must be used, such as, rubrics, observation register,
oral presentations, portfolios…

7.3.4 Multiple Intelligences

The Multiple Intelligences Theory of Dr. Howard Gardner, psychologist, investigator and professor
of Harvard University, states that everybody has at least eight forms of intelligence which are
present in different degrees when we are born.
Gardner understands that intelligence is not an innate fixed ability but rather an ability that can be
developed through stimulation. People are born with different potentials and their intelligence is
the result of their environment, their personal motivation and the teaching they receive.
Gardner emphasizes that having a brilliant performance in Maths or Languages is not enough to
get by in life. Therefore, this syllabus aims to develop all the students´ intelligences in order to face
their future with as many resources as possible.

Consult in the guide for developing didactic units activities to develop this approach
with the students.

7.3.5 Cooperative learning

We will gradually introduce simple cooperative structures and activities in our didactic units.
This structures will help transform individual activities in which there is no interaction between
students (reading, answering questions, answering questionnaires, doing exercises, summarizing
or synthesising…) in group activities, carried out in small teams (cooperative teams) in order to
enhance and make the most of the interaction of students.

Consult simple cooperative structures to work in class

in the guide for developing didactic units activities.
46 PROGRAMACIÓN

7.3.6 Thinking skills

Thinking skills aim to promote meaningful learning, deep understanding and being able to apply
what has been learnt to everyday situations. They comprise a numbers of tools, skills and thinking
habits which can be taught. Throughout this year, students will work on:
„„ Visuals:
„„ Conceptual maps.
„„ Mind maps.
„„ Time lines.

„„ Questions as a tool for learning:

„„ Literal questions: what colour was the pet?
„„ Inferential questions: what sort of pet was it? how do you know?
„„ Evaluation questions: would you like to have a pet like that? why was that pet so especially
important? what do you think would happen if you took a pet home without asking first?

7.4 Resources and material

The resources and materials used to teach a foreign language need to be varied and interactive,
both in terms of their content and form. Using this variety of materials in class will alow for the
sequencing of content through activities containing several degrees of difficulty. We must also
take into account the fact that the group is a mixed ability one and there are two special needs
students, which means we should ensure all students will be able to access and use them to suit
their varying degrees of learning. The resources used must provide relevant learning situations
adapted to all the students in the group and they need to generate curiosity and be attractive and
engaging for them.
Among the resources used are:
„„ The text book, which constitutes one more element within the variety of resources available to
us. It is an element that will provide students and their families a basic reference on the content
of the year, but must nevertheless be adapted and used to suit the learning activities planned.
In any case, it will provide the group with information, application exercises, visuals and outlines
for the main content.
„„ CDs, DVDs and interactive CD-ROMs, which will allow for the practice of listening skills,
listening with visual support and practising language points respectively.
„„ The reading corner will contain reference books such as dictionaries, activity books, games
and Reading books. This resource will enable students to become independent learners by
looking up words they don’t know, as well as being used as a rewarding place for fast finishers.
The reading corner will be especially important in the development of reading habits and the
promotion of reading in general.
„„ Class notebook where students will organise their learning and complete their assignemets.
It is not only something that students are going to be assessed on but also a tool which will
enable them to gain autonomy as learners.
„„ Realia to expose students to a more multisensory approach to learning and engage them in
the set tasks.
„„ Class blog. The teacher will open and update a class blog where students can post their
work to show their families and friends. It will serve the purpose of linking families with the
classroom experience their children are immersed in and will be a tool to promote the contact
with and use of English outside the classroom.
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„„ Internet. Students will use the internet to run searches on topics they need to work on for their
projects. Although there’s a computer in class, there will always be one session in each didactic
unit that will take place in the computer room.
„„ Interactive white board to use for language presentation in a way that engages students.
„„ Other resources:
„„ Class displays and posters some of which will be permanent (class rules, classroom expressions)
and others will be changed to suit the topic of each unit.
„„ Project work completed by the students.
„„ Flashcards to present vocabulary.

8 Assessment
Assessment of students’ learning processes will be global, continuous and formative. It will take
into account students’ progress in all of the areas in the curriculum as well as of the competences
they have developed, taking into account each subject and competence.
The assessment criteria and learning outcomes established by the basic curriculum for Primary
Education will constitute the reference against which students’ acquisition of competences and
objectives will be measured.
Students are guaranteed that their dedication, effort and performance will be objectively assessed
and to such end there are procedures in place.
The school will let the families know about the essential elements of the curriculum and the
marking criteria for every subject students are expected to meet.
The results of assessment will be expressed as follows: Insuficiente (IN) for failing marks; Suficiente
(SU), Bien (BI), Notable (NT) o Sobresaliente (SB) for passing marks.

8.1 Assessment procedures and instruments

Throughout the school year three types of assessment will be used: diagnostic, formative and
summative.
„„ Diagnostic assessment occurs before instruction and provides the teacher with information
about each student’s prior knowledge before beginning instruction. During the development
of the present syllabus, it will be used at the beginning of the school year as well as at the
beginning of every unit in order to establish students’ prior knowledge and be able to provide
differentiated instruction to meet children’s needs.
„„ Formative assessment is typically embedded within the instructional process and, as such, takes
place during instruction. Formative assessment can be used to determine what needs or topics
have to be addressed next with a student. Formative assessment not only includes tests and
homework but can also be an interactive process with the students where the teacher lets
them know how they did in a given task and provides them with links to other resources and
specific suggestions for improvement when remedial work is needed to help them reach the
next level of learning. Formative assessment will be used in the marking of tasks and activities
in every didactic unit.
„„ Summative assessment is typically given to children after a specific point in instruction to
measure their understanding of a subject. Some examples of summative assessments include
tests, standardized state exams and term exams. Summative assessments will be used to check
their mastery of the subject every two units, and a term exam will be set at the end of every
term.