ENGLISH

LANGUAGE
CURRICULUM
DESIGN AND
DEVELOPMENT
II

HELENA POVEDA CAÑAS

2024
 CURRICULAR
DEVELOPMENT layers

CEFR
&
european Lifelong Learning

LOMLOE
national THE STUDENT AS AN AGENT,
GLOBALIZATION &
INTERCULTURALITY

Decrees and
regional acts

curriculum
school guides

teacher & students

Own teacher
Planning
& Syllables
GOOD TEACHER SKILLS

Helping students to become AGENTS (GOOD citizens)

RECOGNITION
NORMALIZE MISTAKES =
PASSION
ANALYZE THEM AND LEARN
HAPINESS = CONVEY JOY DISCIPLINE
NOT ESTABLISH RANGES = RESPECT =
KNOW THEIR NEEDS/GOALS

BEING INNOVATIVE
CRATIVE WITH THE
METHODOLOGIES & TOOLS BEING PATIENCE
THE ATTENTION IS NOT THE
BEING ORGANIZED SAME ALL THE TIME
VISUAL THINKING MAPS

C ommunicative skills CONFLICT RESOLUTION TOOLS

universal design for
learning guidelines

Provide
multiple
engagement representation action & expression
means
of:

Recruiting Perception
Physical Action
Interest

provide
Sustaining
options Effort & Language & Expression &
for Persistence Symbols Communication

Self
Comprehension
Regulation Executive Functions

goal:
expert purposeful resouruceful & strategic & goal-
learners & motivated knowledgeable directed

who are
XXI CENTURY
SKILLS

N
IO
T
CRITICAL A
IC
UN
THINKING
M
M
O
C
C
O
LL
A

CREATIVITY
BO
R
A
TI
O
N
 EUROPEAN key
competences for
lifelong learning
 TYPES OF
ACTIVITIES
IT IS IMPORTANT TO KNWO WHAT KIND OF ACTIVITY
ARE WE DOING AND FOR WHAT

motivation

application

exploration

activation

research

evaluation

BE MORE SPECIFIC TO OUR STUDENTS

we must KNOW THE NAME OF THE SUBJECTS AND HOW THEY ARE TO BE
TAUGHT
 general
Methodologies
The set of principles, rules, and systematic procedures
guiding research or teaching.

teacher centered

master class

student centered

Student at the
center of the
holistic learning process.

considering academic
outcomes & the
development of
students, standards movement

preparing children
for a high-tech,
global economy...
 active
Methodologies
OUR GOAL: ACCURACY

WELL BEING: State in which pupils should grow.

Good atmosphere = Confidence, selfseeing, mental health.

FLIPPED CLASSROOM
GAMIFICATION
blended learning: combines face-
to-face training delivered by a Utilizes game mechanics in
education to optimize learning
trainer and online learning
outcomes, enhancing
activities.
knowledge absorption, skill
improvement, and rewarding
specific actions.

collaborative COOPERATIVE LEARNING

learning
the teacher helps students
work together by providing
students already have the information and guidance
necessary social skills to
work in teams

PROJECT BASED
LEARNING
completing concrete
projects, enabling practical
application of knowledge
problem BASED
LEARNING
students tackle real-world
problems, enabling practical
application of knowledge
 current
approaches

eclectic approach
incorporating diverse
elements from various
educational theories and
methods

CLIL: Content and

TASK BASED
language integrated
LANGUAGE TEACHING
learning
there always has to be a
the learning of content through
meaning to what we are
a foreign language, thus teaching
teaching and doing.
both the subject and the
language.

COMMUNICATIVE LANGUAGE
TEACHING
enable the second language
learner to be able to produce
real communication, both oral
and written
THE LEXICAL APPROACH
a way of analysing and teaching
language based on the idea that it
is made up of lexical units rather
than grammatical structures
 alternative 20TH
CENTURY APPROACHES
The strategy adopted to address a
challenge or achieve an objective.

total physical
response

Associating movements with

knowledge
THE SILENT WAY

minimizes teacher verbal input,

emphasizing learner discovery
of language patterns through
self-expression and problem-
solving with visual aids.

COMMUNITY LANGUAGE
LEARNING
creates a supportive, group- THE NATURAL
centered environment, with the
teacher acting as a counselor to APPROACH
facilitate language learning
through meaningful conversations. mirroring the natural
language acquisition
process
 teaching
techniques
A specific approach applied in the execution
of a particular procedure or process

SCAFFOLDING
to provide students with the
resources or tools that
allow them to solve the
problems that arise in the
classroom on their own.
Think-Pair-Share
Encourages individual thinking,
sharing ideas in pairs, and then
discussing as a group to
promote collaborative
learning.

Drilling
Involves repetitive practice
and reinforcement of
skills or concepts to Fill the Gaps
enhance proficiency.
targets specific gaps in
knowledge or understanding
through targeted instruction
and practice.
Guided Discovery
Facilitates learning through
exploration and problem-
solving with the guidance of
the teacher, fostering
independent discovery.
 EVALUATION &
asSessment
EVALUATION HAS TO DO WITH grades: may reflect classroom
components other than course content and mastery level.
These could include discussion, cooperation, attendance, and
verbal ability. It’s normally graded.

ASSESSMENT HAS TO DO WITH THE PROCESS, learning, teaching and

outcomes. It provides information for improving learning and
teaching. Assessment is an interactive process between
students and the teacher that informs the teacher how well
their students are learning what they are teaching.

SELF-EVALUATION
SUMMATIVE

PROCESS-CENTERED
FORMAL

prepared

PEER
EVALUATION INCLUSIVE

FORMATIVE
INFORMAL
FOCUSED ON INDIVIDUALIZED FOR THE
THE RESULT LEARNER
 assessment
tools
BOOK
BROCHURE
ORAL PRESENTATIONS

PRODUCTS NEWSPAPER
MULTIMEDIA PRODUCTION
ART
WEBSITE

RUBRICS set
criteria for
asessing
GRAPHICAL
SELF- ORGANIZERS
ASSESSMENT MATRIX
WORDCLOUD
CONCEPT MAPS
SELF-REPORTS
K-W-L CHARTS
STUDENT BLOGS
VENN DIAGRAMS
REFLECTIVE JOURNALS

research logs
scales
conferences OTHERS
checklists
direct observation
 FEEDBACK
CHARACTERISTICS

objectives
SENSITIVITY
Facilitate learners in transcending
EFFICIENCY interlanguage challenges.
EFFECTIVENESS Enable progress beyond plateau levels.
Ensure a balanced focus on both fluency and
accuracy.
Maintain and boost learners' motivation
throughout the process.

some types of feedback

1. positive: recognition and reinforcement of positive aspects or
achievements.
2. constructive: points out specific areas that need improvement.
3. corrective: focuses on identifuing and correcting errors
4. descriptive: detailed and specific descriptions of performance
5. feedforward: guidance for future actions and improvements rather
than looking back to the past.
6. peer feedback: provided by peers or colleagues.
7. self-assessment feedback: to reflect on their own performance
8. asynchronous: provided at different times than the performance
9. synchronous: given in real-time
10. formal: planed and structured
11. informal: spontaneous and unplanned

error: repetitive imperfections mistakes: inaccuracies

slips: from distraction, physical or emotional distress

correction can affect

motivation negatively
OUTCOMES PRODUCTS

it is important to post it on a database & give a diagnostic feedback

VIDEO WRITE
POSTER/ A POEM
TIKTOK PAINTING AN ESSAY

GOING TO
THE STREET
THEATRE/
PORTFOLIO AND
ROLLPLAY
INTERVIEW
PEOPLE

DEBATE/ SHORT POP

EXAMS
DISCUSSION QUIZZES
PEDAGOGICAL
APPROACHES

the collaborative approach

the constructivist approach

the reflective approach

the integrative approach

the inquiry-based approach

 DIDACTIC
resources & ict
Realia
Social
Real objects: Networks
Map of a city
Recyclable TikTok
materials and Instagram
containers... YouTube

Learning
Management Interactive
Systems platforms
Microsoft Kahoot
Teams Quizizz
Classroom
Moodle

Supplementary
Material
Worksheets
Flashcards
Posters
 HOPE IT
HAS BEEN
USEFUL!
HELENA POVEDA CAÑAS
2024