The Foreign Language area in the OLE and the Curriculum

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FROM THE OLE TO THE PLANNING OF DIDACTIC UNITS

• THE CURRICULUM OF THE FOREIGN LANGUAGE AREA

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I. CURRICULUM AND SYLLABUS.

• Curriculum Educational programme which states
  mainly
• A. The objectives of the programme, its
  educational purpose.
• B. The means used to achieve these ends, that is
  the content, teaching procedures and learning
  experiences which are necessary to achieve this
  purpose.
• C. The Contribution to the development of the key
  competences.
• D. The means used to assess whether or not the
  educational ends have been achieved.

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I. CURRICULUM AND SYLLABUS

• Syllabus
• Description of the contents of a course of
  instruction,
• and the order in which they are to be taught.

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I. CURRICULUM AND SYLLABUS

• The FL curriculum is concerned with the planning,
  implementation, management, administration and
  evaluation of the foreign language programme.
• The FL syllabus focuses on the selection and
  grading (if any) of contents.

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II. FACTORS AFFECTING THE FL CURRICULUM

• Factors that should be considered when designing
  an EFL curriculum/course
• Linguistic factors
• - Linguistic uniformity and diversity in the
  community
• - Relationship between L1 and L2

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II. FACTORS AFFECTING THE FL CURRICULUM

• 2. Social and cultural factors
• - Attitudes of learners towards L2.
• - Language differences and social groups.
• 3. Historical setting and the national political
  situation.
• - Choice of particular L2
• - Political relations with the L2 country

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II. FACTORS AFFECTING THE FL CURRICULUM

• 4. Geographical aspects
• - Geographical distance between the communities.
• 5. Economic and technological development.
• - Need of L2 for economic development.

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II. FACTORS AFFECTING THE FL CURRICULUM

• 6. Educational framework in the region /
  Autonomous Community.
• Starting age
• Time allocated for L2 weekly.
• Introduction of other foreign languages.

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The FL in the OLE

• 4.f. To acquire in, at least, one foreign
  language the basic communicative competence that
  will allow pupils express and understand simple
  messages and cope with daily situations.

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The FL in the OLE

• The curriculum of Primary Education is a set of
• objectives,
• basic competences,
• contents,
• pedagogical methods and
• evaluation criteria.

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FL and the OLE
AIMS OF THE EDUCATION SYSTEM
j) Capacity to communicate in one or more foreign
languages.
PRIMARY EDUCATION
INFANT EDUCATION
Acquire basic communicative competence in at
least one foreign language to enable them to
express and understand simple messages and get by
in everyday situations.
Develop communication skills in different
languages and ways of expression. Initial contact
with a foreign language
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CURRICULUM OF THE FL

• Primary Education Objectives.
• f) Adquirir en, al menos, una lengua extranjera
  la competencia comunicativa básica que les
  permita expresar y comprender mensajes sencillos
  y desenvolverse en situaciones cotidianas.

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Competences

• Competencia en comunicación linguística.
• Competencia matemática.
• Competencia en el conocimiento y la interacción
  con el mundo físico.
• Tratamiento de la información y competencia
  digital.
• Competencia social y ciudadana.
• Competencia cultural y artística.
• Competencia para aprender a aprender.
• Autonomía e iniciativa personal.

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Competences in the CEFR

• The Reference Framework sets out eight key
  competences
• 1) Communication in the mother tongue
• 2) Communication in foreign languages
• 3) Mathematical competence and basic competences
  in science and technology
• 4) Digital competence
• 5) Learning to learn
• 6) Social and civic competences
• 7) Sense of initiative and entrepreneurship and
• 8) Cultural awareness and expression.

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METHODOLOGICAL PRINCIPLES

• Special emphasis will be laid on diversity.
• Individualised attention.
• Prevension of learning difficulties.
• Provide reinforcement mechanisms as soon as these
  difficulties are detected.
• METHODOLOGY.
• Communicative, active and participative.
• Intended for the attainment of the objectives,
  especially those more directly related to the
  basic or key competences.

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METHODOLOGICAL PRINCIPLES

• The integration of pupils experiences and
  learning will be emphasized.
• The different learning paces will be taken into
  account.
• The capacity of learning to learn by themselves
  will be favoured.
• Promotion of team work.

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Attention to Diversity

• Attention to Diversity.
• The Educational Intervention should take into
  account the diversity of pupils in order to
  guarantee the maximum development of all boys and
  girls.

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Attention to pupils with specific needs of
educational support.

• Schools will establish curricular and
  organisational measures to guarantee their
  appropriate progression.
• Pupils characteristics.
• SEN.
• GIFTED or TALENTED pupils.
• Late entries in the Education System.
• Pupils with important Spanish language
  deficiencies.

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The FL in the OLE

• The curriculum of Primary Education is a set of
• objectives,
• basic competences,
• contents,
• pedagogical methods and
• evaluation criteria.

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FL CURRICULUM

• Schools will develop and complete the curriculum
  established in this order, through the
  development of a curricular proposal that will be
  included in the Schools Educational Project.

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FL CURRICULUM DESIGN
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CLARIFICATIONS.

• The inclusion of these basic competences in the
  curriculum allows to put the emphasis in those
  learnings that are considered essential, from an
  integration approach, and oriented to putting
  into practice the learning acquired.

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CLARIFICATIONS.

• When establishing their organization and
  implementation, the teaching activities, the
  types of relation among members of the
  Educational Community and complimentary and
  out-of-school activities, schools must also have
  as objective the development of the basic
  competences.

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