2659571
Descripción
| Pregunta | Respuesta |
| TEMA 20 Introduction | -Spain is at the present time in process of application of a new educative legislation. (LOMCE 8/2013) -This year applied in the odd courses. Next year fully implemented. -The ability to communicate in the foreign language is a prime goal |
| The area of FL in the curriculum | RD 126/2014 (annex 1 point e)) OL 2/2006 (article 2.1j) "The education system is oriented to train in the ability to communicate in the official, co-official (if any) and a first foreign language)" |
| Objective of the FL area | "To train people who is able to use, understand, speak, read and write in the FL." It is important to know the abilities that ss have in their mother tongue as these will transfer to the FL. |
| Axis of the area | D 108/2014 "Procedures directed to the attainment of an effective communicative oral and written competence" -Broadens our mind, makes value our mother tongue and increases the respect for differences. |
| Characteristics of the First foreign language area | OL 8/2013 ( preamble, point XII) -Learn a foreign language is a necessity in the global world. RD 126/2014 (annex I, point e) -Cognitive and personal benefits -Instrument to know global realities -Curriculum divided into activities following the European Framework |
| Characteristics of the First foreign language area (methodology) | -(first contact with the FL) there must be a fixed core competence that determines the effectiveness of communication processes -authentic situations of communication should be encouraged -use of games, songs, literature...socialization and learning in a meaningful context |
| Characteristics of the First foreign language area (process of language acquisition) | EUROPEAN COMMON FRAMEWORK -stadiums of acquisition based on the ss' capacity to perform certain communicative tasks (use of written and oral language as well as verbal and non-verbal) -creative process -not linear but global |
| Characteristics of the First foreign language area (treatment of mistakes) | -proof of the ss' creative process -may be the consequence of the transmission from the mother tongue to the FL -not necessary negative -correct just the ones that make impossible the communication |
| General objectives of the stage (a-d) | RD 126/2014 a) rules of living together b)individual and team work c)skills for the prevention and peaceful solution of conflicts d) know, value and respect different cultures |
| General objectives of the stage (e-h) | e)use appropriate the Spanish language and co-official language f)acquire a CC in at least one foreign language g)develop math skills and problem solving h) know the main features of science, geography, history and culture |
| General objectives of the stage (i-n) | i) start to use the ICT for learning j) uses different artistic representations k)value hygiene habits and accept their bodies and the others l)appreciate the closest animals to the humans m) develop emotional skills n) promote road safety |
| Contents, evaluation criteria and learning standards. | RD 126/2014 -one content -> one evaluation criteria -> one attainment indicator -the characteristics of the evaluation criteria affect the character of the learning standards (multiplicity) -action oriented approach -high frequency lexicon and syntactic structures are common to the stage |
| Contents-E. Criteria- Attainment indicators BLOCK 1 | CONTENT Distinguish different types of understanding (general, essential) E. CRITERIA Identifies, in the personal and educational field, the general sense, important points and essential information in oral texts. ATTAINMENT INDICATOR Understands the essential information in short and simple conversations about familiar topics |
| Contents-E. Criteria- Attainment indicators BLOCK 2 | CONTENT Greetings, presentations, apologizes, farewells... EVALUATION CRITERIA Interact in a very simple way, using very easy techniques linguistic or non-linguistic to initiate or maintain a conversation ATTAINMENT INDICATOR Participates in conversations face to face or by technological means in which basic social contact is established (greetings, say thank you...) |
| Contents-E. Criteria- Attainment indicators BLOCK 3 | CONTENT Sociocultural and sociolinguistic aspects: costumes, conventions, courtesy norms... EVALUATION CRITERIA Identify the sociocultural and sociolinguistic aspects about daily life, direct relationships and social conventions |
| Contents-E. Criteria- Attainment indicators BLOCK 4 | CONTENT Express clearly the message adjusting it to the models and formula of every type EVALUATION CRITERIA Fulfill the communicative function of the written text (congratulations,exchange of information...) using a limited high frequency lexicon repertoire. ATTAINMENT INDICATOR Writes correspondence (letters or e-mails) about familiar topics: greetings, apologizes, congratulations, him/herself... |
| Key competences | OL 2/2006 (articles 6.1 and 6.2) gave rise to a new element in the education system: key competences OL 8/2013 (article 6.1) appear again |
| Key competences (Definition) | COMPETECE = ability to comprehensibly implement the knowledge and personality traits in order to solve a problem. |
| Key competences (number) | RD 126/2014 with the recommendations of the 2006/962/EC of the European Parliament established 7 competences: 1)linguistic communication 2)mathematics and science 3)digital 4)learning to learn 5)social and civic 6)sense of initiative and entrepreneurship 7)cultural awareness and expression |
| Key competences (Competence in linguistic communication) | "Result of a communicative action in a particular causal context" 1)Linguistic component 2)Discourse component 3)Sociocultural component 4)Strategic component |
| Key competences (Competence in mathematics, science and technology) | "Strengthens and skills which are essential for ss' lives. Decision making, and critical thinking abilities" 1) Mathematical competence -> mathematical thinking 2) Science and technology -> physical world and responsible interaction with it |
| Key competences (digital competence) | "Creative, critical and safe use of ICT in order to achieve the objectives related to work, learning, free time and participation in society" |
| Key competences (learning to learn) | "Lifelong learning resources and abilities in different contexts. Start, organize and persist in their own learning" |
| Key competences (Social and civic competence) | "Skills and abilities necessaries to use their knowledge and attitudes towards society" 1) Social competence -> well-being 2) Civic competence -> critical knowledge and social concepts (democracy, justice, equality) |
| Key competences (sense of initiative and entrepreneurship) | "Transform ideas into actions. Becoming aware of the situation and choose how to solve it" |
| Key competences (cultural awareness and expression) | "Knowing, understanding and valuing the different cultural and artistic expression with a critical understanding and a positive attitude" |
| Methodology (norms) | D 127/2013 schedules the levels in order to incorporate gradually a non-linguistic area with the foreign language as the vehicular language. |
| Methodology (principles) | Common methodological approach: -Careful planning -SS motivation -Participation -Cooperative learning -Interactive activities -Projects -Portfolio -Materials -Teacher's coordination |
| Educational project of the centre (PEC) (definition) | "Comprises the general decisions made by the educative community which establish the basic educational options and organization of the centre" |
| Educational project of the centre (educative aims) | LOMCE + D 126/2014 -civic education -equal opportunities -values and equality men and women -peaceful solution of conflicts -prevention of gender-based violence -avoid sexist stereotypes -protection of the environment -development of entrepreneurship -healthy and balanced way of life -road safety |
| Educational project of the centre (RIR) | "Regulations of Interior Regime" -theatre performances -use of computer's classrooms -learning for ss' with special education needs -integration of English with non-linguistic areas |
| General Anual Programme (PGA) | -Decisions made every year and after revision -Complementary activities -Distribution of lesson's time -Training for teachers |
| Curricular Project of the Centre (PCC) | "Increases the coherence of the educative practice and through the decisions made by the whole body of teachers through the evaluation of their own practice" |
| Curricular Project of the Centre (PCC) (parts) | -Curricular project of the stage -Plan of school adaptation -Plan of staff's training -Measures to attention to diversity -Linguistic project -Reading promotion |
| Curricular Project of the Centre (PCC) (Curricular project of the stage) | 1)What to teach?: general objectives of the stage, reality of the centre 2)When to teach?: sequence of levels, temporization of contents. 3) How to teach: methodological principles, ss' grouping, organization and space, materials, evaluation... |
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