Analysis of an Annual Teaching

Plan
EOI Santa Coloma de Gramanet L5

Irma Rodrguez Quintana

Curriculum and Syllabus Design

ANALYSIS OF AN ANNUAL TEACHING PLAN

A. LEGAL FRAMEWORK
A.1. General Aspects of an Annual Plan
A.2. Language Teaching at EOIs
A.3. Technologies for Knowledge and Learning
B. AN ANNUAL PLAN SCHEME: WHAT SHOULD IT INCLUDE?
B.1. Context and educational aims
B.2. Time and space organization in the centre
B.3. Theoretical justification of the project (includes didactic objectives)
B.4. Assessment criteria
B.5. Content description (related to competences)
B.6. Planning, description and justification of the TU and sessions
B.7. Contribution to the school project
C. ANALYSING EOI SANTA COLOMA DE GRAMANET L5 PLAN
C.1. Context and educational aims
C.2. Time and space organization in the centre
C.3. Theoretical justification of the project (includes didactic objectives)
C.4. Assessment criteria
C.5. Content description (related to competences)
C.6. Planning, description and justification of the TU and sessions
C.7. Contribution to the school project
D. CONCLUSIONS

A. LEGAL FRAMEWORK
Schools must prepare annual general plans in accordance with the provisions of
article 10 of Decree 102/2010 (autonomy of schools) , which includes the
definition of priorities and all aspects, activities and operations for the centre
within the corresponding school year and in accordance to the schools
educational project (PEC)
The organization of teaching at Official Language Schools will be in accordance
with Decree 4/2009 of 13 January , establishing the organization and curriculum
of regular and special Language courses.
A.1. General Aspects of an Annual Plan
The annual plan is the planning of educational work aimed at students in each
year, area, subject, module or field of knowledge, within the current curriculum.
It involves specifying distribution and timing throughout each course objectives,
content and evaluation criteria, and the contribution of these elements to
achieving basic, specific or professional skills. Each school prepares educational
programs within the educational project and the provisions of Articles 14 and 17
of Decree 102/2010, of 3 August, autonomy of schools.
Annual programs have a thoughtful and strategic character of all pedagogical
intervention and are a professional communication tool; must be reviewed and
must respond flexibly to what is done in the classroom. As in all processes of
intervention, reflective components of the program should respond to the basic
questions that arise in dealing with the planning of lessons: what, why, when and
how to teach and evaluate.
The program evaluation must make possible to identify the content and skills
achieved by the student (side accreditation) and incorporate the practice of
formative assessment, understood as a means to regulate learning. Must identify
the difficulties and mistakes and should be given the necessary support to
overcome them.
In addition, the educational programs must include the methodological options,
organizational and attention to diversity of all students in the same way that the
connections between different areas or subjects or modules, in order to ensure
the attainment of basic and specific skills on each educational subject.
Teaching teams must ensure that the area or subject programs are consistent
throughout each course and stage. Each institution shall determine, in its
organizational and operational levels, the time of commitment and the people
responsible for preparing, reviewing and updating programs and teaching units,
materials, modules, area projects and possible adjustments to the schedule of
the regular classroom, in the different areas. The characteristics of the students
and the school must be taken into account and therefore, be described in the
program. This task should be done every year, considering the priorities
established by the center (in the case of public schools, programs must relate to
the management project) and must be related more to the assessment of
student learning of programming and its practical
3

The educational program for each area, field, or module must be formalized in
writing in accordance with the school's educational project and the established
curriculum. The director shall have a copy available to the Inspectorate of
Education from the beginning of the course.
The programs should include the annexed curriculum material necessary for it to
be used in case of short-term replacement of the teacher. This material will be
updated periodically throughout the school year and must be available to the
team.
A.2. Language Teaching at EOIs
In accordance with the rules of organization and functioning of the center, under
the provisions of Decree 102/2010, it corresponds to the departments or
equivalent areas, before the start of the year, the schedule of lessons that have
been assigned to complement the established and deployed curriculum. The
programming of each language must specify the following:
a) The objectives to be achieved and the courses timing.
b) Organization and timing of the contents.
c) The methodology and work situations to be used (individual and group).
d) The assessment procedure to be followed.
At the beginning of the year, the center will inform the students of the programs
and, in particular, the objectives, content and evaluation criteria, and shall make
it public on the website of the center for students to be consulted throughout the
course.
Departments or areas of coordination shall program its functions in accordance
with the rules of organization and operation of the center involved, at least the
equivalent of one hour per week of work shall be devoted to regular meetings
with the participation of teachers of the same course or level, to the following
purposes:
1. Studying the development of programming in different groups and
courses.
2. Agree and define the evaluation criteria in accordance with the objectives
set in the curriculum, and jointly prepare the necessary equipment (oral
and written exercises, objective evidence, guidelines correction,
documents systematic observation of the student, and similar).
3. Analyse the results obtained, in order to introduce programming changes
deemed necessary.
These meetings must be recorded in the schedule and teachers should act to
extend the taken agreements.
A.3. Technologies for Knowledge and Learning
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The explicit references to the widespread incorporation of information technology

and communication in teaching and learning are both contained in Law 12/2009,
of 10 July, and developed in the curriculum (Decree 142/2007, 143/2007 and
142/2008).
The Decree establishes the basic skills of the educational system, including
digital competence as a methodological competence to be achieved by all
students.
The Information and Communications Technology (ICT) offer multiple resources
for action in teaching and learning and become an element of dynamism and
motivation for the acquisition of basic skills, especially of digital competence.
The Department of Education offers several educational websites such XTEC ,
Edu365 and other telematic services where teachers and students can find
numerous educational resources and digital services .
DIGITAL PLAN
Every centre must implement an ICT plan (TAC Plan) to harmoniously develop
digital resources for teaching and learning. The TAC Plan should establish clear
guidelines for the use of efficient technologies , enhance the digital competence
of students and the integration and inclusion of use of digital resources and
methodological innovation into the curriculum.
To facilitate the drafting and implementation of the TAC Plan , the Education
Department provides the centres with online applications with access from the
XTEC website .
The documentation related to the preparation of the TAC Plan (Recommendations
for the preparation of the Plan, instructions for its application , ICT resources ,
templates , examples of report , etc.) are included in the XTEC webpage .

B. AN ANNUAL PLAN SCHEME: WHAT SHOULD IT INCLUDE?

B.1. Description of the context and educational aims
a) Schools profile
Social Background
Location
Number of students
with special needs or
under integration
programmes

High
Urban
centre

Mediu
m

Low

Mixed

Suburb

Town

Rural
Area

Observations

b) Characteristics of students
The department shall describe students characteristics on the basis of the
following criteria: general characteristics, characteristics of different the groups
that form part of the group and group characteristics.
The basic objectives shall be detailed, as well as main needs will be prioritized,
outlining strategies to be used and their timing.
c) Students distribution

Level

Number of
Students

Number of groups

L5 Group A
L5 Group B
d) General characteristics of the group as to learning
Here you have some examples:

Pupils like learning through play or perform recreational activities.

Show a lot of / little creativity and imagination.

It is easy / difficult to arouse their curiosity.

Pupils like / do not like reading at home.

e) Description of students needs

A description that must go from general needs to individual needs, and further to
the specific needs of different groups.
f) Description of strategies to be used
A description of the strategies needed to deal with the needs above described,
with relation to the following items:
a) Pupils
b) Teachers from the centre
c) Parents / families
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B.2. Organization of space and time

Time and space organization should be described in the annual Plan as follows:
a) Material resources available in the center: video, tv, radiocasette / cd
player cameras, computers, etc. and whatever comments related to when,
who and how to use the materials.
b) Spaces available in the center: Classroom, Language laboratory, patio,
library, etc. and whatever comments related to when, who and how to use
the spaces.
c) Distribution of classroom: Desk distribution, specific corners and whatever
comments related to when, who and how to use the space.
d) Classroom timetable and whatever comments related to it.
Name of the teacher:

TIME

Monday

Tuesday

Wednesday

Thursday

Friday

Extracurricular and non- teaching activities

The center can program and extracurricular activities outside the school devoted
to formal education , which must be included in the annual general programming
. The completion of these activities , will be voluntary. In the case of public
schools , this program of activities should not interfere with the time spent in
school regular tuition.
Official language schools ( EOI ) in which the human resources and the
availability of space allow , when needed, will increase the range of groups as a
result of the implementation of the twentieth hour, optimizing these resources ,
notwithstanding the Decree 4/2009 of 13 January , establishing the organization
and curriculum of Special Language Courses.
Moreover, the language lessons , tuition , and the preparation of schedules shall
consider the number of groups (for languages and levels ) authorized by the
Department of Education for each EOI and slots are made based on user demand
, prioritizing resources on the fringes of the central peak.
B.3. Theoretical justification of the project (includes didactic objectives)

It could be something like the following 1:

The demands and needs in the XXI century have brought changes to the school
environment, preparing pupils to live in an ever more international , multicultural
, multilingual and technologically more advanced world.
Our country is committed as a member of the European Union in promoting the
knowledge of other community languages as is reflected in one of the objectives
of the Lisbon Strategy . For its part , the Council of Europe in the Common
European Framework of Reference for learning foreign languages establishes
directives for both language learning and for the assessment of competence in
the different languages of a speaker. As to Spanish and catalan laws
B.4. Description of assessment criteria
The evaluation of students' at the EOIs will be continuous and systematic , global
, integrated and customized in order to assess student progress and compare the
goals set with the results obtained .
This assessment can have three distinct phases initial , formative and summative
and should allow the teacher to guide and assist students in learning and selfevaluation , as well as guiding and adapting the teaching methods and
procedures.
At the beginning of the school year, the school must inform students about the
objectives for the end of the course and the criteria and instruments to be used
to assess students learning throughout the course. Students should be informed
about their progress and teachers should encourage and facilitate this
communication.
The school can prepare for final exams only at the end of the current call. The
final results of these tests, together with the results obtained in the process of
continuous assessment, shall be used to determine the final grade in the course.
The school shall establish appropriate procedures to ensure that the various
areas and departments are aware of students academic results. These results
must be studied and decisions, when appropriate or required, must be taken to
review programs , methodologies , organizational aspects or any other aspect of
teaching that might be relevant in order to improve learning in the centre.
As for the certificates of intermediate and advanced level, students must pass a
test in accordance to the Order EDU / 34/ 2009 of 30 January, which is organized
by specific tests of Intermediate and Advanced Certificate of languages taught in
special regime at Official Language Schools .
Claims regarding the qualifications obtained in the course , if not resolved
directly between the teacher and the student concerned must be transferred to
the appropriate department in order to be studied . In any case, the final decision
will correspond to the teacher. The existence of the complaint and the resolution

Extracted from Longman NEFA prepared plan

adopted shall be recorded in the minute book of the department or of equivalent

coordination level.
Claims regarding the final grades, as well as qualifications of free tests, shall be
resolved in accordance with the procedure laid in Article 14 of the Order EDU /
34/ 2009 of January the 30th.

B.5. Content description (related to competences)

What should be included in the Annual Plan in terms of description of the content related to competences, should be similar to the
following example2:
TEACHING UNIT
TU Topic:

Year: 2014-15

Level: L5/B2

Area: English Language

Sessions:

Duration: 2h

KEY COMPETENCES BY SKILLS RELATED TO THE UNIT

ORAL EXPRESSION AND INTERACTION

WRITTEN EXPRESSION AND INTERACTION

COVERED SESSIONS
1

ORAL COMPREHENSION

COVERED SESSIONS
4

COVERED SESSIONS
4

CONTENTS
SECTION 6B
1.
2.
3.

Ellipsis and substitution.

Vocabulary: The natural world
Weak and strong pronunciation of auxiliaries and to.

SECTION 6C
1.
2.
3.

Adding emphasis (cleft sentences).

Intonation in cleft sentences.
Vocabulary: Immigration, your city, school, etc.

COVERED SESSIONS
4

GENERERAL ASSESSMENT CRITERIA

S will be assessed on formative and summative criteria that appear in
the annexes. T has made assessment grids to evaluate S, based on
the criteria developed in the annexes, and tailored to cover the
competences described in annex -----How assessment is implemented
ASS
how
when
Assessment

who

Grid on annex A

SO

S1

10

Grid on annex B

SO

S4

10

Grid on annex C

SO

ALL

50

Participation and interest in class

TO

ALL

20

B.6. Planning, description and justification of the sessions

READING COMPREHENSION

Material drafted and tailored by Irma Rodriguez for the 9 hours TU required for this Masters Degree.

What should be included in the Annual Plan in terms of description of the sessions, should be similar to the following example 3:
Detailed Lesson Plan of the Teaching Unit

Section 6B: Based on NEF pages 84-85

Previous knowledge

Content of the session

Session: 1/ PART 1

Date: 23/02/15

Duration: 1h

Specific Learning Goals

Grammar

Expressing future
plans

Vocabulary

Travel and tourism

Pronunciation

Homophones

Procedure

Grammar

Ellipsis and
substitution

Vocabulary

Pronunciation

Weak and strong

pronunciation of
auxiliary verbs

Vocabulary on the
natural world

Methodology

Materials

1.

Use the language efficiently and fluently with a high level of

accuracy, showing certain command of formal and discursive
aspects of the language in a context referred to natural world.

2.

Integrate and combine all the skills, abilities, attitudes and

strategies that form part of previous personal baggage that help
develop a multilingual competence in terms of use of content
grammar and vocabulary items in the unit.

3.

Use language and learning strategies developed to reflect and

correct their own mistakes and shortcomings in expression and
comprehension, both oral and written, related to the unit.
T

How assessment is implemented in the session

Pre-task

Body

Ending

Anticipated problems

Attention to diversity and follow-up activities

Material drafted and tailored by Irma Rodriguez for the 9 hours TU required for this Masters Degree.
1

B.7. Contribution of the Plan to the school project

Each Annual Plan has to include a justification of its contribution to the School Project,
that could be something similar to the following: 4
As regarded in our School Project, we think that learning a foreign language
transcends the framework of linguistic learning and goes beyond learning to use the
language in communicative contexts. Language knowledge contributes to the
formation of students from an integral perspective as it encourages respect , interest
and communication with speakers of other languages , develops intercultural
awareness, is a vehicle for understanding global issues and problems . Thus, this
common subject will help to broaden the personal horizons , deepen the approach to
other forms of life and social organization, exchange views on issues that are
internationally shared, diversify learners professional interests and strengthen social
values that enhance encounters in a world where international communication is
becoming increasingly clear.
C. Analysing EOI Santa Coloma de Gramanet L5 Programe
C.1. Description of the context and educational aims
C.2. Description of time and space organization in the centre
C.3. Theoretical justification of the project (includes didactic objectives)
C.4. Description of assessment criteria
C.5. Content description (related to competences)
C.6. Planning, description and justification of the TU and sessions
C.7. Contribution of the Program to the school project
D. Conclusions

Extracted from Longman NEFA prepared plan