DIDACTIC PROGRAMME

3RD. YEAR
PRIMARY EDUCATION

Didactic Programme
DIDACTIC PROGRAMME - 3RD YEAR OF PRIMARY EDUCATION
INDEX.-

0. INTRODUCTION
1. SOCIO-CULTURAL AND ACADEMIC CONTEXT
1.1.

Setting

1.2.

School

1.3.

Students

2. OBJECTIVES
2.1.

General Aim of the Programme

2.2.

Objectives in the Official Curriculum

3. CONTENTS
3.1.

Contents in the Official Curriculum

3.2.

Contents of the Programme

3.2.1. Design Rationale
3.2.2. Scheduling
3.2.3. Basic skills
3.2.4. Didactic Units
Contents
Assessment
Competence evaluation rubric

Part 1: Understand oral texts

Part 2: Speak and interchange information.

Part 3: Understand written texts.

Part 4: Produce written texts.

Evaluation Criteria in the Official Curriculum

Measurable learning standards
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4. TEACHING METHODOLOGY AND RESOURCES

4.1.

Teaching Methodology
4.1.1. Principles
4.1.2. Specific Methodological Resources

4.2.

Teaching Resources
4.2.1. Material Resources
4.2.2. Environmental Resources
4.2.3. Human Resources
4.2.4. Complementary Activities

5. ASSESSMENT CRITERIA
5.1.

Principles

5.2.

Assessment Rationale

6. ATTENTION TO DIVERSITY
6.1.

Attention to Students with Specific Needs

7. SYNTHESIS
8. BIBLIOGRAPHY

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Didactic Programme

0. INTRODUCTION
The aim of this essay is to present the Didactic Programme that I have developed for the
3rd year of Primary Education. The Didactic Programme is the best tool for sequencing the
Objectives, the Contents and the Evaluation adjusted to the special needs of a specific class.
However, before planning those items, three very important points must be taken into consideration:
the Legal Framework of the Spanish Educational System; the Social and Educational Context of the
School Centre; and the characteristics of our students.
Primary Education is the first stage of mandatory education, which goal is to provide students
with a comprehensive education. It will contribute to the full development of students personality
and it will prepare them for Statutory Secondary Education. In this process, English as a foreign
language is an integral part in the three cycles of Primary Education.

The Standing Legislation for Primary Education is the First Concretion Level of the Educational
requirements. Our Educational System is established by the new Organic Law on the Improvement
of the Quality of Education (LOMCE), 89/2014, 24th July, in order to address one of the top
economic and social problems of Spain, the extremely high-school drop-out rate, which in Spain
stands at 25% compared to the 13% EU average. It establishes that the new curriculum for Primary
Education will be gradually implemented: in the 1st, 3rd and 5th grades in the year 2014-2015 and in
the rest of the grades in the year 2015-2016. This Didactic Programme has been designed for the
next academic year 2015-2016.

The standing legislation determines that the teaching of English, as a foreign language, is part and
parcel of the Primary Education curriculum. Following the advice of the European Council, the
main objective of learning a foreign language is that students acquire Communicative Competence
in a progressive way, that is, to be able to communicate in everyday situations. This Communicative

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ASSESSMENT CRITERIA
-

To recognise buildings and places in a town.

To say where one lives.

To write ones address.

To know and apply the basic strategies to produce easy oral texts.

To interact using basic linguistic and non-verbal techniques.

To use the syntactic structures.

To discriminate the phonemes, the patterns and the basic intonation.

To identify the communicative meanings and the intentions.

To write short and easy texts with simple sentences.

To manage the basic syntactic structures of the unit in a written way.

To enjoy reviewing and learning the language items presented.

To develop an interest in getting to know about the target language culture.

DIDACTIC UNIT: 15
TITLE: Summer holidays
CENTRE OF INTEREST: Sports and Hobbies
CONTENTS: Uses and forms of oral and written communication. Socio-cultural aspects.
-

Ask for and give information about sports and hobbies.

Describe ones abilities.

Talk about daily routines and habits in summer.

Describe similarities and differences between summer and winter time.

Give information about sports and hobbies.

Describe abilities.

Express daily routines and habits.

Describe similarities and differences between summer and winter time.

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Consolidation of the Present Simple: affirmative, negative and interrogative.

E.g. What do you do in summer? / I go to the beach in summer

Consolidation of the verb Can for ability.

E.g. I can play football / Can you ride a horse? No, I cant ride a horse.

Leisure activities: beach, mountain, cinema

Summer sports and hobbies: tennis, swimming, riding, skating

Initial /r/ ride

Right intonation in statements and questions.

Listen to short oral texts. Recognising specific vocabulary and structures.

Exchange of information about summer holidays

Scan for specific information and reading for the main idea.

Write words from previously introduced models

Appreciation. Show interest in others leisure activities.

Motivation. Stimulate childrens imagination.

Confidence. Accept their own abilities and limitations in their learning process.

ASSESSMENT CRITERIA
-

To give information about sports and hobbies.

To describe ones abilities.

To talk about daily routines in summer.

To describe similarities and differences between summer and winter time.

To know and apply the basic strategies to produce easy oral texts.

To interact using basic linguistic and non-verbal techniques.

To use the syntactic structures.

To discriminate the phonemes, the patterns and the basic intonation.

To identify the communicative meanings and the intentions.

To write short and easy texts with simple sentences.

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To manage the basic syntactic structures of the unit in a written way.

To enjoy reviewing and learning the language items presented.

To develop an interest in getting to know about the target language culture.

COMPETENCE EVALUATION RUBRIC

LINGUISTIC COMUNICATIVE COMPETENCE
EVALUATION OF LEARNING STANDARDS
PART 1: UNDERSTAND ORAL TEXTS
SUB-

RUBRICS
LEVEL 1

COMPETENCES

Listen activily.

LEVEL 2

LEVEL 3

Listen descriptive Listen descriptive Listen

texts

with texts

difficulty

Listen

verbal

attention

in frequently

difficulties connect

pictures

and show a lot of

interest

some connect most of connect

and with oral texts and texts

all

the

and oral texts and texts

o to understand the understand som of understand most understand

understand the nonverbal

the

meaning of an language.

language.

and
in

nonverbal of the nonverbal perfect way al the

nonverbal

language

oral text.

language.

Show

interest Dont

on

English interest on English some

songs.

texts

to conect pictures pictures and oral the pictures and pictures and oral

language

stories

always

with descriptive texts descriptive

specific situations
Use the non- Show

LEVEL 4

show Show interest on Show interest on Show great interest

English English

and stories and songs stories and songs and

despite
teachers

the thanks

of

stories on English stories

songs

by and songs.

the his/her own.

teachers

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