DEFENSA PROGRAMACIÓN

Following the Public Announcement, in this second test I must firstly defend the

Teaching Planning handed and then present one of the fifteen didactic units that

constitute it.

In order to do this, I find useful follow this outline or sketch with the most important

aspects that I am going to talk about in the next 30 minutes, in order to facilitate its

following and comprehension:

1) Concept

2) Legal Framework

3) Context

4) Key Competences

5) Contents

6) Evaluable Learning Standards

7) Evaluation

8) Methodology

9) ICT

10) Attention to Diversity

11) Reading Enhancement

12) Bibliography and Conclusion.

Basing my speech on this outline, I will start by briefly explaining what is

understood by Teaching Planning. Next, I will present the main curricular elements

that constitute my Teaching Planning and I will end with a brief mention of the

bibliographical sources consulted and a personal conclusion.

First of all, it is essential to explain WHAT is understood by Teaching Planning.

In general terms, it could be defined as an attempt to rationalize the teaching practice.

As we know, the Teaching Planning corresponds to the 3rd level of curricular

specification and it must be elaborated by us, teachers, taking into account our current

teaching situation and the students’ characteristics. In it, we have to include the

specification of the curricular elements, the methodology to be used, the attention to

diversity and a series of units to organise the learning and assessment activities in a

coherent way.

After having defined the concept of Teaching Planning, the second point to develop

will be the LEGAL FRAMEWORK in which this Teaching Planning is based.

The teaching of a Foreign Language is introduced as a compulsory area in Primary

Education in the The Organic Law of Improvement on Education 8/2013 passed on

December 9th and in The Royal Decree 126/2014 passed on February 28h, which

establishes the minimum teaching requirements and the Key Competences nationwide.

In The Autonomous Community of Madrid, the Decree 89/2014 passed on July 24th

establishes the Official Curriculum for all the areas in Primary Education, including

the Foreign Language area. Therefore, this legal document will be the most immediate

starting point for the specification of all the Contents, Evaluable Learning Standards

and Assessment Criteria that constitute this Teaching Planning.

What I have just described constitutes the Legal Framework of my Teaching

Planning but this is not enough to differentiate it from other Teaching Planning

documents we may find in The Community of Madrid. For this purpose, it is essential to

consider an aspect that is going to bring personality and specification, this is, the

SOCIAL CONTEXT.

First of all, I must say that this school is located in an urban environment, in a

middle class neighbourhood where families have a medium-high socio-cultural

level.

The school´s equipment is quite good and it provides some facilities for learning

English, such as a special classroom for the English subject, a library with

English books organized by level of difficulty and an ICT classroom.

This Teaching Planning is designed for the 5th grade of Primary Education. In

my class there are 24 students in total, of which 11 are boys and 13 are girls.

This class is an example of ethnic diversity since there are two students from

South America and one from Romania whose English level is lower than the

rest. There is also a student with Attention Deficit Hyperactivity Disorder who

will be described later when I refer to the Attention to Diversity.