PRIMARY SPANISH SYLLABUS

IA;'lGUAGE SYUABUS DESIGN For CHTLo r e n

Presentaciones• Quien eres• Porque estas hacienda este curso• Que idea predeterminada tienes de la sesi6n sobre

el syllabus• Que esperas aprender hoy o en que crees que puede ayudarte lo que vamos a trabajar

What is a Syllabus?An expression of opinion on the nature of language and learning: it acts as a guide for both teacher and learner by providing some goals to be attained.

Curriculum is wider term as it covers all the activities and arrangements made by the institution out the academic year to facilitate the learners and the instructors. A Syllabus is limited to particular subject or a particular class.

Actividad 1• What would you expect from your dream syllabus?

• A good syllabus should be:...

Syllabus Characteristics1. Comprehensive: List what is to be

taught

2. Content items or processes

3. Ordered/Sequenced

4. Explicit objectives

5. Time schedule

6. Approach or methodology

7. Recommend materials

8. Public document

Syllabus DesignSelection and organization of instructional content including suggested strategy for presenting content and evaluation

To desig n a syllabus is to decide what gets taughtand in what order.

The theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted.

Types of Syllabi• structural syllabus

• notional/functional syllabus

• situational syllabus

• skill-based syllabus

• content-based syllabus

• task-based syllabus

Actividad 2

• Relaciona los tipos de syllabus con los ejemplos de acuerdo a tu intuici6n.

• Crees que la metodologia esta relacionada con el tipo de syllabus? De que manera?

• lConoces algun otro tipo de syllabus? l A que metodologia se podria corresponder?

• l E n la ensenanza a ninos, que metodologia sueleutilizarse?

Teachers RoleSome teachers are consumers of other people,s syllabi and implement the plans of applied linguists or government agencies

Others have a relatively free hand in designing their own sillabus .

All should be given appropriate training to design and regard the syllabus open and negotiable

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Prilllary sillabus design• Integrated language curriculum

• Defining key principles of language learning

• Defining a policy and practice oriented to expected outcomes

• Structures implied in an integrated curriculum for children's language learning from 3 to 12 years , and how would these structures accommodate the different language learning

Inside the frainework

• What do you know about the framework?

• Do you have any experience using the framework?

The fralllework

1. Learning objectives and teaching activities

2. Advice on curriculum management for users of the framework

3. Planning progression and assessment. Sample teaching activities

OracyChildren listen to the teacher, native speakers and recordings, and they learn to recognize familiar and unfamiliar sounds . They reproduce these sounds , create phrases sentences , and engage in conversations

LiteracyChildren understand, read and enjoy different forms of paper and electronic texts, such as stories, poems and messages. They write simple sentences and short texts, often using a frame or model

. http://www.schoolsworld.tv /node/3105

Intercultural understandingIt enables them to explore the lives of others and provides them with context for understanding their own lives. They become aware of the similarities and differences between

peopl eshttp://www.ra i seonl inetraining.eo.uk/videos/prima ry-span ish-el -camino

de-la-escue la/

Knowledge about languageUnderstanding of how language works, and this reinforces their understanding of their own language. They become aware of the rules or patterns in language

Language learning skillsChildren have regular opportunities to think about the best way for them to learn a new language, and they employ a range of strategies to help them do this

Actividad 4•You will be given an objective.• Find people with objectives from the

same strand.• Split into the different skills if

necessary.• Now order yourselves from Year 3 to

Year 6 to show progression.

OracyY3

31Listen and respond to simple rhymes, stories and songs

32Recognise and respond to sound patterns and words

33Perform simple communicative tasks using single words, phrases, and short sentences

34Listen and understand instructions, everyday classroom language and praise words.

LiteracyY4L41 Read and understand a range of familiar written phrases

L42 Follow a short familiar text, listening and reading at the same time

L43 Read some familiar words and phrases aloud and pronounce them accurately

L44 Write simple words and phrases using amodel and some words from memory.

l.U. Y5IU51 Look at further aspects of their every day lives from the perspective of someone from another country

IU52 Recognize similarities and differences between places

IU53 Compare simbols, objects or products whichrepresent their own culture with those of another country

Kabout L. Y6KL61 Identify specific sounds , phonemes andwords

KL62 Recognise commonly used ryming soundsKL63 Imitate pronunciation of soundsKL64 Hear main word classesKL65 Recognise that languages describe familiar things differently

KL66 Recognise that many languages are spokenin the UK and across the worldKL67 Recognise conventions of politeness

LLSY3LLS31 Use actions and rhymes and play games to aid memorization

LLS32 Look at the face of the person who is speaking

LLS33 Compare the language with English

The outcome of KS2

• understand the main points of what people say;• engage in conversation, expressing their own opinion

and responding to the opinions of others;• present ideas and information to a range of audiences,

selecting appropriate ways of expressing themselves;• understand the main points of texts they read;• read aloud with expression and accuracy;• recognise and apply the links between the sounds and

spelling;·empathise with other cultures and imagine how

others may see their own way of life;

Linking languageLiteracy : development of speaking , listening, reading and writing skills

Mathematics : counting, calculations , time, money, collecting and organising data

Science: knowing about the importance of an adequate and varied diet for health

JCT: sharing and exchanging information

Art: first-hand observation, designing and making artefacts

Design and technology: following safe procedures for food safety and hygiene

Geography : using a range of scales and secondary sources of information

History: understanding changes inthe past

Music: listening with attention to detail , and singing songs in unison

PSHCE: developing good relationships and respecting differences between people

PE: creating and performing dances.

Actividad 5Think of an activity that could be linked to your area of the curriculum

http://www.schoolswor ld.tv/node/ 1997

You might consider how to

Link with the teaching of aspects of other subjects

planning languages as an integral part of the whole curriculum and teaching some aspects of the Framework through other subject

Some exampleschildren in the very early stages of learning a language, the class teacher begins each day by taking the register in German. The children have been taught to greet the teacher and each other and to choose their own reply when they hear their name. This simple routine puts language learning in a meaningful and memorable context, and helps to make language learning a normal part of the school curriculum.

http://www.primarylanguages.org.uk/training_zone/teachers/ using_the_ ks2_framework/intercultural_understanding/ reception_ register.aspx

Links with ICT curriculum: children learn to use e-mail to send and receive messages - children e-mail in English and receive e-mails in the foreign language; they also learn that ICT can be used to organise, reorganise and develop their ideas

http://www .primarylanguages.org.uk/training_zone/teache rs/embedding/cross-curricular_ links/maths_song .aspx

Y en Espafia tque?

Bloques de contenidos

• Escuchar, hablar y conversar

• Leery escribir

• Conocimiento de la lengua: uso y aprendizaje

• Conocimientos linguisticos

• Reflexion sobre el aprendizaje

• Aspectos socioculturales y consciencia intercultural

Y en Espafia tque?• lPuedes encontrar algunas diferencias muy evidentes

del contenido por ciclo?

• l Te ha sorprendido algo?

• l Conoces el Marco Comun Europeo de las Lenguas?

lY el portfolio europeo de las lenguas?

• http://www .youtube.com/watch?v=eYk4gzfinEs

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Actividad 6Piensa alguna actividad que pueda funcionar en la unidad de referencia teniendo en cuenta los objetivos de aprendizaje

'Above all,the Framework

should be seen as a support,

not a constraint; a climbing

frame not a cage.'