Analysis of an Annual Teaching Plan EOI Santa Coloma de Gramanet L5

Irma Rodríguez QuintanaCurriculum and Syllabus Design

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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

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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 school’s 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

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the management project) and must be related more to the assessment of student learning of programming and its practical

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.

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These meetings must be recorded in the schedule and teachers should act to extend the taken agreements.

A.3. Technologies for Knowledge and Learning

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) School’s profile

Social Background High Medium Low Mixed

LocationUrban centre Suburb Town Rural

AreaNumber of students

with special needs or 5

under integration programmes

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) Student’s distribution

Level Number of Students

Number of groups

L5 Group AL5 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) Pupils6

b) Teachers from the centre

c) Parents / families

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.

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B.3. Theoretical justification of the project (includes didactic objectives)

It could be something like the following1:

“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 self-evaluation , 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 1 Extracted from Longman NEFA prepared plan

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decision will correspond to the teacher. The existence of the complaint and the resolution 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.

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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 Area: English Language Level: L5/B2 Sessions: Duration: 2hKEY COMPETENCES BY SKILLS RELATED TO THE UNIT

ORAL EXPRESSION AND INTERACTION WRITTEN EXPRESSION AND INTERACTION ORAL COMPREHENSION READING COMPREHENSION

COVERED SESSIONS COVERED SESSIONS COVERED SESSIONS COVERED SESSIONS1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

CONTENTS GENERERAL ASSESSMENT CRITERIASECTION 6B SECTION 6C 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 ------

1. Ellipsis and substitution.2. Vocabulary: The natural world3. Weak and strong pronunciation of auxiliaries and to.

1. Adding emphasis (cleft sentences).2. Intonation in cleft sentences.3. Vocabulary: Immigration, your city, school, etc.

How assessment is implementedAssessment ASS how when who %

Grid on annex A F SO S1 S 10Grid on annex B F SO S4 S 10Grid on annex C S SO ALL T 50

Participation and interest in class S TO ALL T 20

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

2 Material drafted and tailored by Irma Rodriguez for the 9 hours TU required for this Master’s Degree.

What should be included in the Annual Plan in terms of description of the sessions, should be similar to the following example3:

3 Material drafted and tailored by Irma Rodriguez for the 9 hours TU required for this Master’s Degree.1

Detailed Lesson Plan of the Teaching Unit Section 6B: Based on NEF pages 84-85 Session: 1/ PART 1 Date: 23/02/15 Duration: 1h

Previous knowledge Content of the sessionSpecific Learning Goals

Grammar Vocabulary Pronunciation Grammar Vocabulary Pronunciation

Expressing future plans Travel and tourism Homophones

Ellipsis and substitution

Vocabulary on the natural world

Weak and strong pronunciation of auxiliary verbs

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.

Procedure Methodology I Materials T How assessment is implemented in the session

Pre-task

Body

Ending

Anticipated problems Attention to diversity and follow-up activities

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

4 Extracted from Longman NEFA prepared plan