Spain 4º de Primaria School Syllabus - First Foreign Language (English)

This syllabus outlines a teaching program for a 4th-grade English course in Andalusia, Spain, based on the My English World program. It covers a full academic year and is aligned with the Organic Act 2/2006 on Education (LOE), Law of Education in Andalusia 17/2007 (LEA), Decree 230/2007, and Royal Decree 1513/2006, incorporating principles of globalisation, constructivism, meaningful learning, tolerance, respect, functionality, and a communicative approach.

Objectives:

• General Objectives for the Stage (Primary Education): Focus on developing capacities in students to understand and appreciate values and behavioral norms, preparing them for active citizenship and respect for human rights. Games are used to reinforce these values.
• General Objectives for the Area of Foreign Languages: These objectives align with the Common European Framework of Reference for Languages and aim to develop listening comprehension, speaking, reading, and writing skills in English. Activities such as storytelling integrate these four skills.
• Second Cycle Objectives: Specific objectives for the second cycle of primary education (which includes 4th grade) are also incorporated.

Basic Competences:

The curriculum emphasizes the development of basic competences, including linguistic communication in both Spanish and foreign languages. Sub-competences such as expressing thoughts and emotions orally and in writing are also addressed. The study of English complements and enriches the students' overall communicative capacity.

Contents:

The curriculum is organized into four blocks of content, focusing on listening, speaking, reading, and writing skills. Content is delivered through fifteen thematic units spread throughout the academic year.

Unit Structure:

Each unit includes:

• Unit title
• Central topic
• Approximate timing (number of sessions)
• Didactic objectives
• Justification for the topic
• Basic competences addressed
• Content breakdown (listening, speaking, reading, writing, vocabulary, grammar, phonetics, learning reflection, sociocultural aspects, intercultural awareness, education in values, interdisciplinary links, and ICT integration)
• Sample activities (including motivation, diagnostic activities, warm-ups, routines, and final task exposition)
• Evaluation criteria

Example Unit (Unit 3: The Body):

This unit focuses on parts of the body. The final task involves constructing a doll from recycled materials and providing a physical description. Activities include songs, matching descriptions with illustrations, and asking for information about personal descriptions.

Methodology:

The methodology incorporates linguistic considerations, pedagogical principles of the primary education stage, and a communicative approach to teaching English. Routines like hello and goodbye songs are used. A variety of resources and materials are employed, and different groupings are utilized to cater to diverse learning styles.

Attention to Diversity:

Differentiation in the classroom is a key aspect of the methodology, ensuring that all students' needs are met.

Evaluation:

Evaluation is based on the LOE, Decree 230/2007, and relevant evaluation orders. The learning process is evaluated based on specific criteria and procedures, and the teaching process and program are also subject to evaluation.

Extracurricular and Complementary Activities:

Teachers plan activities related to English to enhance learning outside the classroom.

Educational Plans and Programs:

The school may participate in various educational plans and programs, such as TIC schools, bilingual schools, and sports programs, to further enrich the learning experience.