Uruguay First Year of Ciclo Básico - English

This information is based on the 2018 official program document from the Dirección General de Educación Secundaria (DGES) in Uruguay.

Introduction

Due to the expansion of English language teaching in primary schools, more students are entering Ciclo Básico with prior English knowledge. This program addresses the resulting diversity in classrooms by providing differentiated learning opportunities for students with varying levels of English proficiency.

Pedagogical Approach

The program recognizes that every student learns differently and has unique needs. It emphasizes an inclusive approach, catering to diverse learning styles, paces, and prior knowledge. The curriculum is designed to empower students and promote their participation in the English-speaking community. It is based on a sociocultural perspective, drawing on the work of researchers like Vygotsky, Luria, Bruner, Ausubel, and Wertsch.

Program Structure

The program is structured around functions, focusing on what students can do with the language rather than grammatical rules. It includes:

• Thematic Units: Seven units provide context for language learning. Teachers can adapt these themes to suit their students' interests and needs. The themes are student-centered, aiming to contribute to their psychological, cognitive, affective, and social development.
• Learning Goals: These describe what students should be able to do after completing each unit. The goals reflect a progression from A0/A1- to a solid A1+ level according to the Common European Framework of Reference for Languages (CEFR).
• Assessment Tasks: Evaluations should align with the teaching methods used in the classroom. Teachers can use various formats, including written tests, oral assessments, and projects.
• "Can Do" Statements: Content is organized around performance criteria for each skill, expressed as language functions. These statements are written in the first person to encourage student self-assessment and peer evaluation.
• Vocabulary: The program provides a list of vocabulary words and expressions for each module, aligned with the A1 level of the CEFR.
• Suggested Tasks: These tasks prepare students for the Integrated Performance Assessment tasks, providing opportunities for feedback and practice. They follow a task-based learning model.

Policy Alignment

The program aligns with four transversal educational policies:

• Gender Policies: Thematic content and classroom practices promote tolerance, diversity, and respect.
• Technology Policies: Technology is used as a tool to support learning and mediation.
• Liaison Policies: The program involves stakeholders from all educational subsystems and fosters collaboration with external actors.
• Language Policies: Learning English is seen as beneficial for students' native language development.

Thematic Units Overview

The seven thematic units are:

1. Hello!: Introductions and personal information. 2. Myself!: Describing oneself, one's home, and daily routines. 3. My Family: Introducing family members and their occupations. 4. Animals: Describing animals and their habitats. 5. Fantastic Food: Discussing food preferences and recipes. 6. Teen Media: Expressing preferences in media and entertainment. 7. My Town: Describing one's town or city and giving directions.

Each unit includes specific learning goals, "can do" statements, vocabulary lists, and suggested tasks, differentiated for students with and without prior English study. The document also provides detailed suggestions for Integrated Performance Assessment tasks for each unit.