Summary Programación didáctica en inglés de primaria
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Grado
Oposiciones de maestra de primaria en inglés
Institución
Oposiciones De Maestra De Primaria En Inglés
Esta programación está escrita en inglés y la presenté en las oposiciones de maestra de primaria en inglés.
Es un documento de 42 paginas que incluye contextualización, introducción, programación didactica (objetivos, contenidos, competencias, evaluación, situaciones de aprendizajes deta...
1. Introduction ……………………………………………………..……………p.3
1.1. Justification of the didactic program……………………………………p.3
1.2. Contextualization …………………………………………………...……p.4
2. Didactic program …………………………………………………….……...p.5
2.1.Learning objectives …………………………………….……….p.5
2.2. Competences…………………………………………….………p.5
2.3. Set of knowledge ……………………………………………..…p.7
2.4. Assessment………………………………………………..……..p.8
2.5. Methodology …………………………………………………..…p.9
2.6. Didactic resources ………………………………………………p.9
2.7. Attention to diversity …………………………………………….p.10
3. Learning situations ………………………………………………………….p.10
3.1. Distribution of learning situations ……………………………...p.10
3.2. Presentation of the learning situations…………………………p.11
4. Bibliography …………………………………………………………….…….p.33
5. Annexes ………………………………………………………………………..p.34
2
, 1. INTRODUCTION
1.1. Justification of the didactic program
The year plan has been designed taking into reference the Decree 175/2022 of September
27th, on the organization of basic education courses. Also, the School Curricular Project has
been the main reference to create this Didactic Project. In this case, the academic course
that has been chosen is 3rd grade. Moreover, the ”Llei d’Educació de Catalunya 12/2009, de
10 de juliol” has also been set as a reference to design this year's plan.
After the changes made in the last curriculum, this plan follows a curriculum based on
competences, which uses students’ context to create authentic learning. This means that all
the designed activities have a meaningful purpose and are designed to make students
develop skills that they will need to use in their life.
Furthermore, coeducation is another key aspect that is developed in this project, as pupils
are encouraged to work together through different projects to not only build learning
experiences together and but also to learn from each other.
The selection of contents has taken into consideration the current needs of students. It aims
to create authentic experiences that they may face in real-life. There are different types of
activities that are designed to make students practice different skills, use dialogue and
conflict resolution, understand and respect cultural diversity and develop a critical capacity to
value the advantages of plurilingualism.
3
, 1.2. Contextualization
The school which my learning situation is going to be based on is in Sabadell. It is a two-line
public center for infant and primary education, with an enrollment of approximately 480
students. The vast majority of families are Catalan speakers with a medium to high
socioeconomic and cultural background. There is a small immigrant population.
The class which this didactic program is meant to be carried out in is made up of 20
students, 9 of them are girls and 11 are boys. It is a pretty quiet, hardworking group.
Regarding the learning level, the average is normal. Talking about students with educational
needs, there are two students diagnosed with dyslexia. They struggle when reading and
writing, so they are provided with measures of support when developing these skills.
Generally, most students struggle in the reading and written comprehension fields. Students
who have dyslexia require more support, as they frequently need individual clarifications of
any kind of work, and individualized strategies, such as reading out loud to understand the
text.
According to the teacher, there has been a significant advance in writing, especially since
the beginning of the course (progress has been made in the elaboration of sentences and
texts). Some pupils have started to achieve basic rules of arbitrary spelling, but quite a few
students have yet to achieve natural spelling well.
Two students, who have dyslexia, have an Individualized Education Plan (IEP) in the
language field. In this case, the class teacher makes some adaptations in the reading
comprehension and writing fields. These adaptations are: more time to do the exams,
reading out loud the questions of the exam and allowing them to answer orally, providing
written tools, like word banks, which serve as a reference to students to avoid the excess
charge when doing some written tasks.
All students seem to find it easy to participate in groups. They are used to working in
heterogeneous groups and most of the students like to help one another in any case.
Furthermore, when some students have finished any task, the teacher encourages them to
help their classmates or to carry out dynamics to either reinforce the vocabulary or to
develop other skills.
4
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