4.

Conclusion
Having developed this syllabus design, it is worth concluding by highlighting
some of the most important aspects that make up it. In this way, we must begin by
pointing out the character of our curriculum, which is open and flexible. This
character together with the constructivist theory of learning, on which the Spanish
educational system is based, makes it possible to carry out this didactic programme,
which is specified in a specific educational context, at a specific methodological
moment and which is aimed at a group of pupils whose personal characteristics,
needs and expectations are beared in mind in order to fulfil their educational
prospects. Therefore, it is an adaptable curriculum which covers the different
situations, thanks to the levels of curricular design.
This syllabus design corresponds to the 3rd level of curricular design and it is
in accordance with what is set out in the Educational Project. As we know, our
curriculum is adaptable, therefore, this syllabus planning has been designed taking
into consideration the characteristics of my classroom and those of my pupils in
order to accomplish the objectives established and their integral development
carrying out the 12 didactic units which shape this syllabus design.
When building up this syllabus design, some previous aspects such as the
school background have been taken into consideration. I have also laid down the
curricular elements that uphold my syllabus, providing it with the necessary
pedagogical value. Furthermore, this syllabus is supported by the legal regulations in
force, at the same time as it has a technical basis which is made up of a series of
theories, principles, approaches and authors on which foreign language teaching is
based in the European framework of reference.

All the aspects mentioned and taken into account in the preparation of this
programme have made it possible for my curricular design to be coherent and for all
its elements to be interrelated. In this way, its systematic and global character is
evident, which is the key to its success and its main value.
Finally, it is not a closed and permanent document; I will use it as a
hypothesis of work, since it will be submitted to constant assessment and
improvement and in which changes will be done in a positive way; that is needless to
say. Along this process, the teacher’s investigator perspective has had a chief role,
which I feel identified with, since it is the approach of “improving to act and acting to
improve” the one that decides my teaching action because “who dares to teach must
never cease to learn” (John Cotton Dana).
The importance of programming the school year lies in the fact that it will
provide us with the necessary information to evaluate and improve Teaching-
Learning process. As Martínez Bonafé said, programming is the point of union
between theory and teaching practice that pre-draws the way in which the Teaching-
Learning process will take place.