SYLLABUS SAMPLE

English

"Education is not the filling of a

bucket, but the lightning of a fire"
(William Butler Yeats)

VERÓNICA
OPOTEACHER
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

0. INTRODUCTION

A syllabus or course planning can be defined as a planning tool that allows teachers to
sequence, organize, develop and assess the learning and teaching process taking into
account the main elements of the curriculum and adapting them to the students´
characteristics and the particular context in which it´s embedded, functioning as a guide for
the continuous improvement of our teaching practice.

This work is the ultimate step in curriculum development as it is shown below:

Illustration 1. Source: Own creation

This course planning has been designed in order to be implemented in the third year of
compulsory secondary education (ESO) along the academic year 2021-2022, and it will
serve me as a fundamental pillar in my teaching practice, considering its following threefold
nature:

It is flexible and open since, as it couldn´t be otherwise, my lesson planning is open to

changes in order to meet the real demands and needs derived from daily teaching practice.

It is contextualized and feasible since it is realistic and adapted to the particular context of
my school, as we will see in chapter 2.

It is systematic since it is a detailed, rather than an arbitrary plan, aimed at avoiding

improvisation and allow for the coherent implementation of didactic units. As Dodson stated,
“Without goals and plans to reach them, you are like a ship that has set sail with no
destination”.

In addition, I should highlight the informative character of this plan, as it will provide
families with all the necessary information in relation with the course, complying with current
legislation on the rights of families to be informed. Access willl be granted at the school and
department website
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

1. LEGAL AND THEORETICAL FRAMEWORK

1.1. Legal justification

This course planning of the subject of English for the third year of ESO has been designed
on the basis of the Order EDU/362/2015, of May 4th, by which the curriculum and the
implementation, assessment and development of compulsory secondary education in CyL
is established, drawing on the Spanish Law on Education, Organic Law 2/2006 (LOE), of
May 3, modified by the Organic Law 3/2020 (LOMLOE), of December 29, the Royal Decree
1105/2014, of December 26th, that establishes the basic curriculum of Compulsory
Secondary Education and Bachillerato. It also follows the guidelines established by Order
ECD 65/2015 on the relationships among competences, contents and assessment criteria,
taking into account the transition period LOMLOE and the decisions passed by the Royal
Decree 984/2021 regulating assessment and promotion.
The standing Organic Law of Education, henceforth LOE CT (LOE consolidated text),
constitutes a decisive step towards the improvement of the education system. It draws on
the Spanish Constitution and the Organic law on the Rights to Education 8/1985, of July 3,
LODE, which aim at safeguarding the right to equitable and quality education to all students.
Other documents such as the CEFR, Common European Framework of reference for
language: learning, teaching, assessment, modified by the Common European Framework
of Reference for Languages: Learning, Teaching, Assessment- Companion Volume
(Council of Europe, 2020) also serve as pillar for the teaching practice as it establishes a
common guideline for language learning and it specifies the different stages in the
acquisition of communicative competence and should be considered as a result.

Illustration 2. Source: Own creation

1.2. Theoretical foundations

Following Stern1, the foundations of FLT can be found in the fields of the History of language
teaching, Linguistics, Sociology, Psychology and Educational Theory, which can be grouped
into three main dimensions:

1
STERN, H.H. Fundamental concepts of language teaching. Oxford. O.U.P
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

1. Psychological foundations
The word “adolescent” comes from the Latin word “adolescere”, which means “to grow”, as
adolescence is a period of change, of questioning of established rules, of personal initiative
and sense of independence, and of peer-dependency.
According to Jean Piaget´s Theory of Cognitive Development, teenagers find themselves
at a final Formal Operational Stage (12+) where the consolidation of abstract thinking,
logical reasoning and problem-solving skills are to be found. Likewise, and following Lev
Vigotsky´s Sociocultural Theory, cognitive development comes from social interaction
within the zone of proximal development, where language plays a key role. Adolescents are
able to discuss, elaborate explanations, formulate hypothesis, or experiment.

2. Pedagogical foundations
For the elaboration of this planning, the main pedagogical foundations which have
influenced my design are varied as it can be seen in the illustration below, and which will be
further explained in Chapter 6. Methodology

Illustration 3. Source: Own creation

3. Epistemological foundations
The main epistemological foundations in ELT can be found on the Communicative
Approach and the current Actio-Oriented Approach, established by the CEFR. The main
goal of language learning is communication and the application of the acquired knowledge
to real-life situations through language tasks where students are regarded as social agents
who will use language and communicate in society. This idea is intricately linked to the
current Competency-based approach, as students will learn to become competent in the
use and application of the acquired knowledge and skills
It is from these foundations that my course planning arises and takes the form of a written
and sequential program in which all elements contained are set with a view to the next level
of the teaching practice: intervention.
I shall start this work from the identification of some contextualizing data, to go on to address
the objectives of the stage of ESO. The same path will be followed in the description of key
competences and the identification of contents. Then, I will talk about teaching resources
and methodology. Special attention will be paid to the use of information and communication
technologies I will afterwards deal with the aspects related to the assessment of the learning
and teaching processes. Finally, I will focus on the necessary measures to be taken in order
to cater for diversity.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

2. CONTEXT

2.1 Characteristics of the area and the high school

The school is located in a rural district of largely middle-class families from where the
majority of the students come. The village has around 20.000 inhabitants. There has been
an increasingly number of immigrants coming to town, representing at the moment 5% of
the total population, mainly from Ecuador and Bulgaria. Accordingly, the school receives
students from different social classes, ethnic groups and nationalities. There are several
schools and high schools in the area which provide a good opportunity for cooperation in
education. Among the facilities in the area or in its proximities are: 1 public library equipped
with computers and free Internet access, parks, a sports centre, a cultural centre, and there
are various educational and sporting activities promoted by the local community in which
students can participate.
It is a public high school catering for secondary and Bachillerato students. It has 400 hundred
students, and it offers four groups for each of the two stages of ESO, and three groups for
each course of Bachillerato.
It adopts as its objectives the basic objectives of secondary education laid down in the LOE
TC: to ensure that students acquire the basic cultural elements especially humanistic,
artistic, scientific, and technological, to develop and consolidate study and work habits, to
prepare them for their incorporation into higher education or the labour market, and to
educate them in the exercise of their rights and obligations in their life as citizens.

2.2. The school

Students can take advantage of modern premises with a sports centre, four ICT rooms, a
multi-purpose hall, a staffroom, subject departments, or a library. Classrooms are equipped
with a video projector, computer, screen, and Internet connection, which offer invaluable
opportunities for the display of audio-visual material.
In order to develop this course planning, the following school documents and plans have
served as a fundamental basis: the School Education Project (PEC), the Annual General
Programme (PGA), and the decisions made by the department of Modern Foreign
Languages, English. From these school documents information has been obtained as to the
identity and functioning of the high school, internal regulations (RRI), plans for tutorial action
(PAT), co-existence, orientation, complimentary and extracurricular activities plan, and
attention to diversity (PAD).
The school also enforces a Reading Plan in order to comply with the LOE CT principles
and objectives established in:

GENERAL PRINCIPLES, article 26.2. “In order to promote reading habits, some time to
reading will be dedicated in all subjects”

STAGE OBJECTIVES, article 23.h “Get to know, read, and study literature”
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

The school promotes reading skills by updating the school library database, the celebration
of the annual Book Fair and the elaboration of audio books with QR codes. The English
department contributes to this plan with a “reading diary” scheme and the elaboration of
audio-books QR codes for the selected readings.
The school is also immersed in an Erasmus K2 program with fourth of ESO called “Steps
to democratic citizenship” and the school has been included as a Unicef Reference Centre,
as it is contained in the PEC. We celebrate a Coexistence Day every year in February
where we have the opportunity to carry out activities such as Escape rooms, Treasure Hunts,
Cinema Sessions, Cooking workshops, all based on aspects of the English curriculum.

The English department also organizes complimentary and extracurricular activities such as
attending an English play, a student´s exchange plan with UK students for the fourth
course of ESO every two years and the Seminci cinema week.
Teachers’ coordination is promoted in the school education project, through TEAMS, and
the Teacher´s observation ObservAction project or the cross-curricular learning of
contents, such as a Painting’s exposition the third of ESO students will elaborate together
with the Arts Department.
The English department has also created a department website so students and families
can have access to all relevant information, including the English Teaching Program,
marking criteria, resources, students´work, a Symbaloo, and other useful information as it
can be seen below. Families are also informed through TEAMS and TOKAPP (Appendix X)

2.3 Students
The main features of my group can be summarized as follows:

24 students, 13 boys and 11 girls aged 14-15

Need to be motivated to learn

Question established rules

Behaviour problems at times

Preference for group work

A2 (waystage)

1 immigrant boy from Ecuador

1 girl with low hearing impairment

Mostly homogeneous but diverse in learning styles,

rhythms, and multiple intelligences
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

3. OBJECTIVES

The objectives can be defined as the goals that are expected to be achieved at the end of
the learning process. We will distinguish here between Stage objectives, which are the ones
set for the whole secondary stage and the Unit objectives, which are the specific objectives
pursued along the 10 didactic units this course planning contains.
3.1. Secondary Stage Objectives

According to article 23 of the LOE CT, the objectives established for the stage of ESO are
the following 12:

a) To assume their duties responsibly, know and exercise their rights respecting others,
practise tolerance, cooperation and solidarity among people and groups, exercise the
dialogue securing human rights, equal treatment and opportunities between men and
women, as common values of a plural society, and get prepared for the exercise of
democratic citizenship.

b) To develop and consolidate habits of discipline, study and work, both individually and in
group, as a necessary condition for the effective performance of learning tasks and a means
of personal development

c) To value and respect gender differences and equal rights and opportunities. Reject
discrimination by reason of gender or any other personal or social circumstance. Reject
stereotypes which imply discrimination between men and women, as well as any form of
violence against women.

d) To strengthen affective capacities in all areas of their personality and their relations with
others. Reject violence, prejudice of any type, sexist behaviour and solve conflicts in a
peaceful manner.

e) To develop basic skills in the use of information sources to acquire, critically, new
knowledge. Develop basic technology competences, and progress towards the ethical
reflection on its functioning and use.

f) To perceive scientific knowledge as integrated knowledge which is structured into different

disciplines and understand and apply methods to identify problems in different fields of
knowledge and experience

g) To develop an enterprising spirit and self-confidence, participation, critical awareness,

personal initiative, and the capacity to learn to learn, plan, take decisions and assume
responsibilities

h) To understand and produce correctly complex texts and messages both orally and in
writing in Castilian and, where applicable, in the co-official language of the autonomous
community. Get to know, read and study literature
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

i) To understand and express themselves appropriately in one or more foreign languages

j) To know, value and respect the basic characteristics of their own culture and history and
that of others, together with their artistic and cultural heritage

k) To know and accept the functioning of their own body and that of others and respect the
differences; look after their body and develop healthy habits; take part in physical education
and sports to contribute to their personal and social development; know and value the
human dimension of sexuality in all its diversity. Value, critically, social habits related to
health, consumption, care of, empathy and respect towards living creatures, especially
animals, and the environment contributing to its conservation and improvement

l) To appreciate artistic creation and understand the language of different art forms, using
various means of expression and representation

3.2. Unit Objectives

In every didactic unit the unit objectives pursued are related to the stage objectives they
contribute to. The subject of English mostly contributes to stage objectives B, E, G, I, J, and
L, as described below:

For example, unit 4 contributes to objectives I and J by developing their linguistic skills and
socio-cultural awareness on gastronomy around the world, contributes to objective E given
that students will make use of ICT tools for the development of tasks, or to objective G since
they will use metacognitive strategies such as the mind maps for quantifiers they will
complete after watching the selected Genially presentation
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

4. KEY COMPETENCES

One of the key elements that the LOE CT establishes is the treatment of key competences
in all areas of the curriculum. Its inclusion responds to the directions established by the
Council of Europe in its recommendations on key competences for lifelong learning in 2006
and 2018. The UE identified eight key competences and encouraged its Member States to
direct their educational policies in this direction. The LOE CT and the subsequent documents
for curricular concretion (RD 1105/2015 and ORDER ECD/65/2015 on key competences)
have followed these recommendations, only with minor changes.

The course planning at hand is oriented towards the development of these key
competences. An emphasis is put on the development of the knowledge, skills and
attitudes which are cardinal in the learning process, and which are bound together in an
integrated approach oriented towards the application of the acquired knowledge. Therefore,
the concept of key competence refers to the way in which the students apply the acquired
knowledge, skills and attitudes in order to confront different situations. Consequently, the
use of communicative tasks seems to best accommodate to these principles since it is in
the resolution of tasks that students need to put into practice all the resources at their
disposal (know, know-how, know-how to be).

-Competencial Approach -

Three fundamental ideas underpin this competencial approach:

1. Transversality: since key competences are addressed in all subjects
2. Transference: since key competences are to be transferred and applied
3. Development: since key competences are not acquired at a fixed point in time but
developed progressively in a lifelong learning process.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

4.1. Analysis of Key Competences

According to the national and regional legislation, there are seven key competences which
will serve as the basis for the identification of essential objectives, contents and assessment
criteria. Each competence has been further specified in subcompetences for better guiding
their development through the didactic units and facilitating implementation.
The final realization of key competences is to be found in the design of OPERATIVE
COMPETENCES, which identify specific skills of application of the acquired knowledge in
particular and new situations. Since I follow a globalizing and competency-based approach,
all the didactic objectives established in every didactic unit are going to identify those specific
subcompetences. Therefore, from this perspective, the unit objectives converge, on a
syllabus design level, with the unit subcompetences.

Curriculum level: STAGE OBJECTIVES KEY COMPETENCES

Syllabus design level: Unit objectives Subcompetences

The level of achievement of objectives/assessment criteria will also inform us of the level of
achievement of key competences, which will be systematically registered (see page X)

1. Linguistic Communication Competence: it refers to the ability to understand, express

and interpret information in both oral and written form in an appropriate range of contexts of
situations according to one´s needs. It requires intercultural understanding, the rejection of
stereotypes as well as knowledge of vocabulary and functional grammar, social conventions,
and the variability of language. The strategies that will be used in order to promote the
development of this competence are: to work on the four communication skills along the
lessons, to use audio-visual means and ICTs in an attempt to broaden their interaction with
the language and language users, to encourage reading habits through the “reading journal”
scheme and the use of research tools, to offer contact with the English language through
complementary and extracurricular activities, or to promote the elaboration of public display
of students ‘work.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

2. Mathematical Competence and Competence in Science and Technology: it refers to

the ability to use numbers and mathematical reasoning in order to produce and interpret
information, know more about quantitative and spatial aspects of reality, solve problems
related to daily life and use logical thinking. Competence in science and technology refers
to the ability to interact with the physical world for the improvement and protection of the
conditions of life itself, as well as the lives of men, women, and the rest of living beings. It
refers to the skills, and attitudes needed to value science, scientific research, and the
application of scientific knowledge to technological systems, that is, the common uses of
machines, tools and the development of new technologies associated to industrial
revolutions that have improved people's quality of life. The strategies that will be used are:
to use mind maps, graphs and diagrams to encourage logical thinking and reasoning,
activities for the development of an interest in science and technology as part of the
integrated content learning, use of currency and measures conversions, interpretation of
maps and statistics, or the methods used in scientific research (problem-solving,
experiments), rule induction, development of spatial intelligence

3. Digital competence: it refers to the ability to search, collect, process, and communicate
information in different formats in a critical and systematic way. They should also know the
main computer applications and computer elements, and an understanding of its
unprecedented potential for communication. It implies the creative, critical and safe use of
information and communication technologies (ICTs) to become competent in a digital
environment and research information to find a solution to different questions, being able to
choose information sources critically and safely. Digital competent students can participate
and work in teams, contribute to knowledge development through the creation of digital
content, increasing their motivation and curiosity towards the learning process. The
strategies that will be used are: to use computer-based activities and encourage its use as
a research tool, to create digital content individually or cooperatively in different platforms
such as Padlet, Flipgrid, Teams or Vocaroo to produce content, or use ICTs to find and
analyse information.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

4.Learning to learn competence: it refers to the ability to get initiated in the learning
process and be able to continue it autonomously according to one´s own needs and goals.
For students to become competent they need to feel the curiosity and the need to learn,
making them feel the protagonists in their own learning process (how do I learn?) and see
and value their own learning outcomes. It implies that the students are aware of learning
organization and management to become increasingly autonomous in their learning
process. The strategies used are: to establish learning objectives for each lesson and
review what has been done, to model aloud thinking and verbal reasoning processes for
students to follow, to work on the use of reference materials (dictionaries, magazines, The
Internet), outlines, drafts, mind maps, and to make students aware of their own learning
process through error treatment, self and peer-evaluation, and the use of a learning portfolio
and the elaboration of a grammar handbook and vocabulary mini-dictionary

5.Social and civic competence: it refers to the ability to understand the world we live in,
participate in an effective and constructive and democratic way in social life, and particularly,
in increasingly diverse societies and to solve conflicts when necessary in a peaceful manner.
It is related to the identification of the way in which individuals in particular and the society
in general can achieve personal and collective well-being, learning the values and codes for
correct behaviour, self-confidence, integrity, tolerance, respect and no discrimination. It
contributes to the development of civic competence linked to the critical knowledge of
democratic values, rights and duties, as well as knowing core documents for citizenship
such as the Constitution, or the Declaration of Human Rights. It enables students to develop
empathy and appreciate other people's history and culture. The strategies used are: to
foster respectful and democratic attitudes in oral communication (presentations, debates,
etc), to celebrate key days for the development of social and civic competence, and reflect
upon its meaning, to incorporate peer mediation within the plan for coexistence for pacific
conflict resolution, to favour exchanges with students from English-speaking countries.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

6. Initiative and entrepreneurship competence: It refers to the ability to be able to

imagine, start, develop and evaluate new ideas and projects, individually or collaboratively,
using skills such as responsibility, perseverance, self- esteem, creativity, innovation, risk
assessment, problem solving, self-criticism. It refers to planning, management, negotiation,
leadership, assertiveness, decision-making and pro-action skills. The strategies that will be
used are: to give them the possibility to choose on a regular basis, foster creativity and
initiative, praise good work, allow them to assume responsibilities in the classroom through
cooperation and the assignment of roles and classroom tasks, team work, and encourage
critical thinking

7. Cultural awareness and expression: It refers to the ability to appreciate, understand,

and value cultural and artistic expressions from a critical perspective. It also refers to the
use of cultural and artistic codes as a way of personal communication and expression. It
requires the knowledge to access cultural and artistic creations, showing interest in
participating in cultural life (literature, music, art, theatre, cinema, gastronomy, dance,
festivities) in order to understand, value and respect its different manifestations. It
contributes to the development of the effort, discipline, and perseverance skills. The
strategies that will be used are: to access literary works, display the artistic work of the
students in the classroom related to the English-speaking world, to attend a play, listen to
music, watch short films, access different artistic and cultural expressions and compare
them with their own, and to promote cultural exchanges

:
 Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

5. CONTENTS

5.1. Definition and Legal Framework

Contents are described in article 2.d. of RD 1105/2014 as the combination of knowledge,
skills and attitudes which contribute to the achievement of objectives and the
development of key competences. Contents are a means to reach the objectives and key
competences and not an end in itself.
The contents for the subject of English as a Foreign Language are described in Royal
Decree 1105/2014, which establishes the curriculum for ESO and Bachillerato and which,
following the former CEFR distribution of language activities, classifies them into 4 blocks:

BLOCK 1 BLOCK 2 BLOCK 3 BLOCK 4

Production of oral Production of written
Comprehension of Comprehension of
texts:expression texts:expression
oral texts written texts
and interaction and interaction

5.2. Contents for the 3rd year of ESO in the official curriculum
According to the regional decree______, the contents established for the 3 rd year of ESO
are the following:

3rd of ESO BLOCK 1 BLOCK 2 BLOCK 3 BLOCK 4

Comprehension Comprehension strategies of oral and written texts: tapping on prior
and production knowledge, identification of type of text, distinction of the different types of
texts, skimming, scanning, (re)formulation of hypothesis.
strategies
Production strategies of oral and written texts: Planification: conveying the
general and main idea according to channel, context and recipient.
Execution: conveying the message clearly and coherently according to text
type, readjusting task, building on prior knowledge and structures and using
linguistic, paralinguistic and paratextual strategies.
Social conventions, register and courtesy rules, customs, values, beliefs and
Sociocultural
aspects attitudes, non-verbal language.

Communicative Establishment and maintenance of social and personal relationships,

description of people, objects, places and activities, relay of present, past and
functions future events, request and offering of information, opinions, warnings,
announcements, expressions of knowledge, doubt, decision, intention, and
promise, among others.
Present simple, present continuous, past simple, past continuous, present
Syntactic perfect, modals, future, conditionals I and II, adverbs, adjectives, pronouns,
structures time expression and suggestions.
Personal information, life, family, friends, leisure, holidays, health, education
Vocabulary and study, shopping, catering, transport, language, environment, and ICTs.
Spelling and Phonetic symbols, intonation patterns, spelling conventions and symbols.
sound patterns
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

5.3. Temporal distribution of contents

According to Order EDU/501/2021, of April 16, the academic calendar for the school year
2021-2022 is distributed as follows:

The number of sessions allotted for the 3rd

year of ESO, as established by the RD
1105/2014, amounts to 3 sessions per
week, 104 periods of 55 minutes in total.

Following this calendar, contents have

been divided into 10 didactic units along
the three terms as it can be seen in the
chart below

TERM DIDACTIC UNIT SESSIONS EXTRA

Initial assessment 2 sessions
10 sessions
1.This is me!
1ST TERM Test I
(September- 9 sessions Test II
December) 2. Green lifestyles
Reading plan
9 sessions Seminci
3.Go states!
8 sessions
4.As easy as pie

9 sessions
5.The Look
2ND TERM Test I
(January- 9 sessions Test II
6.Rules of justice
April) Reading plan
9 sessions
7. Champions Theatre

9 sessions
8.Fingers crossed Test I
3RD TERM Test II
(April-June) 9 sessions
9.Lights, camera, action! Reading plan
9 sessions World Book
10.#Climateaction Day
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

5.4. Cross-curricular elements and other inter/intra-disciplinary links

The competencial approach is characterized by its transversality, dynamism and integral

character. The subject of English as a Foreign Language offers rich opportunities to foster
this transversality through content-based learning.
According to article 6.1 of the RD 1105/2014, the cross-curricular elements established for
the stage of compulsory secondary education are:

Reading comprehension, oral and written expression, audio-visual communication, the use
of ICTs, entrepreneurship, and civic and constitutional education, which will be covered in
all subject areas.

Equal opportunities for men and women, the prevention of gender violence, or discrimination
towards the disabled and the development of values that foster effective equality and non-
discrimination for any condition or personal or social circumstance will also be promoted.

Prevention and peaceful resolution of conflicts in all areas of personal, family and social life,
as well as the underlying values of freedom, justice, equality, political pluralism, peace,
democracy, respect for human rights, respect for both women and men, people with
disability and the rejection of terrorist violence, plurality, respect for the rule of law, respect
and consideration of terrorist victims and the prevention of terrorism or any other kind of
violence.

The prevention of gender violence, violence against the disabled, terrorism and any kind of
violence, racism, or xenophobia, including the Holocaust as a historical event.

Sexist behaviours and contents, and stereotypes which entail discrimination will be avoided

Elements related to sustainable development and the environment, the risk of exploitation
and sexual abuse, abuse and mistreatment of people with disabilities, risk situations from
the bad use of information and communication technologies, and the protection against
emergencies and disasters.

The development and consolidation of entrepreneurship and business initiative based on

creativity, autonomy, initiative, teamwork, self-esteem and critical thinking.

Physical education and healthy diet habits will be fostered

The improvement of coexistence and the prevention of traffic accidents, favouring tolerance,
control, dialogue, and empathy

Along the ten didactic units specific intra and inter-disciplinary links have been established
in every didactic unit chart, such as activities carried out together with the whole English
department, the Spanish language and literature department or the Arts department.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

6. METHODOLOGY

6.1. Teaching English as a Foreign Language

With the arrival of pragmatics in the 1970s the teaching of English evolved to focus not only
on the notions of language but also on the functional and pragmatic dimensions, that is, the
purpose and context for and in which language is used were now considered. As a result,
an instruction based on the sheer assimilation of language structures as the structuralist
approach defended was substituted by an instruction based on language as a vehicle of
communication as the Communicative Language Teaching sustained in the 1970s.
Henceforth, the Communicative Approach has been widely used and it has served as the
core foundation of such teaching documents as the CEFR or the current Foreign Language
Teaching Curriculum established by the Spanish authorities in education. The main aim of
the communicative approach is the achievement of the communicative competence, that is
the ability to know when and how to say what to whom as the prominent sociolinguist Dell
Hymes stated.
Some fundamental principles in EFL teaching need to be considered:
- The construction of learning is facilitated when meaningful relationships are established
between the students´ new and previous knowledge (as stated by David Ausbel), which is
the first step outlined in Bloom´s taxonomy.

- Language will only be functional as far as it is

oriented towards the application of the acquired
knowledge and skills, something inextricably
linked to the key competences-based
approach and the action-oriented approach
detailed in the current legislation and the
Common European Framework of References
for Languages: Learning, Teaching, Assessment
(Companion Volume, 2020)

- For the development of students ‘key

competences and acquired knowledge the use Illustration 4. Source: own creation
of tasks and projects seem to best accommodate to this paradigm.

- The students´ motivation to learn is increased when organized and attractive

presentation strategies are used, objectives are clearly established, the activities adjust to
the students´ real knowledge and needs, students are involved actively in the learning
process and a practical dimension of teaching is contemplated

- Learning a language is a communicative process, and therefore active methodologies,

pair work and group work are of utmost importance, bringing about collaboration among
students and cooperative learning

- Different strategies to attend to the students´ diversity are essential, and therefore this
is a multi-level syllabus containing a variety of scaffolding and mediation techniques,
designed to encompass equity education through the attention to multiple intelligences
(Howard Gardner), multiple ways of learning (DUA), increasingly demanding activities
(Bloom´s lower and higher order cognitive processes) and diversity in all its dimensions.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

6.2. Methodology adopted

I develop a Communicative, Action-oriented approach, oriented to the development of

key competences, following the guidelines established in the current European and national
legislation, and the main trends in EFL teaching.

In the following pedagogy wheel, I have

summarized the main teaching methods and
techniques that underlie this course planning and
give it an eclectic and diverse nature.

As it can be seen in the graph, a variety of teaching

approaches, methods and techniques are used
which aim at developing the students´
communicative competence and key competences
established by the European Council on its revised
Recommendations on key competences for
lifelong learning (2018).

Illustration 5. Source: own creation

This Key competences-based approach is oriented to the application of the acquire

knowledge (KNOW-HOW), which is closely related to the Action-oriented approach outlined
in the CEFR, where learning is meant to be functional, purposive and students are to be
considered as social agents who will need to apply the acquired learning in new contexts in
society. It is clear that “learning a foreign language mobilizes competencial contents, that
is, all that a student must simultaneously know, know how to use and know how to
incorporate to his competencies profile” (Order ECD/65/2015). We are not teaching a dead
language, but a live, functional, action-oriented one. And, as the already mentioned Order
points out in its appendix II “the methods […] should focus on the development of tasks or
problem situations, based on a specific objective that students must solve using the different
knowledge, skills, attitudes and values appropriately”, and therefore, this course planning
includes Task-based learning as the constant backbone for lesson development.

Students are to be considered as communicative agents who receive but also produce
messages with different aims, which implies that we use active methodologies for learning,
contrary to other traditional ones. TBL is one of these active methodologies my course
planning develops, together with other methodologies such as:

➢ Flipped Learning

Flipped Learning, popularized by American teachers John Bergmann and Aaron Sams, is a
method based on the transference of selected learning processes outside the context of the
classroom, reducing TTT in traditional expository lessons (teacher´s talking time), turning
students into active and responsible learners, using ICTs at the student´s benefit, catering
for diversity and facilitating the use of classroom time. I mainly use this method to introduce
language structures using ICTs such as Edpuzzle, Youtube videos or Genially
presentations.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

➢ Gamification

If we want to engage student in the learning process, using game-based learning or

gamification tools surely facilitates this task. In my course planning I have included a variety
of games such as bingos, dominos, Snap, running dictations, board games, scavenger
hunts, memory games, Flippity or Wordwall games, mainly oriented to the practice and
consolidation of the acquired knowledge. I also take advantage of the possibilities that
gamification tools offer, as it is the case of interactive quizzes such as kahoot, bamboozle,
Quizlet or Quizziz, use of reward badges that we can obtain for our students at sites such
as Openbudges, use of collaborative engagement walls such as PearDeck, the use of
countdown timers to add challenge to different activities, or gamified activities using
Genially.

➢ Visual Thinking (VL)

VL is a teaching method to organize and display information by means of drawings

accompanied by words or phrases. As Gabiñe Larralde sustains “Visual thinking involves
the comprehension of information by means of the structured visualization of its parts”.
The benefits of VL are varied:
- It enriches the learning process by activating students ‘thinking skills
- It addresses multiple intelligences, individual needs and learning styles (visual,
kinaesthetic, and auditory)
- It helps retain greater pieces of information and stretches memory life
- It brings about the learner´s active involvement
- It develops the learning to learn competence

Some tools I use in my lessons include: Mindmeister for mind maps, infographics, emojis,
memes, Pinterest, Coggle, Piktochart, Canva, Flash grammar, Grammar Time and other
online resources.

Illustration 6. Source: own creation

➢ Cooperative Learning

An instruction oriented to the real world is to count on the principle of cooperation.

Cooperative learning will guarantee the students´ responsibility for learning and positive
interdependence and will serve as a response to their diversity. The benefits are varied:

• Increased students´ interaction and achievement

• Positive social skills development
• Greater individual and team
• responsibility
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

Accordingly, different cooperative strategies are used along my didactic units, such as
Think-Pair-Share, Quiz&Find, Rally Robin, or Team interviews. Different groupings and
collaborative platforms will also be used to favour this principle, as it will be further explained
in section 6.4. Space, Time, and Behaviour Management.

Last but not least, the role of multi-level instruction must be highlighted because of its
huge relevance in my course planning and in my teaching practice. Multi-level instruction is
a teaching method oriented to the design of activities that foster inclusion for all students.
As Schultz and Turnbull (1984) state “the only design of didactic unit or lesson should serve
to teach all students in the classroom”. Tomlinson (1999) and Collicot (1991) describe it as
a strategy for personalization, flexibility and inclusion.

Multi-level instruction is based on two major theories:

1. Bloom´s taxonomy
2. DUA (Universal Design for Learning, UDL in English)

Bloom´s taxonomy (1956) establishes a framework of cognitive processes and skills, which
was revised by Anderson and Krathwohl in 2001, turning the taxonomy into verbs as it is
shown in the chart below:

It organizes cognitive processes in six levels of

increasing difficulty, ranging from lower-order
skills (remember, understand, apply) to higher
order skills (analyse, evaluate, create).
The activities selected in my units of work offer
these different levels to accommodate to
student´s level, setting lower-order goals for the
students with difficulties, catering for diversity in
an inclusive, multi-level manner.
It answers to the motto “One lesson should suit Illustration 7: Source: GlobalEd
all students”
Illustration 7: Source: GlobalEd

Universal design for Learning (DUA), originally thought to bring about changes in
architecture, was applied to education in the 1990s. In order to offer appropriate activities
for all students, a course planning should focus on the main principles of the Universal
Design for Learning highlighted by the CAST (Centre for Applied
Special Technology).

The three principles are:

Provide students with multiple means of ENGAGEMENT

(Motivated learner), which implies offering students motivating
activities appealing to their interests, cooperative tasks, rewards,
positive feedback or self-assessment tools, attention-catching
strategies, gamification, or realia, among others.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

1. Provide students with multiple means of REPRESENTATION (Resourceful learner),

which implies using audio-visual texts, adapting fonts and sounds, kinaesthetic activities,
diagrams, VL, subtitles, translations, mind maps, mediation, scaffolding, among others.

2. Provide students with multiple means of ACTION and EXPRESSION (Strategic learner),
which implies using varied means to present work such as text, voice, drawings,music
or mimic, using word predictors, interactive tools and digital whiteboard, mind maps,
varied self-assessment tools such as assessment charts, rubrics or exit tickets.

In all my units of work I have considered this multi-level theories and have made the type of
activity and DUA principle explicit. I have also taken into consideration scaffolding
strategies in order to cater for all learners and offer reinforcement for those who specially
need it by means of graphic organizers, sentence stems and sentence prompts, examples
and models, or chunking tasks.

6.3. Lesson planning and development of the didactic units

In the development of units of work I have followed two types of distribution:

➢ Synchronic distribution, which refers to the development of every unit of work, and
➢ Diachronic distribution, which refers to the development of units of work in time.

With regard to the Synchronic distribution, I follow an adapted version of the EPA stages of
Engage, Practice and Activate. All units follow the next five-fold structure:

1. Lesson goals
2. Warm up
3. Practice
4. Production
5. Closure

Every lesson starts by establishing lesson goals for chunking unit objectives and making
students aware of what is expected in every classroom period.
In the warm-up stage (Engage)) different engagement activities are carried out to get
students speaking by means of activities such as memory games, register mnemonics, brain
breaks, tongue twisters, short clips, or games to match the lesson pairs.
In the practice stage (Practice) students are exposed to the English language by means of
different audio-visual texts following the Literacy approach, prioritizing group work and the
use of interactive tools.
In the Production stage (Activate) students will be able to move to the third and further
Bloom´s taxonomy-based activities, moving from controlled to free productions in which
students apply the linguistic functions and structures learned in similar and new contexts.
Finally, at the end of every session, a closure or plenary is conducted to round off the lesson
and make students reflect on what has been learned. Some examples of closure activities
include teacher-led plenaries, students-led plenaries, thumbs up thumbs down check, exit
tickets, or quizzes.
As to the Diachronic distribution all units also follow the same pattern, moving from
comprehension activities to production ones, leading to the final task (TBL). Such is the
case of the recipe presentations in unit 4, digital tourist leaflet in unit 3 or movie trailer in unit
9.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

6.4. Space, time and behaviour management

Regarding time management, there is no doubt that the amount of time dedicated to a
lesson is dependant on the characteristics of the group we are working with, their specific
needs or even the time in which the lesson is taking place. Consequently, a course planning
needs to be flexible in the selection of activities. However, I consider it essential to share
the objectives with the class and dedicate some moments at the end of every lesson for the
final plenary in order to draw out the learning or selecting students to present their work to
the class. This can be used by the teacher to assess learning and plan accordingly.
In addition, countdown timers are a practical way of managing time during specific activities
like debates or exams since students can see and have a better control of the time left.
Besides, as I pointed out earlier, students need to be encouraged to control the time they
dedicate to activities in class and at home in order to be better aware of their personal needs.
As to space management, the relevance of proxemics in foreign
language teaching is enormous since learning a language involves
mastering both its verbal and non-verbal system and, in this light, the
use of role-plays, mimic and gestures will be used. The arrangement
of desks will be mainly varied, moving from individual to pair and small
groups whenever necessary. Seating arrangements will be frequently
changed, considering rotating pairs, railway carriage arrangements,
groups and learning stations and the whole
classroom space will be used to our advantage, developing activities
in which students will have to move around the classroom with
exercises such as the random walk for the “find someone who”
activity or any other speaking activity.
Illustration 8. Source: Classroom
management Techniques
(Scrivener, 2002)

Classroom walls and furniture can also be used to promote learning by displaying the
students´ productions or the use of classroom stations such as a reading corner.
The use of the library, hallways and specific spaces such as the English classroom or the
ICT room will also be exploited.
With regard to behaviour management, it goes without saying that this is one of the trickiest
aspects to be treated. I consider that three factors contribute to a good management: stick
to the plan established at the school (ground rules and internal regulations), enforce positive
discipline, involve students and families in the process (peer-mediation, reflection over
learning, etc), offer continuous positive feedback, badges and rewards. I frequently use rules
of conduct contracts, noisemeter in classcraft or badges and behaviour meter? In
classsdojo…
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

6.5. Didactic resources

An instruction based on the development of basic competences, that is competences which

are to become operative, requires a selection of didactic resources according to criteria such
as variety, and above all, functionality.

The use of audio-visual material offers invaluable opportunities for the EFL classroom and
it is also key in catering for students ‘diversity. In the image above you can see a selection
of the main ICTs used in this course planning divided into four major groups: material for
the selection of resources for the units, interactive tools, classroom management tools and
the main collaborative platforms used.

Other printed resources used are: coursebook and workbook material, posters, realia,
post-its, mini-dictionaries, reading journals, dictionaries and thesaurus, or physical objects.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

6. ATTENTION TO DIVERSITY

“Strength lies in differences, not in similarities” (Stephen R. Covey)

6.1 Introduction

The expression “attention to diversity” refers widely to any measure taken by teachers and
educators in order to cater for the individual needs and differences of learners, which may
range from differences in learning styles, different rhythms or interests to differences caused
by disabilities or socioeconomic barriers. They will all require a flexible teaching plan in which
those differences can be addressed. However, not all these differences can be handled from
a common planning elaborated for the whole classroom. For some students with specific
educational support needs, an Individual Curricular Adaptation (ACI), whether significant or
non-significant, may be required and should be designed on the basis of two main principles
(according to the standing legal guidelines):

➢ Normalization
➢ Inclusion

6.2 Legal Framework

Our Spanish constitution in its fourteenth article stands for the principle of equality, and this
is a principle equally defended in our current organic law on education in its second chapter,
among other pedagogic principles such as equity, quality education or flexibility to attend to
the students´ differences. Article 71 of the LOE C.T, and article 9 of the R.D.1105/2014,
under the heading of students with specific educational support needs (ACNEAEs)
distinguishes the following 9 types of students with specific support needs:

1 Special educational needs (ACNEEs)

2 High intellectual capacities
3 Language development and communication disorders
4 Attention of learning disorder
5 Serious ignorance of the language
6 Late entry to the Spanish education system
7 Socio-educational vulnerability
8 Developmental delay
9 Personal conditions and past school records (compensatory)

The Framework Plan of Attention to Diversity in Castilla y León, 2017-2022, will serve
as a key reference as it establishes the general guidelines for addressing differences in the
classroom, considering the principles of equity, inclusion, proximity, universal design,
collaboration and participation among the school community members, or prevention
principles with a preventive nature, in order to make an inclusive culture a reality in the
classroom. It also offers some methodological recommendations to implement differentiated
teaching such as the use of active methodologies, applying DUA principles, fostering
transversality, among others. I will deal with this aspect in more depth in the following page.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

6.4 Attention to diversity in the context of the classroom

As I stated in the Introduction, we are dealing with a

quite homogeneous group but with varied learning
styles and rhythms, which will be dealt with by the
implementation of different measures, taking this
fact into account. The more we take into
consideration the students with specific needs at
school, in the educational project and plannings, the
lesser the number of extraordinary and individual
measures we will need to take. But how will I address diversity?

Among the ordinary measures, we may highlight the use of:

✓ Flexible and interactive groupings
✓ Split classes
✓ Systematic observation for the identification of needs
✓ Active methodologies such as cooperative and flipped learning
✓ Use of ICTs
✓ Multi-level instruction
✓ Multi-sensory instruction
✓ The application of DUA principles as it is detailed in my didactic units
✓ The involvement of families and the school community in general
✓ Reinforcement and extension activities
✓ Scaffolding techniques
✓ Mediation
✓ Varied resources and assessment tools
✓ Optionality
✓ Monitoring

There are two ACNEAEs in the classroom: a girl with a low hearing impairment and an
immigrant boy from Ecuador (no linguistic barrier), for whom a NON-SIGNIFICANT
ADAPTATION of the curriculum, will be set up, only affecting the non-prescriptive
elements of the curriculum, with a preventive and compensatory nature.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

7. ASSESSMENT

1.1 Introduction and legal framework

Assessment is key if we want to check the degree of achievement of objectives and key
competences. According to the RD 984/2021 in its article 3. “Assessment will be carried out
taking as reference the different elements of the curriculum established in the RD1105/2014
[…] In any case, the assessable learning standards will have a purely guiding nature”.
I have, therefore, used learning standards as a guide, but I will only use the assessment
criteria as the key reference for assessment in my didactic units.
The LOE T.C in its article 28 also states that “assessment will be continuous, formative and
integrating”.

➢ Continuous since it should be carried out along the whole teaching and learning
process and not be limited to and identified with a particular summative assessment
time.

➢ Formative because the emphasis should be made on the educational nature of

assessment and on the improvement of the learning process.

“An assessment functions formatively to the extent that evidence about student achievement is
elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next
steps in instruction that are likely to be better, or better founded, than the decisions they would have
made in the absence of that evidence.” (Wiliam, D. (2011) Embedded formative assessment )

➢ Integrating as the focus is on the work done from all subject areas and the
contribution to the acquisition of the general stage objectives with a remedial nature.

As to the time of assessment, there will be three different types of assessment:

✓ Initial, at the start of the course or teaching unit
✓ Continuous, along the academic year
✓ Final, at the end of the units, gathering data to check the achievement of objectives
and key competences.
In order to obtain feedback so as to the degree of understanding in the classroom I will
consider the three main pillars of feedback, or the so-called Triple Feedback:

Self-assessment, so students can assess,

reflect on and be able to improve their own
SELF-ASSESSMENT
learning
FEEDBACK

Peer-assessment, so students can, by

TRIPLE

analysing their partner´s work, reflect on

PEER-ASSESSMENT possible improvements and
achievements
Teacher-assessment, so students can get
feedback on the part of the teacher along
TEACHER´S
the learning process, with enough space
ASSESSMENT for improvement
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

1.2 Assessment criteria in the official curriculum

According to the regional decree______, the assessment criteria established for the 3rd
year of ESO are summarized as follows:

3rd of ESO BLOCK 1 BLOCK 2 BLOCK 3 BLOCK 4

Comprehension strategies of oral and written texts: 1.to identify essential
Comprehension information in brief texts 2.to know and apply suitable strategies for better
and production comprehension
strategies Production strategies of oral and written texts: 3.to produce written and
oral short and comprehensible texts 4.to know and apply the suitable
strategies to produce brief and simple structured texts
Sociocultural 5.to know and incorporate to the comprehension and production of texts
aspects the sociocultural and sociolinguistic aspects
Communicative 6.to distinguish and apply communicative functions and organization
functions patterns in written and oral texts.
Syntactic 7.to apply and show control over common syntactic and speech
structures structures in context
8.to recognize and apply the necessary vocabulary to the comprehension
Vocabulary
and production of texts
Spelling and 9.to recognize and use sound patterns and spelling conventions
sound patterns

In every didactic unit these assessment criteria are further specified in order to
accommodate to the singular nature of each unit, establishing a direct relationship with these
general criteria, contents and key competences.

1.3 Assessment procedures and tools

The assessment procedures refer to the mechanisms or techniques which teachers use to
obtain information to check students´ progress. The tools used to check this progress will
be varied, both formative and summative, using mainly the following:

✓ Direct and systematic observation of the students´ work and attitude (control lists,
observation registers)
✓ Students´ Portfolio, where they will reflect on their learning progress and which will
also contain samples of formative assessment tools used along the academic year.
✓ Reading journals, which will be the means to assess the graded reading of the
course.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

✓ Rubrics for the assessment of tasks (CoRubrics) Students will be able to assess
their unit tasks by means of rubrics, offering them a model on what is expected and
helping them to reflect on their own and their classmates´ learning process.
A sample rubric can be seen below:

✓ Digital tools, to detect prior knowledge, to self-peer assess work, or consolidate

knowledge (Kahoot, Google forms, Plickers, Mentimeter, or Bamboozle are some
examples)
✓ The students´ productions
✓ Assessment charts, which are
an excellent way for students to
visually offer and get feedback
✓ KWL charts
✓ Exit Tickets
✓ Mini-whiteboards
✓ Metacognition ladders
✓ Bob Gowin V´s diagram
✓ Tests
In every didactic unit you can
see the assessment tools used
with a clear reference to its
formative and/or summative
nature.
Modern Foreign Languages, English / Verónica Opoteacher 3rd of ESO

1.4 Marking criteria

At the end of each term a mark needs to be given to each pupil reflecting the level achieved.
For this purpose, I have established the following marking criteria for the course, which are
in direct relationship with the assessment criteria established in every unit, and which will
help me carry out a final, summative assessment to measure the degree of achievement of
objectives and key competences.
Block 1 (comprehension and production skills) 60% of the final mark, 20% for written tests
on reading and listening, and 40% to the productive tasks
Block 2 (sociocultural aspects) 10%
Block 3 (Use of English) 30%
In order to pass the first evaluation it is not necessary to pass all the tests but to achieve at
least five as the sum of all. There are no specific retake exams.
The end-of-year mark will be calculated as follows:
1st term mark: 20%
2nd term mark: 30%
3rd term mark:50%
Those students who have lost their right to continuous evaluation because they have
reached the maximum of missed lesson will have the right to take an extraordinary final test.
The English department also offers students who need to retake English from previous
years different measures of support and a variety of resources and guidance. In any case,
those who pass the first and second term will automatically pass the previous course.
Otherwise, they will have two opportunities to retake the course in April and June.

1.5 Assessment of the teaching practice

According to the RD 984/2021, of November 16, regulating assessment and promotion, in
its article 10.4 “Teachers will assess both the students´ learning and also the teaching
processes and their own practice”.
As any plan, this syllabus will be subject to revision and adaption in order to correct any
errors or gaps found as soon as possible. It will be carried out especially at two points: at
the end of every unit of work, and at the end of the course in order to assess its effectiveness
and reflect on possible improvements. I will chiefly analyse:

Evidences Assessment procedures and tools

The adequacy of objectives, contents and
assessment criteria selected ➢ Observation lists
The suitability of resources and the planned ➢ Analysis (registers)
timing ➢ Questionnaires
The appropriateness of the evaluation
procedures and tools employed