CURRICULUM GUIDELINESMaría Jambrina Pérez

Content1.- Project

2.- Teaching through topics

3.- Developing social skills

4.- Literacy skills

PROJECT

To provide children (3-16) with a bilingual, bi-cultural education through an

integrated Spanish/English curriculum

Working party

A clear delineation in the subjectand content to be taught in

English, and levels

- To promote the acquisition and learning of both languages

- To encourage awareness of thediversity of both cultures

- To facilitate the xchange of teachersand children

- To encourage the use of moderntecnologies

- Certification of studies under botheducational systems

Consulted 29 infant school + 10 on contents, approaches, resources, levels,…

- To study the content and assessment criteria

- To include guidelines on therole of class teacher

- To include a comprehensivelist of resources

To produce a document on guidelines foran infant curriculum and assessment

criteria

A definition of assessment criteriaat the end of each stage of

education

Aim

Actionpoint

NeedsObjecti

ves

PROJECT

Roles of the teacherMethodologica approachto teaching

Informal and formal assessment

The focus is on the development of the wholechild through a curriculum with considers thepysical, cognitive, social, emotive and cultural

development of each child in the social context

Children’s languagedevelopment

The maturity and pace of

development of each individual child shoul be

respected

Acquiring the languageorally

The spoken language and the written language vary

enormous

To encouragepupils to respondorally and ‘create’ language (infant

stage)

Initial stagesNon-verbal response

L2 and verbal response L1Gradually:

English + Spanishand Non-verbal

response

The Spanish class + The Project teachermust plan closely together to ensure that theconcepts are covered and understood in both

languages

More informativeFocuses on the conceptsand the targets of each

area and the developmentof the children’s social

skills

Should focus on TheAttainment targets for

the end of the cycle

Introducing literacy skills

PROJECT

Integrated Project: planning and co-ordination between Spanish teachers and

the English teachers within each class

If these target are not being achieved examine:- The number of hours

- The approach and use of resources- The co-ordination and continuity between the

levels- The need to challenge children more

All children at the end of the cycle should be

assessed on theattainment targets

Planning between years and between thetransition stage of infant and primary

To have covered alll topics(concepts in numeracy, literacy and knowledge

and understanding of theword) by the end of the

infant cycle

Teachers who are alreadyachieving these targets may

wish to extend the corecontents to suit their

individual school/classcircumstances

TEACHING THROUGH TOPICS

Develop their knowledgeand understanding of the

world

Understand new concepts in a meaningful context

Develop socially, emotionally, physically and

cognitive though theteaching of all curricular

areas

We are teaching contents in English as opposed to Teaching English as a Foreing Language

To do this effectively we must create a motivatingenvironment in which the children learn

Topics give and ideal context from which to work as they provide an opportunity for childre to:

TEACHING THROUGH TOPICS

Myself

I go to school

Our homes and families

People who help us

We go shopping forfood

Transport

Festivals

Summer

Autumn

Winter

Spring

Animals

DEVELOPING SOCIAL SKILLS

Desirable outcomes

By the end of Infants the children should be able to do tasks related to:

The development of social skills is anessentisl part of the daily routine in

English

Greetings and goobyes

Feelings Personal higiene and healt Behaviours patterns

Class routines

Sharing and partiicipating

Showing respect

Should be included in classroomplanning for the English part of the

curriculum

Should form part of the teachers’ ongoing assessment of each child

LITERACY SKILLS

The development of literacy skills in the infant years

Literacy involves the fopur skillson language: understanding , speaking, reading and writing

Children become confidentreaders their knowledge of and

control over the languagebecomes more individual and

personalised

Read and write withfluency in English are skills

which need to be developed all through theinfant/primary stages into

secondary

Children will be introducedfrom the start to a range of

pre-reading and earlyreading strategies to helpthem make sense of what

they read.

LITERACY SKILLS

Choosing books and involving children in readingand writing

Fiction and non-fiction books

In the classroomthere should be a

BOOK CORNER

Children can look at text individually or

with peers

Eye -catching books, pop –up books and with a

funny final

Children should be encouraged to observe

features of text

Books with rhyme, rhythm and repetition

and songs

Children should be participate in reading

the text

Involve children in thecreation of class book o

their own book

Treat the books and wall display with care

Involve them in Reading activities

Point to words in the textto hel check their

understanding

LITERACY SKILLS

Development of decoding skills: teaching phonics

Provide oportunities for thechildren to develop anawareness of phonics

Phonics should be presented in a stimulating attractive way

At this stage there should be a focus on the letter sound not the

alphabet name

Sound box

Display of objects

Washableletter

Matchinggames

Tonguetwisters

LITERACY SKILLS

Development of creative writing

Encourage children to experiment with writing

creatively in English

Ask the children to read back theirwritten text to you

Use the children’s writing as a mean of diagnosing for helping

them correct their work

Use the “teacher as Scribe”approach