Project HIGH FIVE! 3
HIGH FIVE! 3 Project. Foreign Languages (English) Primary Stage: Year 3
INDEX1 1. Introduction. a) Theoretical justification b) Contextualisation 2. Objectives of the stage. 3. Key Competences. a) Key Competences in the Spanish Educational System b) Description of the Key Competences c) Contribution of the High Five! project to the development of the Key Competences d) Key Competences and the Objectives of the stage e) Key Competences in the curriculum f) Methodological strategies to deal with the Competences in the classroom g) Assessment of the Key Competences 4. Contents, Evaluation Criteria and Learning outcomes. a) Specific Contents, Evaluation Criteria and Learning outcomes for 3rd Year Primary Education. b) Syntactical structures and high frequency vocabulary. 5. Teaching methodology. a) General and specific methodology of the area. High Five! Project b) Teaching and learning activities and strategies. 6. Evaluation. a) Evaluation criteria and Learning outcomes. b) Evaluation resources. c) Types of evaluation. d) Qualification and Promotion criteria e) Reinforcement and extension Programmes (Mixed-ability activities and Agreement for improving the educational attainment). f) Assessment of the teaching-learning process. 7. Measures designed to cater for students with specific educational needs. 8. Reading Promotion. 9. Cross-curricular contents (CLIL). 10. Cross-cutting elements (Attitudes and Values). 11. Use of information and communication technology. 12. Teaching and organisational resources. 13. Supplementary activities. 1
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1. INTRODUCTION 1.A) THEORETICAL JUSTIFICATION. The gradual globalisation process, in which our world is immersed from the second half of the twentieth century, has increased the need to face the new challenges arising from the gradual disappearance of borders, which were traditionally established between countries in the economical, political, social as well as cultural sphere. Accordingly, it becomes clear that, one of the main objectives of Education, from the earliest possible age, must be to provide citizens with useful tools to develop competences that enable them to adapt to an increasingly globalised and interdependent society. Foreign language learning takes on special importance in this respect, as the ability to communicate is the first requirement the individual must fulfil to function effectively in an increasingly multi-cultural and multi-lingual context. This has been acknowledged by all the European Union governments, which, over the past years, have programmed several Community actions in Education, with the ultimate objective of making possible that each citizen has a working knowledge of at least two foreign languages, apart from their mother tongue, and this has also been reflected in the Spanish legislation, which, according to this, has placed special emphasis on the ability to communicate in one or more foreign languages, which is one of the goals to which our present educational system is addressed. The basic curriculum for Primary Education is structured around language activities as described in the Common European Framework of Reference for Languages: understanding and production (expression and interaction) of oral and written texts. The relevant Contents, Evaluation criteria and Learning outcomes are organised into four main blocks, which correspond to the aforementioned language activities, which are the backbone of the education of the area. In Primary Education, It should be seriously taken into account that students leave from a very basic competence level, and therefore, both in the communicative interaction and in the understanding and production of texts, it will be essential to refer always to familiar contexts for students of that age, thereby profiting from their previous knowledge and from their skills and experience. The High Five! series has been developed along the lines of the following documents: Organic Law for the Improvement of Educational Quality 8/2013, of 9 December, (LOMCE) Royal Decree 126/2014 of 28 February, by which the core curriculum of Primary Education is established Order ECD/686/2014, of 23 April, by which the curriculum of Primary Education is established for the area of the Ministry of Education, Culture and Sports
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According to the LOMCE, the curriculum is integrated by the objectives of each educational stage; the competences, or skills needed to activate and put into practise the relevant contents of the stage in an integrated way, so as to achieve the realisation of the activities and the effective resolution of complex problems; the contents, or a set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences; the teaching methodology, ranging from the description of the teaching practices to the organisation of teacher's work; measurable learning outcomes; and the evaluation criteria to assess the level of acquisition of the competences and the achievement of the objectives of each educational stage. The contents are organised into subjects, which are classified into areas, fields and modules, depending on the educational stage, or the programmes students take part in. a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage. b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result of the teaching and learning experiences intentionally planned for this purpose. c) Competences: abilities to apply the relevant contents of each educational stage in an integrated way, in order to achieve the correct realisation of the activities and the effective resolution of complex problems. d) Contents: set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences. The contents are organised into subjects, which are classified into areas, fields and modules, depending on the educational stage, or the programmes students take part in. e) Measurable Learning outcomes: specifications of the evaluation criteria which allow to define the learning results, and specify what the student must know, understand and know how to do, in each area; these standards must be observable, measurable, and assessable and must allow the graduation of the students' achievements. The standards must be designed in order to contribute and facilitate the use of standardized and comparable tests. f) Evaluation criteria: specific references used to assess the students' learning process. They describe whatever it is that must be valued and that students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to achieve in each area. g) Teaching methodology: set of strategies, procedures and actions planned and organized by the teachers, consciously and reflexively, in order to promote the students' learning process and their achievements.
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The general principles at this stage, according to the Royal Decree 126/2014, of 28 February, by which the core curriculum of Primary Education is established, are as follows: The aim of the Primary Education is to help students learn the principles of oral expression and comprehension, reading, writing, calculation, the acquisition of basic notions of culture, and the habit of coexistence as well as the study and work habits, the artistic sense, creativity and affectivity, in order to ensure an integral formation that contributes to the full development of the students' personality, and to prepare them effectively for Compulsory Secondary Education The educational action in this stage will try to integrate the different learning experiences of the students and it will also be adapted to the students' different working paces. Primary Education is divided into six academic years, which will ordinarily be taught between six and twelve years old, and it is organized in areas, which will have a holistic and integrative approach.
1.B) CONTEXTUALISATION. (To be completed by the teacher/department according to their social, historical and geographical environment)
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2. OBJETIVES OF THE STAGE Primary education will contribute to the children development of the skills that will enable them to: a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active citizenship and respect for human rights and pluralism inherent in a democratic society. b) Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning, and entrepreneurship. c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in social groups with which they are associated. d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and non-discrimination of people with disabilities. e) Know and use appropriately the Spanish language and, if any, the co-official language of the Autonomous Community and develop reading habits. f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in everyday situations. g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and estimates, as well as being able to apply to situations in everyday life. h) Know the main features of Natural Science, Social Science, Geography, History and Culture. i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they receive and produce. j) Use representation and artistic expression and start to build visual and audio-visual proposals. k) Rate hygiene and health, accept their own body and that of others, respecting differences and using physical education and sport to encourage both personal and social development. l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care. m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence, prejudice of any kind and sexist stereotypes. n) Promote road safety education and respectful attitudes that affect the prevention of accidents.
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3. KEY COMPETENCES 3. A) KEY COMPETENCES IN THE SPANISH EDUCATIONAL SYSTEM The European Union guidelines insist on the need for citizens to acquire the key competences as an essential condition for individuals to achieve a complete personal, social and professional development, adapted to the demands of a globalized world and making economic development possible, linked to knowledge. The competence is a combination of practical skills, knowledge, motivation, ethical values, attitudes, emotions, and other social and behaviour components, that work together in order to achieve a successful action. The practical knowledge is acquired through active participation in social practices, which can be developed both in a formal educational context, (i.e. through the curriculum), and in informal or non-formal educational contexts. The competences are conceptualized as «know how to do», applied to a variety of academic, social and professional contexts. So that it is possible to transfer these competences to the different contexts, it is essential to understand the knowledge included in the competences and its connection with the practical abilities or skills involved. The competence knowledge integrates a conceptual basis knowledge: concepts, principles, theories, data and facts (declarative knowledge- know how to say); a skills knowledge, related both to an observable physical action and to mental action (procedural knowledge –know how to do); and a third component which has a great social and cultural influence, and which involves a set of attitudes and values (know how to be). Apart from that, learning through competences favours the students' own learning process and their motivation for learning, due to the strong relation between the different components: the concept-based knowledge (“know”) cannot be learnt apart from its use, “know how to do”; neither can a procedural knowledge be acquired (“skills”) without a concept-based knowledge, which gives sense to the action. As some of the main features of learning through competences are transversality, dynamism and an integral character, the teaching learning through competences process must be tackled from all the areas of knowledge and by all the different authorities of the educational community, both in formal fields and in non-formal or informal ones. Its dynamism is evidenced by the fact that the competences are not acquired at a certain moment and remain unaltered, but, on the contrary, they are part of a developing process through which individuals acquire higher and higher levels of performance using them.
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Furthermore, this type of learning involves a thorough training of students who, at the end of the educational stage, will manage to transfer the acquired knowledge to the new circumstances they come across in the life they choose. Hence, they will be able to reorganise their way of thinking and acquire new knowledge, improve their performance and discover new ways of action and new skills that will allow them to efficiently perform the tasks, favouring the lifelong learning process. The Key Competences of the curriculum are as follows: 1. Competence in linguistic communication. (CLC) 2. Competence in mathematics, science and technology. (CMST) 3. Digital competence. (DC) 4. Learning to learn. (L2L) 5. Social and civic competences. (SCC) 6. Sense of initiative and entrepreneurship. (SIE) 7. Cultural awareness and expression. (CAE) The development of basic disciplinary competences (CLC, CMST) will be enhanced, though students will also deal with the rest of cross-cutting key competences.
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3. B) DESCRIPTION OF THE KEY COMPETENCES The COMPETENCE IN LINGUISTIC COMMUNICATION (CLC), is the result of the communicative action within particular social practices, in which the individual interacts with other interlocutors through texts in multiple modalities and formats. These situations and practices may involve the use of one or several languages, in different spheres and either individually or collectively. For a correct development of this competence, we must take into account its main five components and their relevant particularities: - The linguistic component covers different dimensions: lexical, grammatical, semantic, phonological, orthographic and orthoepic, understood as the correct articulation of sound from a graphical representation of language. - The discourse pragmatic component covers three dimensions: sociolinguistic (related to the correct production and reception of messages in different social contexts); pragmatics (including the communicative microfunctions and interaction schemes); and discursive (including textual macrofunctions and questions related to discursive genres). - The sociocultural component includes two dimensions: one related to the knowledge of the world and one related to the intercultural dimension. - The strategic component allows the individual to overcome difficulties and to solve problems that arise in the communicative exchange. It includes both skills and communicative strategies for reading, writing, speaking, listening and conversing, and also skills related to information processing, multimodal reading and production of electronic texts in different formats; moreover, this component also includes the general cognitive, metacognitive, and socio-affective strategies, that individuals use to communicate efficiently, what is essential in the foreign language learning process. - Finally, the competence in linguistic communication includes a personal component which is involved in the communicative interaction in three dimensions: attitude, motivation and personality features.
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The COMPETENCE IN MATHEMATICS, SCIENCE AND TECHNOLOGY (CMST), induces and strengthens some essential features of the students' training, which are basic for life. In a society where the impact of mathematics, science and technology is determining, the achievement and sustainability of social well-being demands behaviours and personal decision-making closely linked to critical abilities and a reasoned and reasonable vision of others. All these are contributing factors in the competence in mathematics, science and technology. a) The mathematical competence involves the ability to apply mathematical thinking and mathematical tools to describe, interpret and predict different phenomena in context. For a correct development of the mathematical competence it is necessary to tackle four areas related to numbers, algebra, geometry and statistics, interrelated in different ways. b) The key competences in science and technology are those competences which provide an approach to the physical world and a responsible interaction with it, from both individual and collective actions, aimed at preserving and improving the natural world, what is decisive for the protection and maintenance of the quality of life and progress of peoples. These competences contribute to the development of scientific thinking, as they include the application of scientific methodologies and technological skills, which lead to the acquisition of knowledge, contrasting ideas and applying the discoveries to social welfare. For a correct development of the competences in science and technology, it is essential to deal with scientific concepts related to Physics, Chemistry, Biology, Geology, Mathematics and Technology, which arise from concepts, processes and interconnected situations.
The DIGITAL COMPETENCE (DC) involves a creative, critical and safe use of information and communication technologies, in order to achieve the objectives related to work, employability, learning, use of free time, and inclusion and participation in society. This competence includes the adaptation to the changes introduced by new technologies in terms of literacy, reading and writing, but also a new set of knowledge, skills and attitudes which are necessary nowadays to be competent in a digital environment. For a correct development of the digital competence it is fundamental to approach: information, communication, content creation, safety and problem solving.
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The competence for LEARNING TO LEARN (L2L) is vital for lifelong learning taking place in different contexts, both formal and non-formal or informal ones. This competence is characterised by the ability to start, organize and persist in learning. This requires, first of all, the ability to feel motivated to learn, and, in the second place, the need to foster organization and learning management. For a correct development of the competence for learning to learn, it is necessary to reflect on the mental processes people carry on when learning, to know how the learning process works, as well as to develop the skills to regulate and control one's own learning.
The SOCIAL AND CIVIC COMPETENCES (SCC) involve the skills and abilities necessary to use their knowledge and attitudes towards society –from different points of view, in a dynamic, changing and complex conception–, in order to interpret phenomena and social problems in increasingly diverse contexts; to build responses, take decisions and solve conflicts, as well as to interact with other people and groups according to norms based on mutual respect and democratic convictions. Furthermore, it also includes actions at a closer level to individuals as part of a civic and social implication. a) The social competence is related to personal and social well-being. b) The civic competence is based on the critical knowledge of concepts such as democracy, justice, equality, citizenship and civil rights, and it is formulated according to the Spanish Constitution, the Charter of Fundamental Rights of the European Union, and international declarations, and its application by different institutions at local, regional, national, European and international levels. Acquiring these competences means being able to put oneself in the place of the other, accepting differences, being tolerant and respecting other people's values, beliefs, cultures and their personal and collective stories; that is, to combine individual and social, private and public, so as to find constructive solutions of the conflict and problems in the democratic society.
The SENSE OF INITIATIVE AND ENTREPRENEURSHIP (SIE), is the ability to transform ideas into actions. That means becoming aware of the situation to be solved, know how to choose, plan and manage their knowledge, and the necessary skills or abilities and attitudes with self-criteria, so as to achieve the desired objective.
For a correct development of the sense of initiative and entrepreneurship students need to foster: 11
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Creativity and innovation skills. A pro-active ability to deal with projects. Risk assumption, risk management and handling of uncertainty. Leadership qualities and individual and team work. Critical spirit and sense of responsibility.
The CULTURAL AWARENESS AND EXPRESSION competence (CAE), involves knowing, understanding, appreciating and valuing the different cultural and artistic demonstrations —with a critical eye and with an open and respectful attitude—, using them as a source of enrichment and personal enjoyment, and considering them as part of peoples' wealth and heritage. For a correct development of the competence for cultural awareness and expression it is essential to tackle: - Knowing, studying and understanding the different artistic genres and styles, as well as the main artistic works and cultural heritage productions. - Learning the techniques and resources of the different artistic languages. - Being aware of, understanding and being enriched with the productions regarding the world of Art and culture. - Fostering the initiative, creativity and imagination of each individual facing the expression of one's own ideas and feelings. - Showing interest, appreciation, respect, enjoyment and criticism towards artistic and cultural works. - Fostering participation in the society's cultural life. - Developing the capacity for hard work, steadiness and discipline as essential requirements for the creation of any sort of quality artistic productions, as well as cooperative skills which allow collective work.
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3. C) CONTRIBUTION OF THE HIGH FIVE! 3 PROJECT TO THE DEVELOPMENT OF THE KEY COMPETENCES The Foreign language area, in its different modalities, contributes essentially to the development of the Competence in Linguistic Communication (CLC), not only in terms of second languages, but also regarding the mother tongue. On the one hand, the second language learning process must be close to the process of acquisition of the mother tongue, in order to produce natural results, directly applicable to the linguistic use in the real world; on the other hand, the conscious reflection and the systematic development of varied competences that occurs when learning second languages, can be extended to the mother tongue, in order to improve the competence in their own language so as to understand, express, interact and articulate thoughts and feelings about oneself, the others, and the mental and physical environment where social relationships are built. High Five! 3 develops the pupils’ linguistic skills in a systematic and integrative manner. The pupils learn to identify the meaning, sounds and rhythms of words and phrases through songs, chants and stories. The use of short listening texts helps them develop the ability to understand simple communicative messages in everyday contexts. There is systematic practice of tricky sounds which helps the pupils develop clear and natural pronunciation. In addition, the structured use of games, personalisation activities and simple dialogues provide the pupils with the opportunity to practice real-world exchanges in the classroom and express their feelings and opinions in English. A cooperative project each term also helps the pupils develop social competences and introduces language and strategies for working successfully in small groups. Each unit of High Five! 3 has a double-page literacy spread which introduces the pupils to a variety of engaging realworld texts. Reading strategies are systematically introduced to support readers in understanding, responding to and reflecting on these texts, whilst an analysis of features such as the writer’s purpose, audience and the informational content of a text help prepare the pupils for writing. Discrete writing skills such as the use of capital letters or punctuation are also highlighted in the literacy lessons and the pupils learn and practise alternative spellings of consonant sounds in the Lesson 5 phonics section.
The dynamic nature of language, is also present in the Competence in mathematics, science and technology (CMST) and in other areas of knowledge, to which foreign languages can contribute facilitating and expanding access to data, procedures and investigation techniques; favouring a more direct and successful exchange between scientific communities, and fostering the joint construction of human knowledge. In High Five! 3, mathematical competence is developed in a number of ways. The pupils’ understanding of numbers, space, measures and time is reinforced and language patterns are highlighted. The pupils also have the opportunity to work with number codes, charts and diagrams, and to do activities which require them to recognise and solve problems.
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Each unit of High Five! 3 is also linked to an area of learning in the Science curriculum, reinforcing key concepts and language across the curriculum. In this and in any other fields, the linguistic activity is highly performed today through technological means. These means are included in the curriculum as a natural support of oral and written texts that students will have to produce, understand and process, so the Digital competence (DC) is considered as a substantial part of the communicative competence. The use of information and communication technologies must have an important influence on the way in which foreign languages are taught and learnt, and the necessary innovations in this field must be based on a new concept of language, which is not just something that people know, but, above all, something that people do. High Five! 3 uses digital resources as tools to support learning, familiarising the pupils with computer technology and showing them how technology can be used for learning purposes. The Pupil’s Digital Resources serve to consolidate class work and provide a home-school link by allowing the pupils to work independently outside the classroom. Within the classroom, the Teacher’s Presentation Kit and Tools provide enhanced digital resources for presentation and practice, integrated audio and interactive activities.
Another key competence is developed in the learning process itself: the competence for Learning to learn (L2L); that is why the curriculum highlights the procedural nature of all its constituent elements and their relationships. The contents needed to reach the learning outcomes —whose level of acquisition is measured by applying the evaluation criteria described as actions—, are considered as competential contents, that is to say everything that students must, simultaneously, know, know how to use and know how to integrate to their competence profile. The curriculum helps students develop the ability for learning to learn starting by establishing, in a transparent and consistent way, the aimed objectives or results, what students must do with the language as speakers of a foreign language; deciding on what they need to learn in order to reach these objectives, and indicating the strategies they can put into practice so as to get them. Setting goals of a varying nature, according to the need to build the personal competence profile, is, as well, the first step to take for an efficient autonomous lifelong learning. High Five! 3 introduces a variety of learning strategies to help the pupils become more independent and reflective learners. Learning objectives are set at the beginning and reviewed at the end of each lesson to check that the objectives have been met. The pupils are also encouraged to reflect on their learning and progress at the end of each unit through the use of a self-evaluation task. A dedicated learning-to-learn section in each unit encourages the pupils to think about how they like to learn and introduces simple strategies which can be used independently, outside the classroom.
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Finally, throughout High Five! there is an emphasis on good learning habits and the importance of making an effort and being responsible for your work. Personal qualities such as self-confidence, initiative, curiosity, interest and creativity are also explicitly promoted, preparing the pupils for life-long learning.
The effective use of foreign languages necessarily involves an open and positive vision of the relationship with the others, materialised in attitudes such as valuing and respecting all languages and cultures, respecting people whose values and beliefs differ from the own ones, as well as appreciating other people's customs, practices and ideas, what must be understood as a unique opportunity for mutual enrichment, and for conflict prevention and resolution to the satisfaction of all parties involved. Social and civic competences (SCC) are consequently part of the skills included in intercultural competence integrated in the foreign language learning. Developing the ability to understand how somebody else is feeling and knowing how to respond appropriately is an important objective of High Five!, and emphasis is placed on positive classroom behaviour. Cooperative projects provide the pupils with the language needed to engage effectively with others and solve problems, whilst the integration of collaborative activities and strategies reinforces the importance of active participation, cooperation and respect and support for others. A values section in each unit encourages the pupils to reflect on their natural, social and cultural environment, integrating real-world topics such as protecting natural environments, listening to other people’s opinions and making people feel welcome.
The Cultural awareness and expression (CAE) also involves knowing, understanding, appreciating and showing criticism towards different cultural and artistic performances, using them as a source of enrichment and enjoyment and considering them as part of peoples' heritage. In High Five! 3 the pupils are introduced to the real-world culture of different English-speaking countries around the world. The content of these lessons has been selected to be of intrinsic interest to the pupils and to help them understand and respect different customs. A Think about your culture section encourages the pupils to reflect on their own culture and have a clearer idea of their own cultural identity. High Five! 3 also provides the opportunity to experience and appreciate a range of art forms such as poems, songs, literature, drawing, mime and performance, and encourages the pupils to express their ideas, experiences and emotions through these mediums.
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The action-oriented approach adopted in the curriculum focuses on the students, who are the ones who learn, build their competences and use them, both to deal with learning tasks in the classroom and in real communication. Hence, the area of Foreign Language decisively contributes to the development of the Sense of initiative (SIE), specially regarding oral and written expression and interaction activities, in which, from the very beginning, students must take decisions about what to say and how to do it, through which channel and by what means, in which circumstances and depending on what expectations and reactions of their partners, with the aim of meeting the intended communicative purpose as successfully as possible. The conscious choice and application of the communication strategies, the speech organization, the execution control and reparation, prepare pupils to assume their responsibilities, feel confident on their own abilities, reinforce their identity and regulate their behaviour. The clear and convincing expression of ideas and thoughts and the ability to assume risks, together with the appropriate management of the interaction and stimulus derived from communicating in other languages to face new challenges or to solve problems in complex scenarios, are essential in the development of entrepreneurship. Foreign languages are also the doorway to a world of endless possibilities in the professional field, and the curriculum intends to promote entrepreneurship as an attitude to life, including specific activities in which the students learn to be critical, creative and engaged also in these contexts. High Five! 3 develops a sense of initiative and entrepreneurship through the inclusion of a cooperative project in each term. These require the pupils to work in groups to successfully plan and complete a task, such as designing a zoo or organizing a class trip to London. Working together to complete a task helps the pupils to take responsibility for their work and gain confidence in their abilities. Initiative is also encouraged through personalisation activities, problemsolving tasks, creative activities and the opportunity to work independently in pairs and small groups.
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3. D) KEY COMPETENCES AND THE OBJECTIVES OF THE STAGE The key competences must be closely linked to the established objectives for Primary Education. The relationship between the key competences and the objectives of the stage, makes it necessary to design strategies in order to favour the inclusion of students in adult life, and act as the base for their lifelong learning.
The efficient acquisition of the key competences by students and its contribution to the achievement of the objectives of the educational stages, requires the design of integrated learning activities, which make it possible to progress towards learning more than one competence at a time.
3. E) KEY COMPETENCES IN THE CURRICULUM The key competences must be integrated in the different areas included in the curriculum, defining, specifying and developing sufficiently the learning results that students must achieve.
The competences must be cultivated in the fields of formal, non-formal and informal education, throughout the whole life.
All the areas of the curriculum must take part in the development of the students' different competences. The selection of contents and methodology must assure the development of the key competences throughout the whole academic life.
The evaluation criteria must be a reference to assess what the students know and know how to do in each area. These evaluation criteria are structured according to the assessable learning outcomes.
The set of learning outcomes of a certain area will result in the area profile. All the areas must contribute to the development of the key competences.
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3. F) METHODOLOGICAL STRATEGIES TO DEAL WITH THE COMPETENCES IN THE CLASSROOM The teaching and learning process requires careful planning of the results to achieve, clearly understanding the goals or objectives, the necessary resources, the most appropriate methodology and the learning assessment and feedback processes. Didactic methods must be chosen according to the best possibilities to achieve the proposed targets and bearing in mind the factors conditioning the learning process.
One of the key elements in learning through competences is sparking and maintaining children's motivation for the learning process, what involves a new approach to the student's role, which must be active and autonomous, conscious of being responsible of their own learning process.
In order to foster motivation for competence learning it is also necessary to apply active and contextualized methodologies which enable the implication and participation of all the students, and the acquisition and use of real life knowledge, so that learning becomes transferrable and long-lasting.
Active methodologies must be supported by cooperative learning structures, so that, through the joint resolution of tasks, the members of the group get to know the strategies used by their colleagues and are able to apply them to similar situations.
The interactive strategies are the most appropriate ones for a competence teaching-learning process, as they enable sharing and building knowledge as well as making the classes more dynamic, through verbal and collective exchange of ideas.
Working through projects helps students organize their thoughts favouring reflection, criticism, elaborating hypotheses and researching through a process where each one assumes the responsibility for their own learning, applying their knowledge and skills to real projects.
Furthermore, it is advisable to use the portfolio, which offers wide information about the students' learning process, reinforces continuous evaluation, and allows sharing the learning results. The portfolio is a motivating tool for students which fosters their autonomy and develops their critical and reflective thinking.
Teachers must get involved in creating and designing different types of materials, adapted to the different levels and the different styles and learning pace of students, with the aim to meet the demands of classroom diversity, paying special attention to the integration of Information and Communication Technologies to the teaching-learning process, providing access to virtual resources.
Finally, it is necessary for teachers to get coordinated about the methodological and didactical strategies to be used.
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3. G) ASSESSMENT OF THE KEY COMPETENCES Both in the continuous evaluation process that takes place in the different school years, as in the final assessment of the different educational stages, in order to evaluate the competences it is necessary to choose strategies and instruments to assess students according to their ability to solve problems simulating real contexts, mobilising their previous knowledge, skills and attitudes.
It is necessary to establish relationships between the learning outcomes and the relevant competences to which they contribute, in order to assess the competence levels attained by each student.
The assessment of the level of acquisition of the competences must be included in the evaluation of contents, as far as being competent means mobilising knowledge and attitudes so as to respond to the different proposed situations, making the learning process operationally effective, and applying the contents learnt from an integrated approach.
The competences' performance levels will be measurable through indicators of achievement, such as Rubrics or rating scales. These indicators of achievement must include ranges addressed to the evaluation of achievements, taking into account the principle of attention to diversity.
Teachers must use a variety of assessment procedures and include strategies that enable students to participate in the evaluation of achievements, such as self-evaluation, peer evaluation or co evaluation. In any case, the different usable assessment procedures, such as systematic observation of the students' work, oral and written tests, the portfolio, the registration protocols, or the class works, will promote the integration of all the competences in a coherent evaluation frame.
The end-of-stage external assessments will bear in mind, both in the design and in the evaluation, the assessable learning outcomes of the curriculum.
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4. CONTENTS, EVALUATION CRITERIA AND LEARNING OUTCOMES 4. A) SPECIFIC CONTENTS, EVALUATION CRITERIA AND LEARNING OUTCOMES FOR
PRIMARY
3RD YEAR
2
CONTENTS
EVALUATION CRITERIA
LEARNING OUTCOMES
BLOCK 1: UNDERSTANDING ORAL TEXTS
UNDERSTANDING ORAL TEXTS
UNDERSTANDING ORAL TEXTS
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The "Syllabus " for this title includes specific examples of Contents, Evaluation Criteria and Learning Outcomes for each unit.
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Learning strategies in oral texts: -Activating previous knowledge, identifying clues and inference, testing and reformulation of hypotheses. Sociocultural and sociolinguistic aspects: social conventions, norms of courtesy; customs and attitudes; nonverbal language. Communicative functions: -Greetings and introductions, apologising, thanking. -Expressing ability, likes, agreement or disagreement, feelings, plans. - Descriptions of people, activities, places and objects. - Asking for and offering information, help, instructions, objects, permission. - Establishing and maintaining communication. Syntactical structures3 High frequency oral vocabulary (reception)4 Sound, stress, rhythm and intonation patterns.
Know and apply the most appropriate basic strategies in order to understand the general sense, the essential information or the main points of the text. Identify basic, specific and important cultural and social linguistic elements related to everyday life (habits, schedules, activities, celebrations), living conditions (housing, surrounding environment), interpersonal relationships (family, friendships, classmates), behaviour (familiar gestures, use of voice, physical contact) and social conventions (rules of courtesy), and apply the knowledge gained to a proper understanding of the text. Identify the general meaning, the essential information and the majority of the main points in short, simple oral texts with a large proportion of simple structures and high frequency vocabulary, which is clearly and slowly expressed and transmitted either orally or through the use of technical resources. The oral texts are on topics related to their own experiences, needs and interests in predictable everyday contexts and have visual support provided, the opportunity of repeated listening or confirmation and clear contextual information.
1. Understands the gist of simple oral instructions or explanations. 2. Understands the general meaning and grasps the essential details of oral narratives suitable to their level. 3. Assimilates the main ideas of simple and well-structured presentations about familiar topics or interests (e.g. animals, fairy tale characters), as long as it has images and illustrations and is spoken slowly and clearly 4. Identifies the topic of a simple and predictable conversation about familiar topics that takes place in their presence in a real public or imagined space. 5. Understands the general meaning and the essential information of traditional stories or popular folk tales previously known to them.
Distinguish the main communicative function of the text (e.g. a request for information for information, an order or an offer), as well as basic discursive patterns (e.g. starting and closing a conversation or the points of a
3 4
See list of syntactical structures in paragraph 4.B) See list of high frequency vocabulary in paragraph 4.B)
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schematic narrative). Recognize the most common meanings associated with the basic syntactic structures typical of oral communication (e.g. interrogative structure to ask for information). Recognise a limited selection of high frequency oral vocabulary related to everyday situations and specific topics to do with their experiences, needs and interests, and use contextual clues and information in the text to get an idea of the probable meanings of unknown words and expressions. Discriminate between basic sound, stress, rhythm and intonation patterns and recognize the general meanings and communicative intentions related to them.
CONTENTS
EVALUATION CRITERIA
LEARNING OUTCOMES
BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSIONS AND INTERACTIONS
PRODUCTION OF ORAL TEXTS: EXPRESSIONS AND INTERACTIONS
PRODUCTION OF ORAL TEXTS: EXPRESSIONS AND INTERACTIONS
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Production strategies: - Planning, carrying out and checking oral texts through the use of linguistic, paralinguistic and paratextual procedures. Sociocultural and sociolinguistic aspects: social conventions; rules of courtesy; customs and attitudes; nonverbal language.
Know and apply the most appropriate basic strategies to produce short, simple oral texts, either monologues or dialogues, using, for example, ‘prefabricated’ language or memorized expressions or supporting what they want to express with gestures.
Learn about basic, specific and important cultural and socio linguistic aspects, and apply Communicative functions: the knowledge acquired about these to -Greetings and introductions, apologising, thanking. produce oral texts relevant to the context, -Expressing ability, likes, agreement or disagreement, respecting the most basic communicative conventions. feelings, plans. -Descriptions of people, activities, places and objects. Interact in a basic way, using simple -Asking for and offering information, help, techniques, linguistic and non-verbal (e.g. instructions, objects, permission. replies, gestures and physical contact) to - Establishing and maintaining communication. initiate, maintain, or conclude a short conversation fulfilling the main communicative Syntactical structures5 function of the text, (for example, a greeting, High frequency oral vocabulary (production)6 congratulating, an information exchange). Sound, stress, rhythm and intonation patterns. Participate in a basic way in very short and simple conversations requiring an exchange of information on familiar topics, mostly using expressions and simple high frequency isolated sentences, repetition and speaking partner’s cooperation being essential in order to maintain the conversation. Participate in a simple and comprehensible way, although some clarifications may be needed, in very short conversations with a direct exchange of information about familiar topics, using high frequency simple phrases and sentences, mainly in isolation but sometimes linked using a basic connector. To 5 6
1. Gives short and simple presentations, that have been previously prepared and rehearsed, about everyday topic or subjects in which they are interested (introduce themselves or other people; give basic information about themselves, their family and their class; their favourite meal; the appearance of an object or an animal, say what they like and don’t like) using simple structures. 2. Responds appropriately in communicative situations (greetings, very simple questions about themselves, requesting or offering objects, expressing what they like or don’t like, what they are doing, a place where something is located, etc.). 3. Participates in conversations either face-to-face or by technical means that allow them to see the face and gestures of the speaker in which they establish social contact(saying thank you, hello and goodbye, addressing someone, apologising, introducing themselves, congratulating someone), exchange personal information(name, age, etc.), express feelings, etc. 4. Gets on in simple, real or simulated everyday situations (e.g. ordering a meal in the school
See list of syntactical structures in paragraph 4.B) See list of high frequency vocabulary in paragraph 4.B)
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maintain the conversation paraphrasing and the cooperation of the speaker are essential.
canteen).
Be understood in short simple speeches, although hesitations, repetitions or pauses to reorganize what they want to say occur. Use basic syntactic structures (e.g. linking words or groups of words with basic connectors such as "and") although basic systematic errors may still occur, for example, with verb tenses or concordance. Know and use a limited selection of high frequency oral lexis related to everyday situations and familiar and specific topics to do with their own interests, experiences and needs. Articulate a limited selection of basic sound, stress, rhythm and intonation patterns, adapting them to the relevant communicative function, in a generally comprehensible manner though with the clear influence of the first, or other, languages.
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CONTENTS
EVALUATION CRITERIA
LEARNING OUTCOMES
BLOCK 3: UNDERSTANDING WRITTEN TEXTS
UNDERSTANDING WRITTEN TEXTS
UNDERSTANDING WRITTEN TEXTS
Comprehension strategies with written texts: - Activating previous knowledge, identifying cues and inference, testing hypotheses and reformulation of hypothesis.
Know and apply the most appropriate basic strategies for understanding the general sense, specific information and the main points of the text.
1. Formulates hypotheses about the content of simple texts using their previous knowledge, the illustrations, the title, graphic elements, etc.
Sociocultural and sociolinguistic aspects: social conventions, norms of courtesy; customs and attitudes; nonverbal language.
Identify basic, specific and important cultural and social linguistic elements related to everyday life (habits, schedules, activities, celebrations), living conditions (housing, Communicative functions: surrounding environment), interpersonal - Greetings and introductions, apologising, thanking. relationships (family, friendships, classmates), - Expressing ability, likes, agreement or disagreement,social conventions (rules of courtesy), and feelings, plans. apply the knowledge gained to a proper - Descriptions of people, activities, places and objects. understanding of the text. - Asking for and offering help, instructions, objects, permission. Understand the general sense, the main ideas - Establishing and maintaining communication. and the majority of specific information in very short and simple texts, either in digital form or Syntactical structures7 on paper, with simple structures and high High frequency written vocabulary frequency vocabulary, about familiar or (reception)8 everyday topics, as long as they can reread Graphic patterns and spelling conventions. the text or ask for clarification and count on visual and contextual support.
2. Understands the essential information and can locate specific information in simple informative material such as menus or posters. 3. Understands a short and simple sequence of instructions in order to perform an action, e.g. a very simple recipe. 4. Understands the main points of brief news and youth magazine articles that are about familiar topics or subjects that interest them (animals, sports, musical groups, computer games).
Distinguish the main communicative functions of a text (e.g. a greeting, a request for information, or an offer) and a limited selection of their most common examples as well as basic discursive patterns (e.g. starting and closing a letter, or the points of a 7 8
See list of syntactical structures in paragraph 4.B) See list of high frequency vocabulary in paragraph 4.B)
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schematic description). Recognise the most usual meanings of basic syntactical structures in written communication (e.g. a question mark to ask for information). Recognise a limited selection of high frequency written vocabulary related to everyday situations and familiar and specific topics to do with their own interests, experiences and needs and infer from the context and the information contained in the text the probable meaning of unknown words and expressions. Recognise basic punctuation marks (e.g. full stop, comma, question mark, exclamation mark) as well as frequently used symbols (e.g. ☺, @, $, ₤) and identify the general communicative meanings and intentions related to them.
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CONTENTS
EVALUATION CRITERIA
LEARNING OUTCOMES
BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSIONS AND INTERACTIONS
PRODUCTION OF WRITTEN TEXTS: EXPRESSIONS AND INTERACTIONS
PRODUCTION OF WRITTEN TEXTS: EXPRESSIONS AND INTERACTIONS
Production strategies for written texts: - Planning, carrying out and checking written texts through the use of linguistic, paralinguistic and paratextual procedures.
Know and apply basic strategies to produce very short and simple texts, for example, copying common words and sentences to achieve the aimed communicative functions.
Sociocultural and sociolinguistic: Social conventions, norms of courtesy; customs and attitudes; nonverbal language.
Know basic and specific cultural and social linguistic elements and apply the knowledge acquired about these to produce a written text adapted to the context, respecting the basic norms of courtesy.
Communicative functions: -Greetings and introductions, apologising, thanking. Write, either on paper or in digital form, very -Expressing ability, likes, agreement or disagreement, short and simple texts, made of simple feelings, plans. isolated sentences, in a neutral or informal -Descriptions of people, activities, places and objects. register, using orthographical conventions and -Asking for and offering help, instructions, objects, the main punctuation marks frequently permission. correctly, to talk about themselves or their - Establishing and maintaining communication. immediate environment, in familiar and predictable situations. Syntactical structures9 Achieve the main communicative function of High frequency written vocabulary written texts (e.g. a card, an information 10 (production) exchange, or an offer), using a limited Graphic patterns and spelling conventions. repertoire of their most frequent examples and basic discursive patterns (e.g. greetings to start and close letter or the points of a schematic narration).
1. Fills out forms marking options and completing data or other types of personal information (e.g. likes, title of a story that has been read, opinions, etc.). 2. Is able to construct simple texts from structured models and/or scaffolding. 3. Writes short and simple correspondence following a model (messages, notes, postcards, emails) in which they congratulate someone, or talk about themselves and their immediate environment (family, friends, objects, places).
Use basic syntactic structures (e.g. linking 9
See list of syntactical structures in paragraph 4.B) See list of high frequency vocabulary in paragraph 4.B)
10
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words or groups of words with basic connectors such as "and") although basic systematic errors may still occur, for example, with verb tenses or concordance. Understand and use a limited selection of high frequency written vocabulary related to everyday situations and familiar and specific topics to do with their own interests, experiences and needs. Use some graphic patterns and basic spelling conventions to write words and short sentences used in common speech reasonable well, but not with a completely correct spelling.
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4. B) SYNTACTICAL STRUCTURES AND HIGH FREQUENCY VOCABULARY SYNTACTICAL STRUCTURES -Expression of logical relationships: conjunction (and). -Affirmation (affirmative sentences; Yes (+ tag)). -Exclamation (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences, e. g. I love salad!). -Negation (negative sentences with not), no (Adj.), No (+ negative tag)). -Question words (How are you?, How many…?, Wh- questions, Aux questions). -Expression of time: present (present simple); Future (going to). -Expression of aspect: punctual (simple tenses); duration (present continuous). -Expression of modality: ability (can); permission (can); intention (going to). -Expression of existence (there is / are); entity (nouns and pronouns, articles, demonstratives); quality ((very +) Adj.). -Expressing quantity (singular / plural; cardinal numerals up to two digits; ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a bottle, a cup, a glass, a piece. Degree: very). -Expression of space (prepositions and adverbs of location, position, distance). -Expression of time (points (e.g. half past five); divisions (e.g. half an hour, summer), indications of time; anteriority (before); posterity (after); sequence (first…then). -Expression of manner (Adv. of manner, e.g. slowly, well, quickly, carefully).
GLOSSARY OF HIGH FREQUENCY -Personal identification. -House and home. -Daily routines. -Family and friends. -Free time, leisure and sport. -Travel and holidays. -Health and fitness. -Shopping and commercial activities. -Food and restaurants -Transport. -Environment, weather and nature. -Information Technology and Communication (ITC).
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5. METHODOLOGY In general, it can be said that the communicative focus must prevail in the treatment of the Foreign Language, and hence the curricular elements must always be defined on the basis of the communication processes to which they are addressed, adapting them, in the case of Primary education, to the students' needs and characteristics. With this in mind, and integrating all these aspects, the curriculum is structured around language activities as described in the European Framework: understanding and production (expression and interaction) of oral and written texts. Language demands a methodology focused on the students, on their learning needs and on the responsibility they must take on the learning process; Consequently, the ideal methodology will consist on a set of teaching, learning and assessment practices which will help the student acquire, on the one hand, the different competences involved in the communication process, and, on the other hand, develop the ability to joint all these competences and put them into practice, so as to produce and process oral and written texts adapted to the relevant contexts. In order to acquire the linguistic competence in foreign language, it is essential to develop reading skills and improve literacy. Special emphasis must be placed on exploiting digital resources, understood as an essential tool to initiate the students in the gradual acquisition of autonomous learning mechanisms, always adapted to their age and particularities.
5.A) GENERAL AND SPECIFIC METHODOLOGY OF THE AREA. HIGH FIVE! 3 High Five! is a six-level course for pupils who have an extended English timetable and are being taught at a faster pace. It is designed to develop pupils’ communicative competences in a systematic and comprehensive manner and to provide a basis for life-long learning. With High Five! 3, pupils …
identify language patterns and use them to personalise and be creative with new language. develop a clear and natural pronunciation through the systematic practice of tricky sounds. learn about life in English speaking countries around the world and think about their own culture. develop reading, writing, listening and speaking in a balanced and integrative manner. become independent and reflective learners through the integration of learning-to-learn strategies and activities. communicate confidently and fluently through well supported speaking tasks. participate fully in fun and engaging activities such as songs, stories, games and chants.
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prepare for external exams through the systematic integration of exam practice material and a dedicated External exams practice lesson in each unit. link their learning to other areas in the curriculum such as Science and Arts and Crafts. develop their thinking skills and multiple intelligences through a variety of stimulating and challenging activities. develop literacy skills through a range of enjoyable and motivating real-world texts and a focus on the key reading and writing skills. use new technologies and multimedia as tools for learning. develop their social and civic competences through a hands-on cooperative Project each term and the integration of collaborative tasks and strategies.
The characters in High Five! 3 Josh and his sister Lily are nine and eight years old respectively and have just moved into their new home, a lighthouse. Together with their friend Ravi, they discover that living next to the sea is full of surprises and adventure. Luke is Josh and Lily’s big brother. He’s a scientist and a fan of codes and secret messages. The children love reading about the amazing things he sees and does on his trip around the world. Cooperative learning High Five! 3 incorporates a variety of cooperative learning tasks and strategies which require the pupils to work together in a structured way. Working in pairs and small groups has many benefits. The pupils are prepared to spend more time on the tasks, are motivated to produce more language and are more likely to use creative and logical thinking. Cooperative learning also helps develop a positive classroom environment as the pupils have a greater sense of belonging and learn to understand and value all the members of the group. Finally, cooperative tasks require the pupils to be active and more independent learners, building their self-confidence and their ability to cope with uncertainty and unpredictability. High Five! 3 makes use of common and well-researched cooperative learning strategies. One of these is Think-Pair-Share, where learners listen to a question, think about it individually, discuss the answer with a partner and then share their ideas with the rest of the class. Others include Drill Partners, where the pupils test and prompt each other in pairs, and Writing Partners, where the pupils work together to plan, write and evaluate a piece of written work. There is also a simple, clearly staged cooperative project at the end of each term which provides the pupils with the opportunity to learn and develop interpersonal skills such as turn taking, listening to others and dealing with conflict. In order to support and reinforce these different ways of working, the teacher is provided with a set of Talk cards. The cards can be displayed in the classroom and include a Talk Partners card, where the pupils work with the person sitting next to them to complete a task, a Talk in small groups card, where the pupils work in groups of three or four, and an Own work, but can help a partner card where the pupils are encouraged to support and help each other with a reading or writing task. 31
5.B) TEACHING AND LEARNING ACTIVITIES AND STRATEGIES. HIGH FIVE! 3 High Five! 3 Components Pupil’s Book This is a 112-page, full-colour book that contains a Starter Unit and nine thematic units. It also comprises three fun and easy-touse cooperative projects and material for two festivals (Christmas and World Book Day). Each unit is divided into eight lessons and provides vocabulary input and practice, a song and a chant, a short dialogue to contextualise and practise a language structure, an interactive grammar table and a double page story for language input and consolidation. It also contains a humorous tongue twister to practise a tricky consonant sound, an engaging two-page literacy spread and a photographic world culture lesson. At the end of each unit there is practice material for an external exam speaking test and the presentation of a learning-to-learn strategy. Activity Book This 120-page, write-in book works in tandem with the Pupil’s Book to reinforce and extend language learning, support and develop reading and writing and provide further practice of the listening and speaking skills. Each unit comprises a variety of activities which are devised to engage and challenge the pupils, activate different intelligences, encourage creativity and allow the pupils to use language in a personal and meaningful way. At the end of each unit there is a full-page unit review and a page of External Exams Practice material. The Lesson 5 communicative tasks for Pupil A and Pupil B and a craft activity for each of the festival lessons can also be found at the back of the Activity Book. Pupil’s Digital Resources Fully interactive digital resources which the pupils can access from outside the classroom, including a picture dictionary, interactive vocabulary and language practice activities, and all the songs, along with a karaoke activity. These resources provide the pupils with the opportunity to review and reinforce their learning at their own pace and keep a record of their progress. The access code for the Pupil’s Digital Resources can be found on the front inside cover of Activity Book 3. Teacher’s Book This user-friendly, spiral-bound book provides teachers with as much or as little support as they need. The At a Glance Lesson Plans, illustrated with images of the Pupil’s Book and Activity Book, clearly highlight the learning aims, key language, materials required, learning routines, key activities and a range of optional extra activities, including cross-curricular links. These are accompanied by Detailed Lesson Plans which provide complete and concise teaching notes for each activity and answer keys. Full audioscripts can be found at the back of the book. In addition, there is a Reflective Teacher page for each unit for documenting learning, noting ideas and planning actions. Flashcards 32
A set of 118 full-colour flashcards with photographic images of the key vocabulary from Lesson 1 of each unit. Suggestions for using the flashcards are given in the Detailed Lesson Plans and in the Flashcards games bank. Word cards A set of 118 word cards. Suggestions for using the word cards can be found in the Detailed Lesson Plans and in the Word cards games bank on page 32. Class CDs Four class CDs provide all the recorded material for the Pupil’s Book and Activity Book: songs, chants, dialogues, listening tasks, stories, games, tongue twisters, culture lessons, literacy texts, review material and External Exams Practice material. They also include a karaoke version of one song in each unit. External Exams Practice Pack This component supports teachers who are preparing their pupils for either one of the Trinity Graded Exams in Spoken English(Elementary Stage, Grades 4 and 5) or the Cambridge Young Learners English Movers Test. The pack contains the following: • Videos of children doing exams. • Teacher’s Notes on how to exploit these videos in the classroom. • Extra External Exam Practice material and practice tests. • Tips for preparing pupils for the exams and working with the Language Assistant. • A set of Trinity Exam Practice cards for optional Trinity-type speaking practice at the start of each lesson. Suggestions for using these cards can be found in the Trinity Exam Practice cards activity bank on page 29 of the Teacher’s Book. Teacher’s Resource Centre The Teacher’s Resource Centre located at www.highfive.macmillan.es is your one-stop place to download the following High Five! digital resources: • Presentation Kit: an interactive Pupil’s Book for presentation and practice with integrated audio. The Activity Book is also available digitally with integrated audio and answer keys. • Vocabulary Tool, Story Tool, Dialogue and Grammar Tool: accessed via the Presentation Kit, these fully interactive tools enhance teaching and learning of the vocabulary, stories and dialogues. • Letters to parents: an introductory letter, followed by a letter to present each unit. • Talk cards: a set of six cards to support the pupils’ understanding of the interaction required at different stages of the lesson. • Grammar Booster worksheets: to reinforce and extend the grammar syllabus. • Evaluation Rubrics: one grid per unit to evaluate pupils’ level of achievement of the Unit Objectives and Key Competences, as well as their cooperative learning skills. 33
• Tests: a Diagnostic Test, Unit Tests, Term Tests and an End-of-Year Test with audio and Teacher’s Notes. Each test has a standard and a higher level version. THE ORGANISATION OF THE UNITS BY LESSON
Lessons 1 and 2 Pupil’s Book - The pupils activate their existing knowledge by working in small groups to brainstorm words they already know. - Twelve items of vocabulary are introduced and practiced using photographic and picture flashcards. This vocabulary can also be presented and practised using the Vocabulary Tool. - Real-world photographic images provide the pupils with a record of new vocabulary. The pupils point to each image and say a vocabulary chant. - A fun and easy-to-sing song builds fluency and makes language more memorable. - The pupils work in pairs to play a game using the new vocabulary items. - A short dialogue places grammar in a fun and familiar context. The dialogue can also be presented and practised using the Dialogue Tool. - Attractive artwork engages the pupils and helps contextualize language. - The grammar table highlights and practises language patterns. The pupils listen to an audio and point to the different parts of the sentence in the table. They then work with a partner to create their own sentences. This grammar can be presented and practised using the Grammar Tool. Activity Book - Fun, game-like activities motivate the pupils to write the new vocabulary items. - The pupils use a code-breaking activity to review and recycle an item of vocabulary from the previous unit at the bottom of each Activity Book page. - The pupils practise writing the new vocabulary in a sentence using a recycled structure.
Lesson 3 Pupil’s Book - A pre-reading task helps prepare the pupils to read and listen to the story. These include a code-breaking task and predictions about the story content. 34
- In each unit, the pupils enjoy an exciting adventure with Lily, Josh and Ravi. A list of frame-by-frame comprehension questions for each story is provided in the Detailed Lesson Plan in the Teacher’s Book. - The Story Tool provides a variety of enjoyable ways to introduce, tell and review the story. - The story reinforces language introduced in Lessons 1 and 2 and previews language from Lesson 4. - Attractive and humorous pictures and an exciting audio recording support the pupils’ understanding of the narrative. - The High Five! values section encourages the pupils to reflect on the story and relate a personal, social or civic value to their own lives. Activity Book - A range of activities check the pupils’ understanding of the story. - Comprehension is reinforced through a listening activity. - The pupils are encouraged to give a personal response to the story.
Lessons 4 and 5 Pupil’s Book - Six new items of vocabulary are introduced and practised, using pictures and photos. This vocabulary can also be presented and practised using the Vocabulary Tool. - A lively song, chant or rap gives further practice of the vocabulary and introduces additional grammar. - Grammar clues encourage the pupils to think analytically about new language. The grammar can be presented and practiced using the Grammar Tool. - The Speak and Spell section uses a humorous tongue twister to give the pupils practice in producing tricky sounds. It also introduces pupils to alternative spelling patterns for these sounds. - A listening task prepares the pupils for a communicative game. The pupils listen to children using the unit language to play the game. - Talk Partners icons indicate when the pupils have the opportunity to practice speaking in pairs. These activities build confidence and ensure full participation. - The pupils play a communicative game in pairs. Each pupil has different information, providing the pupils with a genuine reason for speaking. The Teacher’s Notes give clear, precise instructions on how to set up and scaffold the communication game. Activity Book -
Activities encourage the pupils to recognise and practise the Lesson 4 vocabulary. Reading and writing activities are carefully staged to build the pupils’ confidence and ensure success. The pupils enjoy a full page of activities to practise reading, writing and saying the key grapheme in each unit. The activities use recycled words to build the pupils’ confidence and link new information to existing knowledge. 35
- The pupils work with their Drill Partners to test and prompt each other on the spelling of words that contain the key letter sound.
Lessons 6 and 7 Pupil’s Book - The pupils are introduced to a wide range of reading text types. These are selected to reflect the interests and experiences of the age group and have an authentic appearance that will appeal to learners. - The Before you read activities help prepare the pupils to read. These include activating the pupils’ existing knowledge, exploiting visuals, asking questions to raise interest and making predictions. - All texts are supported by an audio recording and attractive visuals. - The pupils are directed to the After you read activities in the Activity Book. - The pupils are directed to the Activity Book to prepare their piece of writing. - A variety of tasks help the pupils to understand the purpose of a text, the intended audience or what is appropriate content. - A shorter text provides a writing model for the pupils to follow. - Guided questions help the pupils identify key text features such as titles, captions and layout. - The Help with writing section highlights a discrete writing skill such as using capital letters or connectors. - The pupils are directed to the Activity Book to prepare their piece of writing. Activity Book -
A range of After you read activities reinforce and check the pupils’ understanding of the literacy text. Reading skills such as skimming and scanning are actively developed. The pupils work with charts, graphs and other graphic organisers to categorise and order information. A variety of enjoyable activities allow the pupils to respond to the text in a personal and creative way. The pupils work with a partner to plan, draft and revise their writing. Step-by-step instructions and a writing framework provide the pupils with plenty of support in the planning stage and scaffold learning as they write their text. - The pupils share their work with another student and use self-assessment criteria to check their work.
Lesson 8 Review and External exams practice Pupil’s Book
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- The pupils are introduced to age-appropriate cultural content from English-speaking countries around the world. In certain units, the pupils practice question and answer exchanges. The Dialogue Tool can also be used to present and practise this external exams language. - Josh and Lily’s brother Luke introduces the new destination and sets an investigation task. - A web page showing children in different countries brings the culture to life. This helps foster a positive attitude towards English-speaking countries and English language learning. - The External Exams DVD-ROMs located in the External Exams Practice Pack contain videos of children doing the speaking exams. - A Learning to learn section encourages the pupils to reflect on their learning and introduces strategies which can be used outside the classroom. - Think about your culture encourages the pupils to identify similarities and differences between the two cultures and to begin to form their own cultural identity. - The pupils are directed to the Activity Book to do a web quest and the unit Review. - The pupils are introduced to different speaking activity types found in the Cambridge Young Learners English Movers Test and the Trinity Graded Exam in Spoken English (Elementary stage, Grades 4 and 5). Activity Book
- Understanding of the cultural content is consolidated through a listening activity type found in the Cambridge Young Learners English Movers Test. - An additional task is provided for independent internet research. - The pupils do a simple class web quest. - The pupils do an activity based on question and answer exchanges from the Trinity Graded Exam in Spoken English (Elementary stage, Grades 4 and 5). - A full-page Review checks and reinforces all of the unit vocabulary and grammar. - The pupils work cooperatively to check their learning, complete the review and beat the clock. - The pupils do a code-breaking activity to find out where Luke travels to in the next unit. - The pupils reflect on and assess their learning in the unit. - The pupils are introduced to the different reading and writing activity types found in the Cambridge Young Learners English Movers Test. Using the projects High Five! 3 provides three fun and highly doable projects which are thematically linked to learning in the Science curriculum: The zoo challenge (Term 1), Treasure islands (Term 2) and A London adventure (Term 3). These provide an opportunity for the pupils to work cooperatively in a structured way, building autonomy and promoting creativity
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- Each project begins with a list of clear and achievable objectives for the pupils. - The pupils have the opportunity to share existing knowledge about the topic. - Vocabulary is presented in an attractive context. Each project recycles language that the pupils have seen, while providing new input. - The pupils go to the Activity Book to record their findings in the individual investigation task. - Tasks create positive interdependence. Each member’s contribution is essential in order to complete the group’s task. - The pupils work in small groups, encouraging them to talk meaningfully about the task. - Language for interacting is taught and practised. This includes making suggestions or agreeing and disagreeing. - The pupils have the opportunity to reflect on what they have learnt and their final piece of work. - The pupils go to the Activity Book to record their decisions for the group task. - The pupils reflect on their cooperative skills and how they have worked as a group. - Interpersonal and small-group skills are highlighted in the Teamwork Tip. - A positive final group outcome creates a sense of achievement and builds class cohesion.
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6. EVALUATION The assessment of the students' learning process will be continuous and global, and will bear in mind the student's progress in all areas.
6.A) EVALUATION CRITERIA AND LEARNING OUTCOMES The Evaluation criteria are specific references used to assess the students' learning process. They describe whatever it is that must be valued and that students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to achieve in each area. These criteria, for the whole stage of Primary Education, are clearly detailed in paragraph 4 of this document. These evaluation criteria are specified through the Learning outcomes, which allow defining the learning results, and specifying the knowledge students must achieve in each case.
6.B) EVALUATION RESOURCES Evaluation in High Five! is developed appropriately at each stage of the course. The evaluation material is designed to check achievements in teaching and learning, identify pupils’ needs and provide the opportunity for self-assessment.
Informal evaluation -
Formal evaluation -
Teacher’s evaluation of the unit Review and External exams practice activities in Lesson 8. Activity Book Review at the end of every unit of the Activity Book
Diagnostic Test Unit Test (both standard and a higher level version) Term Test (both standard and a higher level version) End-of-Year Test (both standard and a higher level version) External Exams Practice Pack*: practice tests to prepare for the Trinity Graded Exams in Spoken English (Elementary Stage, Grades 4 and 5) or the Cambridge Young Learners English Movers Test.
Self-evaluation -
My progress section at the end of the unit self-evaluating their work. 39
-
Rubrics -
Share and check section where pupils share their work with another student and use self-assessment criteria to check their work.
Macmillan Rubrics Generator
Evaluation of the teaching practice -
Reflective Teacher section.
*HIGH FIVE! 3 AND THE EXTERNAL EXAMS High Five! 3 and 4 provide a wide range of materials to support teachers who are preparing their pupils for the Trinity Graded Exam in Spoken English (Elementary Stage, Grades 4 and 5) or the Cambridge Young Learners English Movers Test. Reading, writing and listening activity types found in the Cambridge Young Learners English Movers Test are integrated into the material and each unit ends with an External exams practice lesson in the Pupil’s Book and Activity Book. This material is adapted to match the linguistic and cognitive level of the pupils, and language is systematically extended as the course progresses. There is also an External Exams Practice Pack which contains videos of children doing speaking exams, and provides Teacher’s Notes on how to exploit these videos in the classroom. The pack also includes additional External Exams Practice material and practice tests, material focused on developing specific exam-related skills and a set of Trinity Exam Practice cards. Trinity exam practice cards The Trinity Exam Practice cards are a set of downloadable and photocopiable cards. They can be used to build the pupils’ confidence in asking and answering questions. On each card is a question based on the Trinity Graded Exam in Spoken English syllabus. These recycle questions from the Initial Stage (Grades 2 and 3) and introduce questions from the Elementary Stage (Grades 4 and 5). These cards should be printed out, laminated if possible and filed by unit. They can then be used during the Starting the lesson stage, which systematically recycles language, transferring it to the pupils’ long-term memory. For the Trinity Exam Practice cards routine, the teacher selects several cards from previous units. The teacher should choose a different set of cards for each lesson, and tricky questions and recent topics should be revisited more frequently.
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6.C) TYPES OF EVALUATION
Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial evaluation of students, which will allow them to take the right decisions and relevant measures related to reinforcement.
Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the teachers and to help students in the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome any possible difficulties.
Final evaluation (Accumulative): At the end of each school year, teachers will carry out the final assessment of the students' results. This assessment of the academic results will be recorded in the evaluation documents including the relevant marks, both positive and negative.
Individual assessment of the Third year of Primary Education: The schools will do an individual assessment to all the students at the end of the third year of Primary Education, checking their mastery of the skills and abilities in oral and written expression and comprehension, calculation and problem solving, related to the level of acquisition of both linguistic communicative competence and mathematical competence.
Final Assessment of Primary Education: At the end of the sixth year of Primary Education, students will do an endof-stage individual assessment, where teachers will check the level of acquisition of the competence in linguistic communication, and of the competence in mathematics, science and technology, as well as the achievement of the objectives of the stage.
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6.D) QUALIFICATION AND PROMOTION CRITERIA The teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind the acquisition of the key competences, the evaluation criteria and using the different resources of evaluation. The qualification will be established by analysing the learning process and the progress in the activities and tasks done by the students. For that purpose, the teacher/department will take into account and will qualify the aspects below in the following way: Evaluation Resources
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Observations
According to Royal Decree 126/2014 of 28 February, the students will pass to the following course or stage as far as it is considered that they have achieved the objectives of the course or stage, and that they have reached the level of acquisition of the corresponding competences. Otherwise, they will be allowed to repeat a school year only once throughout the stage, with a specific reinforcement plan. For that purpose, teachers will bear in mind the following Promotion Criteria: Promotion Criteria
Observations
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6.E) REINFORCEMENT AND EXTENSION PROGRAMMES (MIXED-ABILITY ACTIVITIES)
At this stage, particular emphasis will be placed on paying attention to students' diversity, on a personalised attention, on the prevention of learning difficulties, and on putting in practice reinforcement mechanisms as soon as these difficulties are detected. In order to promote reading habits, time will be allowed for this purpose every day. Special attention will be paid, during this stage, to the students' personalized attention, to the development of early diagnosis and to the establishment of reinforcement mechanisms so as to achieve school success. Tutorial action will focus on the orientation of both the individual and the global students' educational process. The tutor teacher will coordinate the educational intervention of the whole group of teachers, according to what is established by the corresponding education administration, and he/she will also keep a constant relationship with the family, so as to facilitate the exercise of rights recognized in article 4.1.d) and g) of the Organic Law 8/1985, of 3 July, that regulates the right to education. The reinforcement mechanisms that must be put into practice as soon as learning difficulties are detected, may be both organizational and curricular. Among these measures can be considered the support in the ordinary group, flexible groupings or curricular adaptations.
Managing diversity in High Five! 3 Not all children learn in the same way or at the same pace. In High Five! 3, this difference in learning is approached in a number of ways:
Pupil's Book. Extra activities: Reinforcement and Extension activities: Review and External exams practice activities in Lesson 8. Pupil’s Digital Resources provide the pupils with the opportunity to review and reinforce the contents learnt. Standard and Higher level versions for the Unit, Term and End-of-Year Tests.
Multiple Intelligences According to the theory of multiple intelligences, each human being possesses a set of intelligences. Some of these may be more dominant than others, but all of them can be nurtured and developed. This theory explains why learners have different needs, strengths and abilities in the classroom. It also helps us to stimulate the pupils and maximise their learning. In High Five!, seven key intelligences are highlighted: 43
Linguistic intelligence. The pupils are supported on their journey to becoming confident and accurate speakers, listeners, readers and writers of the English language through a wide variety of activities. The four language skills are carefully integrated into the materials and the pupils are given opportunities to use this language in a range of social and cultural contexts. Bodily-kinaesthetic intelligence. Physical expression is an important part of communication and the pupils are encouraged to use mime and gesture to support meaning. The pupils are also given the opportunity to develop their fine motor skills through tasks such as making a poster or a board game in the cooperative learning project. Logical-mathematical intelligence. The pupils are encouraged to notice the rules and patterns of language and use them in a personalised and creative way. Activities and tasks that require the pupils to use mathematical and logical thinking skills are also integrated into the material. These include code breaking, problem solving, hypothesising and recording and presenting data. Visual-spatial intelligence. The bright and engaging artwork in High Five! is used to support meaning and help the pupils to visualise contexts for language. Graphic organisers, such as charts, diagrams and concept maps, help the pupils form their own conceptual links and order new information. Musical intelligence. The pupils are exposed to songs, chants, tongue twisters, rhymes, riddles and poems. These help them to appreciate and produce natural-sounding rhythm, stress and intonation. Interpersonal intelligence Developing the ability to empathise and respond appropriately is an important objective of the course. A values section in each unit provides an opportunity for the pupils to reflect on their relationship with people around them and draws their attention to key social and civic values and codes of conduct. Intrapersonal intelligence The pupils are encouraged to think about their inner feelings, values and beliefs through simple, age-appropriate questionnaires and discussion questions. The pupils are also encouraged to reflect on their learning and progress at regular stages throughout the course.
Agreement for improving the educational attainment). (To complete by the teacher) 44
6.F) ASSESSMENT OF THE TEACHING-LEARNING PROCESS (The teacher/department will describe and detail here the agreed criteria in order to assess and modify, if necessary, the teaching-learning process) Criteria
Description
7. MEASURES DESIGNED TO CATER FOR STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 3 rd of May, in articles 71 to 79 bis, to those students who require a different educational attention. Teachers will apply the most appropriate measures so that the assessment conditions are adapted to those students with special educational support needs. (The teacher/department will detail here the criteria and specific procedures used to cater for this type of students.) Criteria
Procedure
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8. READING PROMOTION Reading is not only a basic tool for the development of children's personality, but it's also a way to socialize as an essential element to live in democracy and get involved in the information society. For that purpose it's necessary for students to acquire certain abilities which allow them to:
Understand simple literary works adapted to the students’ age and interests (narrative and poetic texts). Get introduced to the use of the school library Take part in dramatisations, memorisation, poem recitation, singing songs, telling stories, etc.
Uni t 1 2
High Five! 3 Text type: a poster (text to persuade; writing preparation) Text type: a fable (text to entertain); writing preparation Text type: a quiz (information text; writing preparation) Text type: shape poems (text to express; writing preparation) Text type: a magazine article (information text, writing preparation)
Reading skills: asking yourself a question before you read Writing skills: using capital letters
Reading skills: identifying the message of the text Writing skills: placing adjectives in the correct position 3 Reading skills: activating existing knowledge Writing skills: using question marks 4 Reading skills: guessing meaning from context (inferring) Writing skills: using adjectives 5 Reading skills: activating existing knowledge of content; reading for information and entertainment. Writing skills: using ‘and’ to add similar information 6 Text type: a letter (text to express, Reading skills: sequencing parts of a text writing preparations) Writing skills: using time sequencers ‘First’, ‘Next’, ‘Finally’ 7 Text type: a script (text to entertain; Reading skills: predicting content from an image writing preparation) Writing skills: using exclamation marks 8 Text type: a review (information text; Reading skills: scanning texts for specific information writing preparation) Writing skills: using ‘because’ to give a reason 9 Text type: a review (information text; Reading skills: guessing meaning from context (inferring) writing preparation) Writing skills: using ‘but’ to give opposite information High Five! 3 includes Literacy Lessons where the pupils have the opportunity to read a variety of rich and engaging real-world texts, as described below: 46
Apart from that, MacMillan offers a wide range of English readers adapted to the age of the children. For further information, please see the Macmillan Children's Readers site: http://www.macmillanenglish.com/courses/macmillan-childrens-readers/
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9. CROSS-CURRICULAR CONTENTS (CLIL) CLIL stands for Content and Language Integrated Learning. One of the objectives of High Five! is to relate the English learning process to other Primary areas. But in order to work in English about a topic from another teaching area, it is important to offer the right context to help students learn and understand it. In High Five! 3 we can find CLIL topics, especially related to Links to Science and Arts and Crafts, as described below.
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Unit 1
Links to Science: Living things
2
Links to Science: The senses
3
Links to Science: We can move
4
Links to Science: Plants
5
Links to Science: Habitats
6
Links to Science: Water and air on Earth Links to Science: The top layer of Earth
7 8 9
Links to Science: Transport and communication Links to Science: Work
High Five! 3 Arts and Crafts: Observing proportion in art and the human body and creating a self-portrait Arts and Crafts: Exploring primary, secondary and tertiary colours and creating a still life Arts and Crafts: Identifying positive and negative shapes and making a collage Arts and Crafts: Identifying patterns using lines, shapes and colours and creating a mosaic Arts and Crafts: Exploring space in art and creating a three dimensional landscape with a background, middle ground and foreground to create the illusion of depth Arts and Crafts: Exploring three dimensional geometric shapes. Arts and Crafts: Exploring organic (natural) forms and finding organic shapes and forms to make a land art collage Arts and Crafts: Identifying the use of balance (symmetry) in art and designing a flying machine Arts and Crafts: Identifying the use of lines to show movement in illustrations and drawing a comic strip
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10. CROSS-CUTTING ELEMENTS (ATTITUDES AND VALUES) The Royal Decree 126/2014, of 28th February, establishes that:
Civic and Constitutional education will be worked in all the areas. Education will promote equal opportunities and non-discrimination for disability. Education will promote the development of values that foster effective equality between men and women and the prevention of gender-based violence.
Education will promote the development and the peaceful settlement of conflicts in all areas of personal, familiar and social life, and the prevention of terrorism and any kind of violence.
Education will promote the prevention of gender-based violence, terrorist violence or any kind of violence, racism, or xenophobia.
Education will avoid sexist stereotypes which lead to discrimination. Education will promote elements related to the sustainable development and protection of the environment, awareness of the risk of exploitation and sexual abuse, awareness of the dangers of using information and communication technologies, as well as the need of emergency safety behaviours and disaster prevention.
Education will promote the development and consolidation of entrepreneurship. Measures will be taken to increase physical activity and a healthy and balanced diet amongst children. Road safety education will be promoted. ATTITUDES AND VALUES A Values section in each unit encourages the pupils to reflect on their natural, social and cultural environment, integrating topics such as road safety, the need to respect and care for animals and the importance of hygiene and healthy habits.
Cooperative learning activities and songs help to teach and reinforce the importance of active participation, cooperation and respect and support for others in the classroom.
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CROSS-CUTTING ELEMENTS IN HIGH FIVE! High Five! integrates cross-cutting elements into the learning process. Thus in one way or another, either in the topic of the unit or the specific tasks, all units deal with the themes of moral and civic education, environmental education, education for tolerance, education for sexual equality, health education, consumer education and education for leisure, as detailed in the examples below:
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Unit 1
High Five! 3 Understanding the importance of helping new pupils at school
2
Understanding the importance of helping at home
3
Understanding the importance of dealing with problems
4
Understanding the importance of trying new food
5
Understanding the importance of protecting sea animals
6
Understanding the importance of listening to other people’s ideas
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Understanding the importance of looking after personal belongings
8
Understanding the importance of working together
9
Understanding the importance of doing nice things for others
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11. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY The widespread inclusion of Information and Communication technologies (ICT) in the Education System, will bear in mind the principles of universal accessibility and a customized design, which will enable a personalised education adapted to each student's needs and pace. Information and Communication technologies will become a key element in order to produce the methodological changes that will help us achieve the goal of improving the educational quality. In spite of that, students must always show a responsible attitude and do a controlled use of these new technologies throughout the whole educational system. Students, as people of the 21st century, mustn't be apart from the knowledge of these new technologies; consequently, they will also learn how to use, in a responsible way, the possibilities that Information and Communication technologies offer them for the acquisition of skills in the area of Foreign Language.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN HIGH FIVE! 3 PROJECT The digital components of High Five! 3, whose characteristics are clearly specified in the “Components” section, are:
High Five! 3 Pupil’s Digital Resources High Five! 3 Teacher’s Resource Centre High Five! Digital Pupil’s Book External Exams DVD-ROM
The explanation about the use of these technologies appear in the "Key Competences" section, when talking about the “Digital competence”.
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12. TEACHING AND ORGANISATIONAL RESOURCES School Address Town/city
Province
Post code
FOREIGN LANGUAGE DEPARTMENT 1. 2. 3. 4.
STUDENT’S DISTRIBUTION Year Primary 3rd year
Number of students
Number of groups
DIFFERENT GROUPS’ NEEDS 3rd year of Primary Group A Group B Group C
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SPECIFIC INDIVIDUAL NEEDS Group A Student Student Student Group B Student Student Student Group C Student Student Student
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ORGANISATION OF RESOURCES Resources available in the school (delete as appropriate) Video and TV CD/ Cassette player Video camera Computers IW (Interactive Whiteboards) Notes: Rooms / spaces available in the school (delete as appropriate) Foreign Language rooms Language Laboratory Computer room Playground Gymnasium Theatre Library Notes: Organization within the classroom (delete as appropriate) Arrangement of desks Arrangement of desks Arrangement of desks Specific corners: class
in rows in groups in a “U” shape library, cross-curricular topics, games, handiwork, computer, etc.
Other:
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CLASS TIMETABLES Teacher: Monday
Tuesday
Wednesday
Thursday
Friday
Monday
Tuesday
Wednesday
Thursday
Friday
Teacher:
13. SUPPLEMENTARY ACTIVITIES 57
The supplementary activities are those activities organised by the school during the school timetable, according to their curricular project, and that differ from the actual teaching activities, in terms of time, place or the resources used. (The teacher/department will detail here the supplementary activities organized by the department) Course
Activity
Date
Teachers
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