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Copy of DIDACTIC PROGRAMME
14. CONCLUSION
- Form competent and integral people
- Main aims
- Quote
Through learning language, we learn about culture.
Through learning about culture, we learn respect for others.
Through learning respect for others, we can hope for peace.
3.LEVELS OF CURRICULAR CONCRETION
5. F.L. AREA
1st: Legal Framework: LOE modified by LOMCE, RD 126/2014, D...
2nd: School Educative Project, Identity signs.
3rd: Didactic Programme: 4 pillars
1. INTRODUCTION
7. OBJECTIVES
- Main Objective
- Common European Framework of Reference and Language Portfolio
- Name
- Level
- Area
4. SCHOOL CONTEXT
Definition
Learning Standards
General Objectives (p.5).
2. JUSTIFICATION
Level
Where
Facilities: good condition
6. DIDACTIC PROGRAMME
From the School Educative Project
School: 430 students
My class: 20 learners
8. CONTENTS
- Teaching: complex
- Curriculum requires a planning
Definition. 4 blocks (p.8)
Sequencing and timing (p.14): 15D.U.
10. KEY COMPETENCES
11. METHODOLOGY
- Key point
- Definition. Show: level/efficiency
- Do something
- 7 K.C.
9. EVALUATION
12. Attention to diversity
7 Key Competences
- Flexible
- Integration Project: Active, Social and Reflexive
- Based on motivation
1. The most important
3. Computer Room
4. Portfolio
5. Cooperative work
6. Overcoming feelings of frustation and failure
7. Promoting cultural diversity
Grouping
Communicative Approach
- Flexible and heterogeneous: cooperative work.
- Formative and continuous.
- Global.
- KC: Fluid and dynamic.
- Learning process and teaching practice.
13. ACTIVITIES
- E.U. / European Council
- Fluency over accuracy
- LOMCE proposes Tasks/Projects: Active, Social and Meaningful.
Resources
- Material resources
- Personal resources
- (P.28) Complementary activities.
- Complementary, extracurrricular
- Description of the DUs (p. 29)
- Tasks
- Asperger S., ADHD and Hospitalized.
- LOMCE: equal opportunities
- Individual Working Plan (PTI): Ordinary measures.
Evaluation Criteria
- (p.15) RD 126/2014: main referent.
- Relation with OBJ and CONT: KC
Learning Standards
- Fix: quality.
- Indicators: All
- Rubrics: 4/5 levels of achievement.
- Grading Criteria.