SYLLABUS DESIGN 3RD YEAR OF PRIMARY EDUCATION MADRID
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2015-11-04
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[ES] El propósito de este trabajo es desarrollar una programación basada en la interacción de temas, actividades y lenguaje. En este sentido, la programación desarrolla un enfoque basado en tareas, las cuales están ligadas entre sí por temas y de ellos surge el lenguaje. Esta programación está diseñada para estudiantes de tercer curso de Educación Primaria en la Comunidad Autónoma de Madrid. Por lo tanto, en la primera parte del documento se definen los fundamentos legales y teóricos relativos a ese contexto. Este apartado hace especial hincapié en la filosofía e importancia del programa. La segunda parte consiste en el desarrollo del marco teórico en cuanto a los objetivos, competencias, contenido, metodología del curso y los procedimientos de evaluación. El objetivo es proporcionar una programación adaptada al contexto en particular y que proporciona ventajas significativas.
[EN] The purpose of this paper is to develop a syllabus design based on the relation of topic, tasks and language. In this light, the syllabus develops a task-based approach in which tasks are tied together by topics and language arises from them. This syllabus is designed for third grade students of Primary Education in the Autonomous Community of Madrid. Therefore, the first part of the paper defines the legal and theoretical foundations regarding that context. This places particular emphasis on the philosophy and relevance of the syllabus. The second part consists on the development of the theoretical framework in terms of course objectives, competences, content, methodology and assessment procedures. The aim is to provide a syllabus design which suits in a particular context and provides several advantages.
[EN] The purpose of this paper is to develop a syllabus design based on the relation of topic, tasks and language. In this light, the syllabus develops a task-based approach in which tasks are tied together by topics and language arises from them. This syllabus is designed for third grade students of Primary Education in the Autonomous Community of Madrid. Therefore, the first part of the paper defines the legal and theoretical foundations regarding that context. This places particular emphasis on the philosophy and relevance of the syllabus. The second part consists on the development of the theoretical framework in terms of course objectives, competences, content, methodology and assessment procedures. The aim is to provide a syllabus design which suits in a particular context and provides several advantages.