Convenio MEC
Transcripción
Convenio MEC
Currículo integrado hispano-británico para educación infantil y orientaciones para su desarrollo Spanish/English Infants Integrated Curriculum Ministerio de Educación, Cultura y Deporte CNIIE Currículo integrado hispano-británico para educación infantil y orientaciones para su desarrollo Spanish/English Infants Integrated Curriculum Catálogo de publicaciones del Ministerio: www.mecd.gob.es Catálogo general de publicaciones oficiales: www.publicacionesoficiales.boe.es MINISTERIO DE EDUCACIÓN, CULTURA Y DEPORTE Centro Nacional de Innovación e Investigación Educativa Edita: © Secretaría General Técnica Subdirección General de Documentación y Publicaciones NIPO: 030-12-455-0 ISBN: 978-84-369-5424-1 Autoras del documento original Mª Teresa Agudo CP Félix de la Fuente, Coslada, Madrid Rosa González CP José Bergamín, Boadilla del Monte, Madrid Esther Hill CP José Bergamín, Boadilla del Monte, Madrid María Antonia Justo CP San Juan Bautista, Madrid Rachel Kelly CP Julio Pinto Gómez, Tres Cantos, Madrid Margaret Locke CP Julio Pinto Gómez, Tres Cantos, Madrid Pilar Medrano Asesora Técnico Docente, Centro Nacional de Innovación e Investigación Educativa, MECD Teresa Reilly Bilingual Project Manager, British Council, Madrid Autoras de la presente edición Anna Amin CEIP Hilarión Gimeno, Zaragoza Milu Aparajita Dakshy CEIP Miguel Delibes, Valladolid Cecila Bradshaw CEIP San Juan Bautista, Madrid Anne MacDonald CEIP Parque de Lisboa, Madrid Isabel Mas CEIP José Antonio Labordeta, Zaragoza Barbara Tosh CEIP El Quijote, Madrid Pilar Medrano Asesora Técnico Docente, Centro Nacional de Innovación e Investigación Educativa, MECD Teresa Reilly Bilingual Projects Manager, British Council, Madrid Margaret Locke Bilingual Projects Coordinator, British Council, Madrid Este documento ha sido elaborado siguiendo las normas del currículo español actual para Educación Infantil. Cualquier cambio en el currículo oficial conllevará una revisión de estas orientaciones para que se adapten a los nuevos desarrollos. La versión en español no constituye una traducción completa del documento: su objetivo es proporcionar a los directores y profesores de español de los centros un resumen de los objetivos principales, los contenidos y el nivel que debe alcanzarse en la etapa de Educación Infantil, de forma que se facilite la coordinación entre profesores-tutores y profesores de inglés. Índice/Index 1. Introducción al currículo (español)............................................................................................ 7 INTRODUCCIÓN................................................................................................................................................................... 7 1. Historia y objetivos del programa........................................................................................................................ 7 2.Fundamentación del documento......................................................................................................................... 8 3.Constitución del grupo y línea de trabajo......................................................................................................... 8 4.Enfoque adoptado para Educación Infantil...................................................................................................... 9 5.El papel de los profesores en el programa...................................................................................................... 9 6.El desarrollo lingüístico en los niños................................................................................................................... 10 7. Introducción a las habilidades de lectura y escritura.................................................................................... 10 8.La evaluación en edades tempranas.................................................................................................................. 11 9.Conclusiones y recomendaciones...................................................................................................................... 12 EL CURRÍCULO INTEGRADO EN LA ETAPA DE EDUCACIÓN INFANTIL......................................................... 15 1. La enseñanza a través de temas.......................................................................................................................... 15 2.El desarrollo de las habilidades sociales..........................................................................................................17 3.Las competencias lingüísticas............................................................................................................................... 17 3.1. El desarrollo de las competencias lingüísticas en Educación Infantil............................................. 17 3.2.Desarrollo de las habilidades orales en Educación Infantil................................................................ 17 3.3.Desarrollo de las habilidades de lectura y escritura en Educación Infantil.................................. 18 4.Objetivos y contenidos de habilidades numéricas........................................................................................ 20 5.Objetivos y contenidos del área de conocimiento del entorno social y natural................................. 20 6.Propuesta de una unidad temática para la etapa de Educación Infantil (topic web)......................... 20 2.Curriculum guidelines (English).......................................................................................................... 23 INTRODUCTION................................................................................................................................................................... 23 1. Project background and objectives.................................................................................................................... 23 2.Rationale: curriculum document........................................................................................................................... 24 3.Constitution of the working party and approach adopted.......................................................................... 24 4.Methodological approach to teaching throughout the infant cycle......................................................... 25 5.Roles of teachers in the project............................................................................................................................ 25 6.Children’s language development...................................................................................................................... 26 7. Introducing literacy skills: “real” reading and writing..................................................................................... 26 8.Assessment in the early years.............................................................................................................................. 27 9.Conclusions and recommendations................................................................................................................... 28 THE INTEGRATED CURRICULUM FOR THE INFANT STAGE................................................................................ 31 1. Teaching through topics.......................................................................................................................................... 31 2.Developing social skills........................................................................................................................................... 38 3.Literacy skills................................................................................................................................................................ 40 3.1. The development of Literacy Skills in the infant years......................................................................... 40 3.2.Developing speaking and listening skills in the infant years............................................................. 40 3.3 Developing reading and writing skills in the infant years.................................................................... 44 3.4.Literacy: Listening and Speaking Targets................................................................................................. 49 3.5.Literacy: Reading and Writing Targets........................................................................................................ 50 3.6.Literacy: Bands of Attainment.......................................................................................................................54 3.6.1. Literacy: Speaking and Listening Bands of Attainment............................................................. 54 3.6.2. Literacy: Reading and Writing Bands of Attainment ................................................................. 55 4. Mathematical concepts and skills......................................................................................................................... 57 4.1. Mathematical skills development in the infant years............................................................................ 57 4.2.Mathematical Concepts and Skills Targets: Number............................................................................ 57 4.3.Mathematical Concepts and Skills Targets: Measurement, shape, time, position and movement.................................................................................................................................. 59 4.4.Mathematical Concepts and Skills: Bands of Attainment....................................................................61 5.Knowledge and Understanding of the World.................................................................................................. 62 5.1. Concepts and Targets...................................................................................................................................... 62 5.2.Knowledge and Understanding of the World targets........................................................................... 63 5.3.Knowledge and Understanding of the World: Bands of Attainment............................................... 67 6.Drawing the strands together in a topic web................................................................................................... 68 6.1. Topic webs........................................................................................................................................................... 69 6.2.Sample lessons..................................................................................................................................................76 3.TOPIC BASED RESOURCES....................................................................................................................................... 81 Introducción 1. Historia y objetivos del programa El programa bilingüe del Convenio MEC/British Council, nacido en 1996 como una experiencia única dentro del sistema educativo estatal español, está ya bien establecido. Los primeros grupos de niños finalizaron la etapa de Educación Secundaria Obligatoria en 2008. El acuerdo formal entre el Ministerio de Educación y el British Council plantea como objetivo del programa proporcionar a niños desde los 3 hasta los 16 años una educación bilingüe y bi-cultural a través de un currículo integrado español/inglés, basado en el currículo español y en el national curriculum para Inglaterra y Gales. Dicho currículo integrado goza de reconocimiento oficial (BOE, 2 de Mayo de 2000). La implantación de un currículo como este implica una actitud en el aula muy distinta a la de la clase de inglés como lengua extranjera (EFL) tradicional, centrada en el aprendizaje de inglés en vez del aprendizaje en inglés. Este enfoque integrado coincide plenamente con el espíritu de las directivas del Consejo de Europa, que insiste en la necesidad de que los niños hayan adquirido competencia lingüística en tres idiomas europeos al finalizar la Educación Secundaria Obligatoria, y que el aprendizaje de la primera lengua extranjera comience en los primeros años de la educación formal. Los objetivos específicos del programa son los siguientes: • Fomentar la adquisición y el aprendizaje de ambos idiomas a través de un currículo integrado basado en contenidos. • Crear conciencia de la diversidad de las dos culturas. • Facilitar el intercambio de profesores y alumnos. • Fomentar la utilización de las nuevas tecnologías en el aprendizaje de otras lenguas. • Si procede, fomentar la certificación de estudios en ambos sistemas educativos. 7 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo 2. Fundamentación del documento En febrero de 2001, la Comisión de Seguimiento, máxima autoridad del programa, reunió a un equipo mixto de expertos (Joint Study Review Team) con el objetivo de evaluar los resultados obtenidos hasta esa fecha, concluyendo que para el desarrollo del programa era necesario: • Una clara definición de los contenidos y materias que han de impartirse en inglés, así como del momento en que han de ser impartidos. • Una definición de los criterios de evaluación al final del nivel de la etapa de Educación Infantil, así como al final de cada uno de los ciclos de Primaria (segundo, cuarto y sexto curso) que, por tanto, determinen el paso de un nivel al siguiente. Esto llevó al equipo a formular la siguiente recomendación: Recomendación 4: Currículum y evaluación “El equipo de expertos recomienda la designación de un grupo de trabajo mixto hispano-británico que elabore y defina una propuesta realista para el currículo básico, describiendo qué áreas y contenidos deben impartirse en cada lengua en los niveles de Educación Infantil y Primaria. Ese mismo grupo de trabajo debería también establecer los criterios y directrices para la evaluación. Sería conveniente que el grupo estuviera formado por profesores británicos y españoles con experiencia en este proyecto, así como por expertos del Ministerio y del British Council”. En consecuencia, la Comisión de Seguimiento aprobó el siguiente plan de acción: 8 Actuación 6 “La Comisión de Seguimiento ratificará la designación de un grupo de trabajo encargado de estudiar los contenidos del currículo básico (BOE, 2 de Mayo de 2002) y decidir cuáles deben impartirse en lengua inglesa en los distintos niveles de Educación Infantil y Primaria, así como los criterios de evaluación. Se deberán incluir también directrices e instrucciones sobre el papel de los tutores y de los profesores, recomendaciones para un enfoque metodológico conjunto y sugerencias para un enfoque lógico en la distribución del tiempo. Este documento deberá incluir también una lista completa de recursos (libros, materiales, equipamiento) para cada nivel”. 3. Constitución del grupo y línea de trabajo El grupo estaba formado por seis profesores, tres españoles y tres británicos, que habían trabajado en el programa más de tres años, y otros dos miembros de la Comisión de Seguimiento y responsables de la gestión. El grupo de trabajo se constituyó en octubre de 2001 con el objetivo de producir un documento con directrices para el desarrollo del currículo de Infantil y criterios de evaluación para esta etapa que fuera ratificado por la Comisión de Seguimiento en junio de 2002; a esto seguiría el desarrollo de un currículo para el nivel de Primaria en junio de 2003. El grupo de trabajo examinó los contenidos, enfoques, niveles de consecución, instrumentos de evaluación, recursos, organización del tiempo, coordinación y roles de los profesores, en 29 de los 42 colegios que formaban parte del programa en aquel momento. Asimismo, en el periodo de noviembre de 2001 a marzo de 2002 el grupo visitó diez colegios del programa con el fin de obtener una visión más profunda de los aspectos mencionados. El resultado del análisis de toda la información, documentación y observaciones prácticas recopiladas constituye la base del documento inicial. Introducción En 2009 se formó un nuevo grupo de trabajo con el objetivo de revisar y actualizar el currículo, de forma que: • Reflejara los cambios introducidos en el currículo español. • Incorporara nuevas metodologías para mejorar los niveles de lectura y escritura temprana. • Reflejara los avances de los alumnos en edades tempranas. • Reflejara los cambios y el desarrollo del programa en esos años. El grupo estaba formado por seis profesoras españolas y seis británicas, todas ellas con más de tres años de experiencia en Educación Infantil dentro del programa, y fue dirigido por las personas responsables. El documento para Educación Infantil se ha desarrollado a partir de las siguientes directrices: • Enseñanza a través de temas/centros de interés. • Desarrollo de habilidades sociales. • Objetivos y contenidos: −− Comprensión y expresión oral. −− Lectura y escritura. −− Habilidades numéricas. −− Conocimiento del entorno social y natural. • Niveles de consecución al final de la etapa de Infantil. • Propuesta de desarrollo de una unidad temática. • Ejemplo de una lección, partiendo de una unidad temática. • Recursos útiles. 4. Enfoque adoptado para Educación Infantil El currículo integrado para el segundo ciclo de Educación Infantil está íntimamente relacionado con el currículo español para este nivel. El enfoque está dirigido al desarrollo integral del niño a través de un currículo que tiene en cuenta su desarrollo físico, intelectual, afectivo, social y moral, tanto como individuo como en el contexto de su entorno inmediato. La adquisición de la lengua, las habilidades numéricas, la lectura, la escritura etc., ya sea en la lengua materna o en inglés se hace, sobre todo, a través de un enfoque basado en temas, con una perspectiva holística a lo largo de los tres años. El objetivo de este texto es facilitar un documento de trabajo para todos los profesores de inglés que impartan el currículo integrado. Cualquier cambio que se produzca en el currículo español deberá introducirse en este documento. 5. El papel de los profesores en el programa Se recomienda que al principio del año escolar el tutor y el profesor de inglés dediquen tiempo a establecer conjuntamente las rutinas del aula. De este modo se asegurará la continuidad, ayudará a los alumnos a sentirse más seguros y generará oportunidades para una comunicación positiva. Aunque los temas de trabajo y la metodología utilizada en la enseñanza del idioma reflejan, con bastante exactitud, los contenidos y el enfoque del currículo español para estos tres años, esto no implica que se tengan que impartir conceptos idénticos al mismo tiempo en ambos idiomas. El tutor y el 9 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo profesor de inglés deben planificar las clases conjuntamente para asegurarse de que los conceptos se imparten y se comprenden en ambos idiomas. Más aún, una coordinación estrecha debería asegurar una perspectiva nueva desde la que se desarrollen los conocimientos y las habilidades a través de un tema determinado en cada lengua. Es importante que tanto el profesor de inglés como el tutor español entiendan que el profesor del programa hablará en inglés con los niños y que no es necesario que el tutor traduzca o “explique” en español lo que se ha dicho. Sin embargo, como este estará en el aula, al menos durante el primer año de Educación Infantil, el profesor de inglés debería aprovechar la circunstancia para explicar de antemano en qué consiste la clase y qué dificultades podrían presentarse. De esta manera, el tutor puede ayudar a los niños que tengan dificultades, que sean nuevos o que hayan estado ausentes y necesiten ayuda especial de forma temporal. Cuando los niños estén trabajando en grupos, particularmente durante las clases de educación plástica, el tutor debería estar disponible para apoyar en lo que sea necesario a su compañero de inglés: disponer de dos profesionales en el aula es un lujo y debe aprovecharse al máximo. 6. El desarrollo lingüístico en los niños 10 En los primeros años, los niños demostrarán su comprensión en inglés fundamentalmente a través de respuestas no verbales (respuestas físicas a canciones, juegos, cuentos, respuestas creativas a través de las actividades artísticas manuales, expresiones de alegría provocadas por cuentos, canciones, etc.). La comprensión se demostrará también a través de la respuesta verbal en español y a través de la repetición en inglés de sencillas expresiones de uso cotidiano, especialmente de las que tengan que ver con las rutinas del aula. Gradualmente, los niños empezarán a experimentar con una mezcla de inglés y español y a utilizar esta mezcla junto con respuestas no verbales para hacerse entender. El tiempo requerido para asimilar el idioma varía de un niño a otro. Sin embargo, el profesor debe animar a los alumnos a que respondan oralmente y “produzcan” lenguaje tan pronto como sea posible. La mayoría de los niños tiende a responder positivamente y les gusta participar en inglés, aunque ocasionalmente puede haber algún alumno que no responda en consonancia. Es importante recalcar que no debe ejercerse una presión excesiva sobre ese alumno para que hable, y debe respetarse la madurez y el ritmo de desarrollo particular de cada niño. 7. Introducción a las habilidades de lectura y escritura Existen razones sólidas para introducir la lecto-escritura en lengua inglesa en el segundo ciclo de Educación Infantil: • Aprender a leer y a escribir en inglés es un proceso más largo y más complicado que en español: empezar pronto es esencial para dar tiempo a los niños y para que estos se conviertan en lectores capaces y en escritores creativos. • Las ventajas de empezar pronto a adquirir el idioma oralmente son mayores si se acompañan de una introducción informal de la palabra escrita a través de un contexto significativo. El uso de libros de ficción y consulta, carteles en el aula, exposiciones en clase y la enseñanza sistemática de sonidos (synthetic phonics) apoya a una adquisición efectiva del lenguaje y a un desarrollo equilibrado de las habilidades de lectura y escritura. • Las diferencias entre el lenguaje oral y el lenguaje escrito son múltiples, y se ha demostrado que exponer a los niños a ambos a la vez les ayuda a percibir estas diferencias de forma positiva desde el principio. La decisión sobre el tipo de letra (cursiva en un idioma y de imprenta en otro) la tomará cada colegio, y no debe ser un problema. Los niños se adaptan satisfactoriamente a cualquier sistema que se utilice. Introducción 8. La evaluación en edades tempranas Los principios de la Evaluación para el Aprendizaje (EpA) pueden ser utilizados en los primeros años escolares. La Evaluación para el Aprendizaje asegura que la evaluación sea una parte integral del proceso de enseñanza-aprendizaje diario. Las investigaciones demuestran que los alumnos aprenden mejor cuando: • Entienden claramente lo que están aprendiendo. • Saben lo que se espera de ellos. • Reciben información (feedback) sobre su trabajo. • Reciben consejos para mejorar. • Están plenamente implicados en la evaluación y en los subsiguientes pasos para el aprendizaje. Ya desde la etapa de Infantil, utilizar la Evaluación para el Aprendizaje proporcionará mayor claridad en la enseñanza y el aprendizaje y se impulsará el desarrollo en los niños de un aprendizaje reflexivo. Una práctica sencilla supone: • Compartir los objetivos de aprendizaje con los alumnos. Para ello se pueden utilizar fórmulas imaginativas que enganchen a los niños: −− Una marioneta les cuenta a los niños lo que van a aprender hoy. −− Se presenta un personaje (WALT) en el mural, que diga “Estamos aprendiendo a/que…”, y el profesor lo completa o ilustra al comienzo de la clase. • Exponer las expectativas a los alumnos; es decir, explicarles lo que se pretende. En realidad se están presentando los criterios de evaluación. También las expectativas se deben presentar de forma atractiva y con significado para los niños: −− Una marioneta muy animada les dice a los niños lo que se espera de ellos. −− Un personaje (WILF) tiene un mural en el que dice “Quiero conseguir… −− Una marioneta descarada les dice “No creo que puedas…”, a lo que los niños responden: “Yo puedo…”. De esta forma los niños se implican para hacer frases con I can, que luego podrán utilizarse como criterios de evaluación. • Ofrecer información (feedback) a los niños. Se puede hacer de muchas maneras, siempre que sean significativas para los alumnos en esta etapa: −− Una interacción sencilla y una respuesta positiva utilizando frases familiares, como por ejemplo Well done, Good work, You can…, Can you…? −− Gestos que apoyen lo que se está diciendo. −− Utilizar sellos, por ejemplo con una cara sonriente, con un dibujo y texto, como very good, good. −− Pedir a algunos niños que opinen sobre el trabajo de otro compañero, por ejemplo utilizando un semáforo, un abanico con una cara sonriente y otra triste o levantar el dedo gordo en señal de aprobación. Esto puede hacerse por parejas. • Ofrecer consejos para mejorar. Los niños necesitan que se aprecien sus logros, pero enseñarles cómo mejorar es también una parte esencial del proceso de enseñanza y aprendizaje. Hacerlo de forma creativa les motivará, y el mensaje llegará con mayor claridad: −− Creando una pequeña obra con marionetas y peluches utilizando un lenguaje familiar repetitivo que dé una clara idea de mejora. 11 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo −− Resaltando el buen trabajo de un niño y mostrando los elementos clave de su éxito. −− Mostrando un trabajo ideal e invitando a los niños a responder a preguntas sencillas que ayuden a identificar formas de mejorar. Estas se pueden mostrar en frases sencillas con ilustraciones que apoyen el mensaje. • Implicar totalmente a los alumnos en la evaluación y en los pasos siguientes. Los niños son más conscientes de su aprendizaje cuando se implican directamente en el proceso de evaluación. Podemos implicarles en: −− La autoevaluación, utilizando semáforos, el pulgar hacia arriba, abanicos con caras, hojas de autoevaluación sencillas con I can. −− La evaluación entre iguales utilizando los mismos instrumentos. −− Fijar objetivos sencillos con el profesor, por ejemplo, mejorar la habilidad para escuchar: se puede presentar un factor de éxito y cuando se consiga se presenta uno nuevo, de forma que el alumno que tiene dificultad para mantener la atención pueda desarrollar esta habilidad paso a paso. Ofrecer tarjetas de objetivos atractivas o cualquier otra forma de reconocimiento de cada logro premiará y motivará a los niños. Utilizar la metodología de la Evaluación para el Aprendizaje ayuda a llevar un registro diario del progreso de cada alumno, lo que facilita una planificación eficaz y una puesta en práctica adecuada. Se puede dejar constancia de los logros por medio de fotos, muestras de su trabajo y breves grabaciones en vídeo. De esta forma se puede preparar un informe preciso del progreso para los padres, tanto en reuniones como en informes escritos. Identificar el nivel de consecución de cada alumno al finalizar la etapa de Infantil será más fácil cuando se adopte esta metodología y se compartan unos claros objetivos curriculares, se trabaje en ellos y sean evaluados por el profesor y los alumnos. 12 9. Conclusiones y recomendaciones 1. El proyecto funciona mucho mejor en aquellos colegios en los que este se considera un proyecto de todo el centro, un proyecto integrado en todos los sentidos del término: esto significa que la planificación y la coordinación entre los tutores y los profesores de inglés de cada clase son esenciales. Cuando ambos trabajan juntos, se ha demostrado claramente que los niños se benefician de la experiencia en ambos idiomas. 2. Con el fin de alcanzar los objetivos establecidos para el final de la etapa y conseguir que los niños estén bien preparados para la Educación Primaria, debe dedicarse a la enseñanza y aprendizaje en lengua inglesa un mínimo del 30% del horario el primer año y del 40% los dos años siguientes. 3. Los tutores y los profesores de inglés han comprobado que dividiendo la clase en dos grupos en determinados momentos (desdobles) se consigue un apoyo más individualizado tanto en español como en inglés. Por tanto, se recomienda que al inicio del año escolar el horario los incorpore en algunas de las clases. Sin embargo, independientemente de cómo se organicen las clases, todos los alumnos deben recibir (al menos en los dos últimos años de la etapa) un mínimo del 40% de su educación en inglés, tal como se ha mencionado anteriormente. 4. La coordinación entre los profesores del mismo curso es de la máxima importancia para asegurar la continuidad y la progresión a lo largo de la etapa. Es esencial comunicarse, consultar y planificar juntos para: −− Comenzar el nuevo curso conociendo los logros y los niveles de todos los alumnos. −− Presentar los temas desde una perspectiva diferente cada año. −− Presentar en la etapa siguiente nuevas historias relacionadas con los temas. Introducción Esto no será solo una práctica útil para los profesores sino que aumentará la experiencia de aprendizaje de los niños y contribuirá a mejorar los niveles de los colegios. 5. La coordinación entre los niveles de Infantil y de Primaria es vital para conseguir una transición sin problemas. Las recomendaciones incluyen: • La coordinación entre los profesores del tercer año de Infantil y los de primero de Primaria para: −− Asegurarse de que se prepara a los niños para el paso a Primaria. −− Garantizar que la metodología y el aprendizaje de la etapa anterior se desarrolla de forma natural en el primer curso de Primaria. −− Familiarizar a los alumnos del tercer curso de Infantil con su nueva aula y, si es posible, con los profesores, en el tercer trimestre. −− Planificar conjuntamente actividades curriculares o culturales para los dos cursos. • Un profesor de inglés (de transición) que enseñe a los niños durante dos años consecutivos (en su último año de Infantil y en el primer año de Primaria) para proporcionar un alto nivel de coherencia y continuidad. Este profesor también coordinaría la planificación con el resto de los profesores de estas etapas. 6. Es importante haber cubierto todos los contenidos y objetivos de cada una de las materias, tal y como se describen en este documento, para proporcionar una experiencia educativa completa en la etapa de Infantil que permita a los niños adquirir la lengua, el conocimiento y las habilidades a través de actividades de aprendizaje claramente estructuradas a un nivel adecuado. 7. Al final de la etapa todos los niños deben ser evaluados por su profesor siguiendo los niveles de consecución descritos en este documento y, salvo en el caso de circunstancias atenuantes, el porcentaje de alumnos dentro del grupo-clase en cada banda1 debería ser, para cada uno de los objetivos: −− Banda o grado 1: 10% −− Banda o grado 2: 70% −− Banda o grado 3: 20% Si estos objetivos no se estuvieran logrando, el centro debería examinar: • El número de horas impartidas en inglés semanalmente. • El enfoque, la metodología y los recursos utilizados. • La coordinación y continuidad en el proyecto. • La necesidad de enfrentar a los niños a retos mayores y de elevar el nivel y las expectativas. 8. Aunque este documento insiste en que se cubran los contenidos básicos, no hay necesidad de que los colegios/grupos se ciñan solo y exclusivamente a este. Los profesores que ya estén logrando estos objetivos podrían ampliar los contenidos básicos/mínimos para que se adapten a las circunstancias particulares de su colegio o de su aula. 1. La banda o grado 1 corresponde al nivel inferior. 13 El currículo integrado en el nivel de educación infantil 15 1. La enseñanza a través de temas Los temas (topics) proporcionan un contexto ideal con el que trabajar, en el que confluyen los objetivos de aprendizaje de las diferentes áreas curriculares proporcionando oportunidades para que los niños: • Desarrollen su conocimiento y comprensión del mundo. • Comprendan nuevos conceptos en un contexto significativo. • Se desarrollen social, emocional, física y cognitivamente a través del aprendizaje de todos los ámbitos de conocimiento y la experiencia. • Adquieran el lenguaje de forma natural. Al utilizar un enfoque transversal, todas las áreas pueden ser estudiadas dentro de un tema determinado. • Las conexiones transversales son esenciales para el aprendizaje, pues este consiste en ser capaz de establecer relaciones entre el conocimiento y las experiencias previas y la información y las experiencias nuevas. Así, poner énfasis en las conexiones entre las distintas áreas ayuda a los niños a encontrar sentido en lo que están estudiando. • La enseñanza por temas ofrece también flexibilidad para atender las necesidades de todos los alumnos por medio de actividades que pueden ser fácilmente adaptadas, permitiendo a todos los niños participar completamente y conseguir desarrollar todo su potencial individual. Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo En este programa los contenidos curriculares se enseñan en inglés y, por tanto, los niños del programa bilingüe entran en un entorno donde se utiliza español e inglés por separado cada día. Aunque no hayan oído inglés antes de llegar al colegio, los niños se van acostumbrando a escuchar la lengua inglesa de manera natural, empezando a adquirir la comprensión del idioma. Junto con las rutinas diarias, los temas proporcionan un contexto significativo en el que la lengua inglesa puede entenderse poco a poco a través de distintas actividades, primero asimiladas y después reproducidas por los niños, cada uno a su ritmo. De la misma manera que adquirieron su lengua materna, a medida que avanza su entendimiento, empiezan a utilizar el idioma; al principio con palabras sueltas, luego grupos de palabras, hasta que empiezan a construir frases completas. Esto lleva tiempo, pero para lograrlo debemos utilizar el idioma inglés de una forma natural, de este modo nos aseguramos que los niños no aprenden solo listas de vocabulario, sino que aprenden a manejar el lenguaje en un contexto significativo. Los temas que se trabajarán/desarrollarán en esta etapa son: • Yo mismo. • Voy al colegio. • Nuestras casas y nuestras familias. • La gente que nos ayuda. • En la ciudad. • Vamos a comprar comida. • Tecnologías de la información y la comunicación. • El cambio climático. • El transporte. 16 • El sistema solar. • El verano. • El otoño. • El invierno. • La primavera. • Animales. • Cuentos tradicionales. • Festividades. Muchos de estos temas pueden combinarse fácilmente para crear unidades temáticas integradas. Los temas no deben ser enseñados de forma aislada y las conexiones deben hacerse cuándo y dónde corresponda. Por ejemplo, “fiestas” y “cuentos tradicionales” son temas individuales pero pueden presentarse con otras áreas temáticas a lo largo del curso. Se han incluido en el documento ejemplos de unidades temáticas interrelacionadas. Ver página 67 (Topic webs). Dado el carácter repetitivo de los temas en la etapa de Educación Infantil, debemos asegurarnos que al planificar las unidades temáticas integradas haya suficiente variedad y progresión de año a año. Si un tema se repite en cada nivel del ciclo, entonces el enfoque debe ser diferente cada vez. Se trata de mantener la motivación alta, desarrollar la curiosidad, adquirir un mayor conocimiento y comprensión del mundo y exponer a los niños a un lenguaje más variado. Los temas de este documento del currículo han sido seleccionados por su significado e interés para los niños. Son temas familiares para ellos en su lengua materna, lo que contribuye a facilitar la El currículo integrado en el nivel de educación infantil comprensión de los conceptos y les permite asimilar una nueva lengua dentro del contexto de los temas presentados (la versión en inglés de este documento incluye información detallada sobre cada uno de estos temas). 2. El desarrollo de las habilidades sociales El desarrollo de las habilidades sociales es una parte integral de la rutina diaria de los niños en el nivel de Educación Infantil. Estas ya se estudian como parte del currículo español y deben incluirse en la planificación de las actividades docentes y de las actividades en inglés. Aspectos particulares se tratan a través de las diferentes áreas de contenidos (la versión en inglés del documento incluye una lista de habilidades sociales y su desarrollo). 3. Las competencias lingüísticas 3.1. El desarrollo de las competencias lingüísticas en Educación Infantil • Adquirir la capacidad de leer y escribir es mucho más que aprender la mecánica de la lectura y la escritura: estas capacidades proporcionan mayores posibilidades de sobrevivir en el idioma y son fuente de autoestima, identidad y empatía emocional e intelectual. Leer y escribir permite el acceso a cuentos y a otros materiales que forman y desarrollan el pensamiento y ayudan a los niños a desarrollar conceptos. La capacidad de leer y escribir en dos idiomas les da acceso a mundos culturales y sociales diferentes y variados. Además, a medida que crece la confianza de los niños en su capacidad de leer, sus conocimientos y su control sobre el lenguaje se hace cada vez más individual y personal. • En el nivel de Educación Infantil el énfasis a la hora de leer y escribir se pondrá siempre en ayudar a los niños a convertirse en lectores y escritores entusiastas, ayudándoles a leer y a disfrutar de libros “de verdad”. Al mismo tiempo, se introduce a los niños desde el principio a una serie de estrategias de pre-lectura y primera lectura que les ayuden a entender lo que leen para que gradualmente puedan hacerlo con fluidez, corrección y comprensión pero, sobre todo, disfrutando. • Ser capaz de leer y escribir con fluidez y disfrute en inglés es una habilidad que necesita desarrollarse a lo largo de todos los niveles (Educación Infantil, Primaria y Secundaria), y las estrategias apropiadas para conseguirlo deben establecerse como parte del currículo desde el principio. La enseñanza de la lecto-escritura debería asegurar que las cuatro destrezas (escuchar, hablar, leer y escribir) se integren de forma natural. El énfasis en el desarrollo de las habilidades orales, ya desde los primeros años, proporciona una base sólida para el desarrollo de la lectura y la escritura. 3.2. Desarrollo de las habilidades orales en Educación Infantil Cuando se integran en todos los aspectos de la vida escolar diaria, las habilidades orales constituyen una base sólida a partir de la cual se desarrolla el aprendizaje, el conocimiento y la capacidad de comunicación. Para ello podemos hacer uso de: Rutinas diarias Las rutinas diarias permiten empezar a familiarizar a los niños con la lengua de una forma natural, consiguiendo que poco a poco vayan incorporando este lenguaje en su propia rutina. El cambio de actividades de manera regular es importante para mantener el interés de los niños y favorecer su participación en las mismas. 17 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Cuentos y álbumes ilustrados Hay que leer y contar cuentos todos los días, seleccionando libros con rimas, ritmo y repeticiones, y dejar estos libros en el rincón de lectura, junto con marionetas y otros objetos, para que los niños puedan leerlos por su cuenta. Dramatización El juego imaginario tiene un papel fundamental en el desarrollo del lenguaje del niño. Ofrecer oportunidades para que los niños imaginen, utilizando juguetes, marionetas u otros objetos, les permite utilizar un vocabulario y frases familiares sin la presión de tener otros oyentes. La simulación y las actividades de teatro más estructuradas, planteadas en contextos familiares o utilizando historias conocidas, demuestran el inglés en acción. Los niños pueden disfrutar utilizando el inglés que han aprendido, participar en diálogos con sentido y tener un sentimiento de logro cuando representan delante de un auditorio. Juegos, música y movimiento A los niños les encanta y, sobre todo, necesitan moverse. Los juegos de acción (Total Physical Response) y las actividades con música y movimiento permiten a los niños ejercer sus habilidades de comprensión auditiva y a la vez estar en movimiento. Los niños deben prestar especial atención a las instrucciones y al lenguaje referido al tiempo, el espacio, la posición y la calidad de los movimientos. Modelos 18 Para crear un ambiente bilingüe en las escuelas, donde la adquisición de las lenguas extranjeras y de las lenguas maternas de niños de procedencia étnica y cultural diferente sea verdaderamente valorado, el inglés no debe restringirse a la “clase de inglés”. Es importante proporcionar oportunidades para que los niños escuchen y hablen con diferentes personas en inglés, es decir, niños mayores, otros profesores o visitantes. 3.3. Desarrollo de las habilidades de lectura y escritura en Educación Infantil Para hacer de la lectura una experiencia placentera en la que los niños tengan éxito y disfruten, es importante seleccionar cuentos apropiados para estas edades. Pero también es importante que los niños tengan acceso a libros de información ya desde los primeros años y que vean cómo utilizarlos. Al seleccionar esos libros cuidadosamente para relacionarlos con los temas y la edad e intereses de los niños se debe tener en cuenta que el tema les llame la atención, que tenga frases simples y cortas para hacer asequible su comprensión, que tenga fotos, ilustraciones y diagramas que favorezcan la comprensión, etc. El profesor juega un papel relevante al demostrar cómo se usan los libros y, por tanto, es importante utilizar libros de historias y de información a diario. De la misma forma que leemos y utilizamos libros de ficción y de información con todo el grupo y con grupos pequeños, permitir a los niños el acceso a los libros por su cuenta es importante para el desarrollo de la lectura y la escritura. Crear un rincón de lectura en el aula proporciona un ambiente estimulante en el que los niños pueden ojear y leer libros por su cuenta y con sus amigos. El profesor debe asegurarse de que el espacio es adecuado y cómodo, exponiendo los libros a la mejor altura para que puedan verlos y alcanzarlos. La enseñanza de phonics: Las investigaciones han demostrado que enseñar los 44 fonemas sistemáticamente y a una cierta velocidad acelera el desarrollo del aprendizaje temprano de la lectura y la escritura. Junto con El currículo integrado en el nivel de educación infantil el reconocimiento y conocimiento de los sonidos, también se deben enseñar las técnicas de unión y fragmentación de los mismos. Los objetivos de lectura y escritura siguen un enfoque sintético para la enseñanza de phonics y señalan la progresión que de año en año debe producirse. Los objetivos están basados en el documento Letters and sounds: principles and Practice of High Quality Phonics del Ministerio de Educación inglés. Algunos colegios pueden comprar un programa de synthetic phonics con materiales para utilizar en el aula. Sin embargo, como no siempre hay dinero disponible, el programa del Ministerio permite a todas las escuelas el acceso para utilizar el método de synthetic phonics. La publicación se puede descargar, gratuitamente, de la página: http://www.teachfind.com/national-strategies/letters-and-sounds-principles-andpractice-high-quality-phonics. Además de esto, también se pueden descargar gratuitamente de la página: http://www.letters-and-sounds.com/ materiales prácticos y atractivos para usar en el aula, bien sea para crear una base de materiales para el reconocimiento de sonidos o para complementar materiales que haya en los centros. Una vez que los sonidos y las técnicas de unión y fragmentación se hayan enseñado a todo el grupo, es importante contar con actividades que refuercen el reconocimiento y aprendizaje de los niños. Actividades estructuradas guiadas o independientes pueden incluir, por ejemplo, juegos de bingo para los sonidos, actividades con abanicos de palabras, la cuerda de tender la ropa, mini-libros de phonics, etc. Actividades de lectura y escritura: Las actividades de lectura y escritura deben empezar ya en esta etapa y deben organizarse de forma estructurada: • A nivel de texto: secuenciando historias por medio de dibujos y tarjetas; utilizando marionetas para volver a contar la historia; creando libros de clase y exponiéndolos en el rincón de lectura, etc. • A nivel de oración: emparejando frases y dibujos en el contexto de un tema o una historia; utilizando la pizarra magnética para crear frases sencillas, etc. • A nivel de palabra: emparejando palabras y dibujos; creando palabras mediante los sonidos que han aprendido, etc. Oportunidades de escritura libre: Proporcionar auténticas experiencias de escritura para niños pequeños es tan importante como poner a su disposición libros y oportunidades de lectura. Mientras las actividades estructuradas de escritura basadas en la aplicación de los sonidos estudiados son esenciales para la precisión, las oportunidades de escritura libre son también de gran importancia. Aprender a escribir implica una combinación de múltiples procesos mentales y físicos. Como los niños llegan al colegio con una experiencia de escritura temprana muy diferente, las oportunidades para desarrollar sus habilidades deben ser variadas, permitiendo que cada niño avance a un ritmo que se ajuste a su experiencia y desarrollo individual. Los niños escribirán a un nivel acorde con su desarrollo cognitivo y físico. Algunos niños, especialmente en las etapas iniciales, producirán garabatos y formas que no tienen sentido más que para ellos. Poco a poco los niños formarán letras y palabras. A medida que desarrollan sus habilidades y conocimiento de phonics, esto se hará evidente en lo que produzcan, pero generalmente en la escritura creativa habrá muchas imprecisiones al experimentar los niños con sonidos, letras y palabras. Para muchos niños el inglés que oyen durante el tiempo que están en el colegio es su única exposición a la lengua inglesa, por ello es importante crear un entorno rico en textos. Asegurarse de que los niños están rodeados de textos escritos les ayudará a ser más conscientes del texto impreso y su significado y les animará a leer y escribir. 19 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo 4. Objetivos y contenidos de habilidades numéricas El objetivo global de los tres años de Educación Infantil es desarrollar en los niños el conocimiento y la comprensión de las habilidades numéricas y ayudar a los niños a entender su relevancia para la vida diaria, tanto en inglés como en español. El desarrollo de las habilidades numéricas en el aula de Infantil se considera generalmente parte del desarrollo global del niño. Como tal, se introducen, practican y repasan conceptos a lo largo del año, y luego se reciclan y se fortalecen durante los tres años del nivel. Los objetivos y contenidos se incluirán por tanto en los distintos temas y se enseñarán a través de actividades continuadas de Total Physical Response, canciones, rimas, cuentos, juegos de encontrar pareja y de secuencia, y otras tareas de lenguaje y lectura y escritura (la versión en inglés del documento incluye información detallada para este punto). 5. Objetivos y contenidos de conocimiento del entorno social y natural El objetivo global de la etapa de Infantil es ayudar a los niños a observar, explorar y comenzar a hacer preguntas acerca de las cosas vivas, los materiales y los fenómenos. Estos conceptos e ideas deberían desarrollarse a través de rutinas diarias, actividades cotidianas y a través de las distintas áreas temáticas. Deberíamos tener en cuenta que los niños están adquiriendo el idioma al utilizarse de forma natural en el entorno escolar, y que su comprensión en inglés será con frecuencia mayor de lo que se detalla aquí (la versión en inglés del documento incluye información detallada para este punto). 6. Propuesta de una unidad temática para la etapa de Educación Infantil (topic web) 20 Se han incluido siete unidades temáticas en esta sección: tres de ellas desarrollan el mismo tema, “La primavera”, en los tres años del ciclo, para demostrar cómo se puede enfocar desde distintas perspectivas y cómo se desarrollan los objetivos en los distintos niveles en un contexto significativo. Las otras unidades muestran cómo se pueden relacionar los temas y cómo se pueden desarrollar los correspondientes conceptos y habilidades. Al igual que el desarrollo de la lecto-escritura, los conceptos y habilidades numéricas y el conocimiento y comprensión del entorno, la educación artística, la música, el movimiento y el drama se han incorporado a las unidades temáticas. Estos elementos son esenciales en la educación temprana para conseguir el desarrollo global del niño. Introduction 1. Project background and objectives The Spanish Ministry of Education/British Council bilingual project, initiated in 1996 as a unique experiment within the Spanish state education system: the first groups of children completed compulsory secondary education in 2008. The formal agreement between the Ministry of Education and the British Council states that the aim of the project is to provide children from the age of three to sixteen with a bilingual, bicultural education through an integrated Spanish/English curriculum based on the Spanish National Curriculum and the National Curriculum for England and Wales. This integrated curriculum has official recognition (BOE May 2000). The implantation of such a curriculum requires a very different classroom approach from the traditional EFL classroom where the focus is on learning English as a foreign language as opposed to learning content of the infant/primary curriculum through English. This integrated approach sits very positively within the Directives of the Council of Europe which insists on the need for children to be competent in three European languages by the end of the obligatory period of secondary education and that the learning of the first foreign language should begin in the early years of formal education. The specific objectives of the project are: • To promote the acquisition and learning of both languages through an integrated content based curriculum. • To encourage awareness of the diversity of both cultures. • To facilitate the exchange of teachers and children. • To encourage the use of modern technologies in learning other languages. • If appropriate, to promote the certification of studies under both educational systems. 23 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo 2. Rationale: curriculum document In February 2001 a Joint Study Review Team ( JSRT) was set up by the Comisión de Seguimiento, Project Board of Directors, to evaluate the progress of the bilingual project. The JSRT formed the following conclusions on curricular content and assessment, identifying the need for: • a clear delineation in the subjects and contents to be taught in English and the levels at which these should be taught • a definition of assessment criteria at the end of each stage of education (infant, primaries two, four and six) which would define the attainment targets for each level within the project This led to the JSRT making the following recommendation: Recommendation 4: Curriculum and Assessment: “The joint team recommend that a mixed Spanish/British working party be formed to work on a realistic development of the core curriculum in English describing which subject areas and contents should be taught in English in the infant and primary stages. In conjunction, the working party would be responsible for establishing criteria and guidelines for assessment. It would be advisable to have both Spanish and UK teachers who have been involved in the project for some time on the team in addition to experts in primary education from the Ministerio de Educación and the British Council”. This led to the following Action Point agreed by the Comisión de Seguimiento: Action Point Six: 24 “The Comisión de Seguimiento to ratify the appointment of a working party to study the present curriculum (BOE 2 May, 2000) with a view to specifying content and assessment criteria for the different levels in infant and primary. This should also include guidelines and strong recommendations on the role of class teachers and project teachers for a joint methodological approach and suggestions for a logical approach to time allocation. This document should also include a comprehensive list of resources (books, materials, equipment) which are recommended for the success of the project at each stage”. 3. Constitution of the working party and approach adopted The working party was constituted in October 2001 with the objective of producing a document on guidelines for an infant curriculum and assessment criteria for this level to be ratified by the Comisión de Seguimiento by June 2002: to be followed by a curriculum for primary by June 2003. The team consisted of six teachers in the project, three Spanish, three British: all six of them had worked in the project for more than three years. The other two members of the team were responsible for the management of the project and were members of the Comisión de Seguimiento. The members of the working party consulted 29 infant schools in the project on contents, approaches, attainment levels, ways of assessing the children, resources, time allocation, project coordination and roles of teachers. In addition, in the period November 2001 to March 2002 the team visited 10 project schools with a check list of points relating to the above. The observable results of “best practice” were at all times considered to be what we should be aiming towards. These compiled from the documentation and visits are what form the basis of the initial curriculum guidelines In 2009 the decision was taken to form a new working party to revise and update the curriculum in order to: Introduction • Reflect changes to the Spanish National Curriculum. • Incorporate current proven methodologies to raise standards in early reading and writing. • Reflect the achievements that children make in the early years. • Reflect change and development in the project over the past years. The team consisted of six Spanish and British teachers, each with more than three years experience working in the infant years in the project and was led by those responsible for the overall management of the bilingual project. The document for the infant stage has been developed along the following lines: • Teaching through topics. • Development of social skills. • Concepts and targets: −− Literacy: listening and speaking. −− Literacy: reading and writing. −− Mathematics. −− Knowledge and understanding of the world. • Attainment levels at the end of the infant cycle. • Drawing the strands together in a topic web. • A sample lesson from the topic web. • Resources. 4. Methodological approach to teaching throughout the infant cycle The guidelines in English for the 3 years of the Infant cycle are closely related to the curriculum in Spanish for this cycle. The focus is on the development of the whole child through a curriculum which considers the physical, cognitive, social, emotional and cultural development of each individual in the context of the immediate society in which the child lives, i.e. the school and his/her environment. The acquisition of language, number skills, literacy skills and science skills, whether in Spanish or English is largely through a topic-based approach taking the development of the whole child into account within each topic and throughout the three years of the infant cycle. This document is intended as a working document for all teachers of English involved in the project. Any changes to the Spanish National Curriculum will inevitably be reflected in changes to the guidelines. 5. Roles of teachers in the project At the beginning of the academic year, it is recommended that the class teacher and project teacher spend time establishing class routines together. This will ensure continuity, help the children feel more secure and will create opportunities for positive communication. Though the topics described below and the global approach to teaching in English, reflect the topics and approach in the Spanish curriculum for these three years, this does not mean that identical concepts are necessarily covered at the same time in both languages. Clearly, the Spa- 25 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo nish class teacher and project teacher should plan closely together to ensure that the concepts are covered and understood in both languages. Not only that, close coordination should ensure a fresh perspective from which to develop knowledge and skills through a given topic in each language. It is essential that both the English project teacher and the Spanish class teacher understand that the project teacher will speak in English to the children and that there is no need for the Spanish teacher to provide a translation or to “explain” in Spanish what has been said. However, as the Spanish teacher will normally be present at least during the first year of infantil the English teacher should take advantage, where possible, of his/her presence to explain beforehand what the lesson involves and any perceived difficulties. In this way, the Spanish teacher can quietly support children who are having difficulties, who may be new to the class, or have been absent and who may require some extra temporary help. This support does not necessarily need to be given in English. When the children are working in groups, particularly in art and craft sessions, the Spanish teacher should be available to support the English teacher as necessary: two adults in a class is a luxury which should be maximised as much as possible. 6. Children’s language development 26 In the initial stages, the children’s understanding of English is largely demonstrated through nonverbal response to the language input: physical response to songs, games, stories, creative response through art and craft activities, expressions of pleasure arising from stories, songs and rhymes. Understanding will also be demonstrated through verbal response in Spanish and through repetition in English of “chunks” of familiar language. Initially this will often be language involving classroom routines and repetitive language in stories. Gradually, the children will begin to experiment with a mixture of English and Spanish and use this along with non-verbal response to get their message across. The time taken to assimilate the language varies from child to child. However, pupils should be encouraged by the teacher to respond orally and “create” language as early as possible. The majority of children tend to respond positively and are keen to produce English, but occasionally a child will not generate the language as hoped. Undue pressure to produce language should not be put on this child and the maturity and pace of development of each individual respected. 7. Introducing literacy skills: “real” reading and writing There are good reasons for introducing pre-reading, reading and writing skills in English while the children are still in the infant class: • Learning to read and write in English is a longer more complex process than in Spanish. An early start is essential to allow time for the children to become fluent readers and creative writers. • The advantages of an early start to acquiring the language orally are greater if this is accompanied by an informal introduction to the written word through a meaningful context. The use of fiction and non-fiction books, classroom labels, classroom exhibitions and the systematic teaching of synthetic phonics all contribute to effective language acquisition and the coherent development of reading and writing skills. • There are differences between spoken and written language and it has been demonstrated that exposure to both together helps the children perceive these differences positively from the start. Introduction The question of which script to use (Spanish cursive or English print) is one which has been left to each school to resolve and is rarely an issue. The children seem to be able to adapt satisfactorily to whichever system is used. 8. Assessment in the early years The principles of Assessment for Learning (AfL) can be implemented in the early years. AfL ensures that assessment is an integral part of the teaching and learning process on a day-today basis. Research has shown that children learn best when they • understand clearly what they are learning • know what is expected of them • receive feedback about the quality of their work • are given advice about how to make improvements • are fully involved in assessment and next steps in learning Right from the infant stages, applying AfL will bring greater clarity to teaching and learning and will begin to equip children with skills to be reflective learners. Simple practice involves • Sharing learning objectives with pupils. This can be done in imaginative ways that engage the children: −− A puppet tells children what they are learning today. −− A character (WALT) is portrayed on a display board with a speech bubble saying We are learning to/that…and the teacher writes and illustrates this at the beginning of a class or section of a lesson for children. • Presenting expectations to pupils. This involves explaining to the children what you are looking for. In reality you are presenting the assessment criteria for success. Again, expectations need to be presented in a form that will appeal to and have significance for young children. −− A lively puppet that tells children what’s expected of them. −− A character (WILF) has a display board and says What I’m looking for, is… −− A cheeky puppet that says I don’t think you can… to which the children respond I can… This involves the children in creating I can statements which can then be used as assessment criteria. • Giving feedback to children. This can be done in a variety of ways that are meaningful to pupils in the infant stages. −− Simple interaction and positive reinforcement using familiar phrases, e.g. Well done. Good work. You can… Can you…? −− Facial gestures that support what you are saying. −− Using stamps, e.g. smiling face, stamps with picture and text, e.g. very good, good. −− Asking other children to give feedback on another child’s work, e.g. using traffic lights, fans with facial expressions or the thumbs up approach. This may be done in pairs. • Giving advice for improvement. Children need to be praised for their achievements but showing them how to improve is also an essential part of the teaching and learning process. Presenting ways to improve in imaginative ways will motivate the children and get the message across more clearly. 27 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo −− Create a little drama with puppets and soft toys using familiar repetitive language that gives one clear idea for improvement. −− Highlight good work by a child and show the key factor(s) for his/her success. −− Show an ideal piece of work and invite children to respond to simple questions that will help them identify ways to improve. These can then be displayed in simple sentences with illustrations that support the message. • Fully involving children in assessment and next steps. Children become more aware of their learning when they are actively involved in the assessment process. They can be involved in −− Self assessment using traffic lights, thumbs up, facial expressions fans, simple self assessment sheets with I can statements. −− Peer assessment using the same tools. −− Setting simple goals with the teacher, e.g. to improve listening skills: one factor for success can be presented and when achieved a new one presented so that a child who has difficulty maintaining attention can develop skills step by step. Providing attractive goal cards or form of acknowledgement on the achievement of each step will be rewarding and motivating for children. 28 Using AFL methodology facilitates keeping records of each child’s progress on a day-to day basis which will serve for effective planning and implementation for progress. Evidence can be kept of achievements e.g. through photos, samples of work and video clips. This assists accurate reporting of progress to parents at meetings and through report cards. Identifying the attainment level of each child at the end of the infant cycle will be made easier when this methodology is adopted and clear learning objectives from the curriculum are shared, worked on and assessed by teacher and pupils. For more information on Assessment for learning: http://webarchive.nationalarchives.gov.uk/20110813032310/http:/www.qcda.gov.uk/ http://www.ltscotland.org.uk/assess/index.asp http://www.assessmentforlearning.com/ 9. Conclusions and recommendations 1. The project is far less successful when it is regarded as an “English” project in a Spanish school. It is an integrated project in every sense of the word: this means that planning and co-ordination between the Spanish class teachers and English teachers within each class is essential. When the two work together, it has clearly been demonstrated that the children benefit from the experience in both languages. 2. In order to reach the targets set for the end of the three year infant cycle, and so that the children will be well prepared for primary education, a minimum of 40% of the timetable must be dedicated to teaching and learning in English. 3. Spanish class teachers and project teachers have found that dividing the class into two groups at one given time (desdobles) allows for more individualised and small group support in both Spanish and English. It is therefore recommended that at the beginning of the school year, timetabling reflects this for some of the classes. However, all children should receive a minimum of 40% of their education in English, irrespective of how these classes are organised. Introduction 4. Coordination between year stage teachers is of the utmost importance to ensure continuity and progression throughout the infant years. It is essential to communicate, consult and plan together to • begin the new academic year knowing the achievements and levels of all pupils • present topics from a new perspective from year to year • introduce new stories relating to themes from one stage to the next This will not only be useful practice for teachers but will enhance the children’s learning experience and work towards raising standards in the school. 5. Liaison between the infant and primary stages is vital for a smooth transition from Infant 3 to Primary Year 1. Recommendations include: • Coordination between Infant 3 and Primary Year 1 teachers to −− ensure that children are being prepared for the change to primary −− guarantee methodology and learning develop naturally in year 1 from what has gone before −− familiarise Infant 3 pupils with their new classroom and, where possible, teachers in the third term −− plan joint curricular and or cultural activities for the two year stages • A transition English teacher who will teach children for two consecutive years to provide a high level of coherence and continuity for pupils in their last year of infant and first year in primary. This teacher will also coordinate planning and development with the other teachers at these stages. 6. All topics and targets in each of the curricular areas should be covered as described in this document to provide a rich educational experience in the infant years that allows children to acquire the language, knowledge and skills through clearly structured learning activities to an appropriate standard. 7. All children at the end of the cycle should be assessed by the teacher, following the bands of attainment as described in these guidelines and unless there are extenuating circumstances there should be a clear picture for each class of −− 10% at band 1 −− 70% at band 2 −− 20% at band 3 for each of the attainment targets. If these levels are not being achieved then this should lead the school to examine: a) the number of hours being spent on English per week b) approach, use of resources c) co-ordination and continuity in the project d) the need to challenge children more and raise standards and expectations 8. Though the guidelines insist on core contents being covered and objectives met, there is no need for schools/groups to remain solely within these guidelines. Teachers who are already achieving these targets may wish to extend the core contents to suit their individual school/ class circumstances. 29 The integrated curriculum for the infant stage 1. Teaching through topics Topics give an ideal context from which to work as they merge the learning objectives from the different curricular areas to provide an opportunity for children to • develop their knowledge and understanding of the world • understand new concepts in a meaningful context • develop socially, emotionally, physically and cognitively through the teaching of all curricular areas • acquire language in a natural way By using a cross curricular approach, all subjects can be studied within a given topic. • Emphasising links between subjects helps children make sense of what they are learning. • Cross curricular links are crucial to learning as learning depends on being able to make connections between prior knowledge and experiences and new information and experiences. • Teaching through topics gives the teacher a vehicle through which the children can apply developing skills and concepts in exciting and innovative ways. • Also topic work often produces an end result, e.g. a class mural or frieze, allowing younger pupils to see a purpose and value in having those skills. • Teaching through topics also allows flexibility to meet the needs of all pupils as activities can be easily adapted allowing all children to participate fully and to achieve their individual potential. 31 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo In essence, curricular contents are being taught in English and so the children in the bilingual project enter an environment where Spanish and English are used separately each day. Although they may not have encountered English before coming to school, children become accustomed to hearing English used in a natural way and begin to acquire an understanding of the language. Along with daily routines, topics provide a meaningful context in which the English language can gradually be understood through diverse learning activities; assimilated and then produced by the children little by little and each at their own pace. Just as they acquired their mother tongue, as their understanding develops, children begin to use English; first with single words, then a few words together until over time they begin to create complete phrases. As teachers use English in a natural way, children are not just learning lists of vocabulary, but learning to understand and use language in a meaningful context. The topics to be worked on throughout the infant years are: • Myself. • I go to school. • Our homes and families. • People who help us. • In the city. • I go shopping for food. • Information and Communication Technologies (ICT). • Climate Change. 32 • Transport. • The Solar System. • Summer. • Autumn. • Winter. • Spring. • Animals. • Traditional Stories and Fairytales. • Festivals. Many of these topics can be easily combined to create integrated topic webs. The topics do not need to be taught in isolation and links should be made when and where appropriate. For example festivals, traditional stories and fairytales are individual topics but can easily be presented with other topic areas throughout the school year. Many other possibilities exist, a few of which are outlined below as examples. • People who help us: −− Myself: Learn about the role of the doctor, nurse and dentist when considering how to take care of our bodies. −− I go to School: Look at how people help us at school, e.g. the teacher helps us to learn, the cook prepares our lunch, the lunch monitor helps us to prepare for lunch etc. −− Homes and families: Identify roles of family members and how they help us. The integrated curriculum for the infant stage • Transport: −− Summer: Consider how different children will travel to go on holiday. −− In the City: Learn about different modes of transport in the city. −− Climate change: Think about ways to reduce pollution when choosing transport. −− ICT: Learn that we use ICT to make reservations for train, coach, ferry and air travel. −− The Solar System: Discover how astronauts travel. • Spring: −− Animals: Learn about the lifecycles of animals. Look at young animals when considering that animals reproduce. −− Festivals: Identify animals associated with Easter. Examples of interlinking topic webs have been included later in the document. See page 67. Given the repetitive nature of the topics within the Infant Stage, we must ensure when planning integrated topic webs that there is sufficient variety and progression from year to year. If a topic is repeated in each stage of the infant cycle, then the approach should be different each time. This keeps motivation high, develops enquiring minds, allows greater knowledge and understanding of the world to be acquired and exposes children to a broader range of language. The topics in this curricular document have been selected as being meaningful and motivating to young children. They are themes familiar to children in their mother tongue. This contributes to making the concepts easier for them to grasp and allowing them to assimilate new language within the context of the topics presented. The next section outlines the concepts that the children should have grasped and the awareness and understanding that they should have gained by the end of the three years of infant education. By the end of the Infant cycle the majority of the children should have developed an awareness and understanding of the following: Myself • The main parts of their body and how they can use them. • The change in their body and abilities from birth until now. • The similarities and differences between boys and girls. • The five senses. • The basic needs of the human body and how the daily routine caters for these. • Their emotions and how these can be expressed. • The importance of looking after our body: developing healthy habits and an awareness of safety measures. • Different physical features of people from different cultures. I go to school • The different areas within the school and their purposes. • The people who work in the school and their function. 33 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo • The different areas within the classroom and what they are used for. • The sequence of the daily school routines. • Positive behaviour patterns appropriate to the school and classroom environment. • The importance of shared and individual responsibilities in the class and school environment. • The cultural similarities and differences in traditional playground and classroom games. Our homes and Families • The similarities and differences of family units. • Similarities and differences of roles adopted by different family members, avoiding stereotypes. • The importance of sharing family tasks. • The different types of homes that families live in. • How we use different parts of our home for daily routines of family life. • Their own emotions in different family situations. • Safety in the home. • Different types of houses around the world (igloo, tepee, hut…). 34 • Different building materials (wood, bricks, glass…). • Family customs in different parts of the world. People who help us • The people in their environment who play an important role in helping them and others. • The types of clothing associated with different occupations and the reasons for different dress codes i.e. safety / recognition / hygiene. • The work places associated with different occupations. • Procedures of how to contact the emergency services. In the City • Different places in the city: shops, hospital, school, library, museum, zoo, cinema, sports centre, fire station… • Different reasons for going to different places. • ICT appliances in the city: traffic lights, barcode scanners, cash registers. • How to behave in different places. The integrated curriculum for the infant stage I go shopping for food • The similarities and differences between different types of places to shop i.e. supermarket / market / small specialist shops. • The sequence of events to select and buy products in a variety of shopping environments • Classification of foods i.e. fruit / vegetable / meat. • The source of different foods. • Good personal hygiene before, during and after eating. • Healthy eating habits. • Basic tastes: sweet, savoury, sour. • Typical foods from other cultures. Information and Communication Technologies (ICT) • Different ICT resources at home and at school: computers, digital cameras, tape and video recorders, telephones, televisions, remote controls, programmable toys, DVDs… • The importance of a moderate use of the television and videogames. • New and old ways of communicating e.g. e-mail vs. traditional letters. • Functions and purposes of different information and communication technologies. Transport • The principal modes of transport. • The similarities and differences between the different kinds of transport i.e. air / road / rail / water; size / speed / comparison of the cost of travel. • Our purposes and appropriateness for using specific transport. • The significance of some traffic signs in the environment. • Road safety rules. Looking after our Environment • The importance of global warming: how gases that come from things we do everyday are making the Earth hotter. • The impact that global warming is having on plants and animals. • Different ways of reducing climate change: −− Saving electricity: turning off the lights, the television or the computer when not using them, turning the air conditioning down in summer… −− Recycling: putting paper, glass and plastic in the right containers. −− Reusing: plastic bags, old clothes, using paper front and back… −− Source reduction: buy only what you need, buy things that are not wasteful in their packaging or use… 35 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo −− Reducing pollution: taking the bus or the underground, buying non-polluting cars… • The importance of water and different ways of saving it: not running water while you are brushing your teeth, taking short showers, not flushing the toilet unnecessarily etc. The Solar System • The sun as the centre of the solar system. • The planets that spin round the sun. • The Earth and the Moon. • Space journeys: spaceships and astronauts’ equipment. Summer • The position of summer in the calendar. • The months that make up summer. • The type of weather expected in summer. • Activities unique to summer. • The benefits and dangers of the sun. • How to keep healthy in summer i.e. dressing appropriately, eating and drinking to prevent dehydration, protecting our skin. 36 • Warm colours. Autumn • The position of autumn in the calendar. • The months that make up autumn. • The variety of weather patterns in autumn. • The habits of woodland animals in autumn. • Autumn fruits and nuts. • The lifecycle and main parts of a tree. • Colours associated with autumn. Winter • The position of winter in the calendar. • The months that make up winter. • The types of weather expected in winter. • Hibernation and animal habits in winter. • Activities unique to winter. • How to keep healthy in winter i.e. dressing appropriately, eating well, and protecting our skin. • The colours associated with the cold. The integrated curriculum for the infant stage Spring • The position of spring in the calendar. • The months that make up spring. • The typical weather patterns in spring. • The lifecycles of plants: different plant parts. • The importance of looking after plants properly. • Food from plants. • The lifecycles of animals i.e. caterpillar to butterfly, tadpole to frog. Animals • The classification of the main groups of animals. • The similarities and differences between domestic and wild animals. • The habitats of different types of animals. • Basic characteristics of animals which adapt them to their habitats. • Lifecycles of some animals i.e. tadpole to frog, caterpillar to butterfly. • How to handle and care for domestic animals. • Personal hygiene when handling animals. Traditional Stories and Fairytales • The different ways in which a fairytale can be told i.e. book, puppets, acting out. • The stages of a story. • The difference between reality and fantasy. • The similarities and differences between characters in the stories. • The feelings and emotions of characters and how we can empathise with them. • The cultural similarities and differences in traditional fairytales and stories (e.g. The Gingerbread Man / El niño de mazapán). • Reading is enjoyable. Festivals • Festivals as special days celebrated in their own culture and other cultures. • How certain festivals are celebrated, e.g. Christmas, Diwali, Chinese New Year, Harvest. • The images associated with different festivals. E.g. star and angels with Christmas, diyas with Diwali. • At what times of the year certain festivals occur. 37 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo 2. Developing social skills The development of social skills is an essential part of the daily routine in Infants. These are already taught as an integral part of the Spanish curriculum and should be included in classroom planning for the English part of the curriculum. Particular aspects are concentrated on through different topic areas. The objectives here are expressed as desirable outcomes and should form part of the teacher’s ongoing assessment of each child. By the end of Infants the children should be aware of, or be able to do the following: Class routines • Enjoy participating in a story. • Enjoy listening to each other in the group situation. • Show a willingness to tidy up and pleasure in helping. • Not shout in class. • Realise the importance of switching off lights, turning off taps, flushing the toilet, putting paper in the bin, etc. Greetings and goodbyes • Say good morning, good afternoon, hello and goodbye. 38 • How are you? Fine, thank you. Feelings • Express feelings: happy, sad, cross, angry, hungry, frightened, scared, surprised, and shy. • Express love for family and affection. • Value the friendship and help of others. • Have positive self-esteem, actively participate in class and enjoy seeing displays of their own work and that of their peers. • Play different roles and express emotions using dramatisation (puppets, soft toys…). • Participate with pleasure at parties and celebrations. Personal hygiene and health • Understand that sweets cause tooth decay. • Have an awareness of the importance of a balanced diet. • Understand and respect dining-room rules like: “Wash your hands before you eat”, “Brush your teeth after eating”. • Enjoy eating fruit. • Realise the importance of protection from the sun in summer and the cold in winter. • Understand daily routines related to hygiene and dress. • Be able to dress and undress themselves. The integrated curriculum for the infant stage Behaviour patterns • Understand and respect dining-room rules like “Don’t throw food”, “Don’t annoy your friends when they are eating”. • Take pleasure in listening. • Learn to choose, make thoughtful decisions. • Say “please”, “thank you” and “sorry”. • Promote positive behaviour patterns in the school, in the classroom and in the playground. • Accept the concept of losing/winning when playing a game. • Recognise difference between people, avoid discrimination. • Have developed a helpful and co-operative attitude during playing time. • Promote basic organisational habits: constancy, attention, effort, initiative... • Be aware of the importance of a job well done, and be able to take on board the idea that correcting errors is part of “doing something better”. • Appreciate clean and tidy surroundings. Sharing and participating • Realise that the classroom equipment belongs to everyone. • Share classroom equipment, and take turns to use things. • Enjoy tidying up, and know where to put things. • Help in class and in the home, i.e. set the table at home, have class monitors. • Be interested in contributing towards a frieze, decorating the class for Festivals, collecting items for a display, bringing things from home. • Take pleasure in giving presents (birthday, Christmas) and giving thanks. • Take turns and follow the rules in a game. • Enjoy celebrations and parties. Showing respect For people: • Respect the equality of boys and girls; understand the importance of avoiding sexist stereotypes in games, songs, classroom activities, stories and use of language. • Realise the importance of taking it in turns to speak. • Have an appreciation of people who help us in our daily lives. • Show an interest in other places, cultures and people speaking other languages. • Have respect for other people’s personal space. For things: • Take care of classroom equipment. • Use different areas of the class correctly. 39 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo For the environment: • Appreciate plants and animals. • Be interested in looking after plants and animals. • Show curiosity about the immediate environment. • Know about traditions such as Christmas and other festivities. • Have an awareness of road safety. 3. Literacy skills 3.1. The development of Literacy Skills in the infant years 40 Literacy is much more than the teaching of the mechanics of reading and writing: literacy provides a greater chance of survival in the language and encourages self-esteem, self-identity and intellectual and emotional empathy. Literacy enables access to stories and other materials that shape and develop thinking and help children develop concepts. Bi-literacy gives access to different and varied social and cultural worlds. In addition, as children become confident readers their knowledge of and control over the language becomes increasingly more individual and personalised. In the three years of Infant Education the focus on reading and writing will always be on helping children to become enthusiastic readers and writers through the understanding and enjoyment of “real” books. At the same time, children will be introduced from the start to a range of pre-reading and early reading strategies, including the systematic teaching of phonics, to help them make sense of what they read so that they will gradually be able to read with fluency, accuracy, and understanding, but above all with pleasure. Being able to read and write with fluency and enjoyment in English are skills which need to be developed through the infant, primary and secondary stages. The strategies for success must therefore be established as part of the curriculum from an early stage. The teaching of literacy skills requires the natural integration of listening, speaking, reading and writing skills. Right from the early years placing emphasis on acquiring oral skills provides a strong basis for reading and writing development. 3.2. Developing speaking and listening skills in the infant years When integrated into all aspects of every-day school life, listening and speaking skills form a firm foundation from which learning, knowledge and communication skills develop. Daily Routines: • Welcome the children individually and collectively at the beginning of the day/class with the same greeting, i.e. good morning, hello, good afternoon, how are you? Encourage children to greet you, other adults and their peers as the terms become familiar to them. • Dismiss the children collectively and individually at the end of the day/class with the same phrases, i.e. goodbye, bye bye, and build on these to include see you tomorrow, have a good weekend, see you on Monday. Encourage children to use this language to respond to you and say goodbye to others. • Start each class with a familiar routine to allow children to switch comfortably from their mother tongue to English, e.g. a song which indicates the change to English and a response from the children which may be to sit on the carpet or sit at their tables. The integrated curriculum for the infant stage • Do the class register at the beginning of the day, asking each child to respond with a simple language structure, e.g. I’m here. I’m present. • Create and use a simple, interactive day and weather chart with a simple language structure for children to use each day, e.g. Today is Tuesday. It is sunny./It is cold and windy. • Change the type of activities within any one class regularly to maintain children’s interest and participation throughout. Incorporating objects to handle, visual supports, turn taking strategies, action songs and chants into a lesson, help maintain the pace and sustain interest. • Invent and sing songs with repetitive language that require a response from the children to do something. This gets the message across whilst exposing the children to natural forms of language which they can acquire as they listen, understand and sing initially and later use in speech to instruct one another. Here are two examples: ♫ Routine: Tidying up at the end of an activity −− It is time to tidy-up −− Tidy-up... −− Quickly! (x2) −− It is time to tidy-up, −− Time to tidy-up... −− Time to tidy-up, tidy-up, −− Quickly! (Tune: She’ll be coming round the mountain) ♫ Routine: Entering the classroom after break time −− Take your coats off x2 −− Hang them up x2 −− Walk to the mat/ Walk to your chair x2 −− Now sit down x2 −− (Tune: Frére Jacque) • Expect and encourage the children to use familiar everyday language. Even three year olds can say toilet please? or water please? Sometimes with teacher support, but often without. Use whole phrases when supporting the children so that by the time they are in Infants 3 they can be expected to say, e.g. Can I go to the toilet please? • Invite a child or a pair of children to repeat instructions to the rest of the class after you have given simple directions for an activity. When the child/children struggle, the other children can help them out to make it a positive learning experience. • Choose a child to lead during the daily register and when recording the date and weather. Make a teacher’s hat or badge for the role explaining to the children that all interaction with the teacher has to be in English and follow everyday classroom rules. • Support the children in reporting their weekend news. The three and four year olds could tell their news in Spanish and the teacher could repeat what has been said in very simple English sentences, whilst five years old can begin to construct simple, short sentences in English with support from the teacher. Using a toy or model microphone to use when reporting increases motivation and enjoyment. 41 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo • Promote and support communication between the children. Here are some examples: −− When there is a birthday: Happy birthday. Thank you for the present. −− When there are conflicts: I’m sorry. Please be my friend. Don’t push me. −− When they are working: Please can I have the glue? I need the rubber. −− At the beginning and at the end of the day: Goodbye, see you tomorrow! Picture books and Storytelling: • Choose attractive, repetitive or rhyming texts to read out aloud. • Encourage children to join in with the repetitive structures and predictable language in the story. • Ask children questions when reading a story, e.g. factual questions about the illustrations relating to the story, the feelings of the characters. • Read and re-tell stories with the children using different voices, facial expressions, actions and songs. • Create story props or puppets with the children to use in teacher led activities. • Place story books, puppets and props in the class book corner to encourage children to retell well-known stories using familiar, repetitive language. • Provide a listening centre with recorded stories for children to listen to. • Retell stories through songs, e.g. When Goldilocks went to the house of the bears; There was a princess long ago. 42 • Actively involve children in creating and reading aloud class stories/books modelled on a story with a repetitive structure, e.g. Brown Bear, Brown Bear by Eric Carle could inspire the creation of a class book featuring the children, Marta, Marta, what do you see? • Make-up and tell simple stories with the children using artefacts, photographs or pictures as starting points. • Talk about what happens in stories and their endings, e.g. in a circle, on the carpet, order three large pictures representing the beginning, middle and end of a well known story. Ask the children who and what they can see in each picture and think of a sentence to represent each of the pictures, before ordering them and saying the sentences together. • Talk about and describe characters in stories, e.g. open up a box and take out objects belonging to a character from a story, (for Spot, put in a bone, a ball and a patch of yellow fun-fur). The teacher talks about the objects and who they could possibly belong to. Once the children have guessed who the character is they pass the objects around the circle, one at a time and repeat a sentence about the character that has been agreed upon by the whole group i.e. for the bone, Spot likes bones. For the ball, Spot plays with his ball. For the fur, Spot is yellow. Role Play and Dramatisation Imaginary play has a key role in a child’s language development. Providing opportunities for the children to make believe using toys, puppets or props allows them to use familiar vocabulary and phrases without the pressure of an audience. More structured role play and drama activities, set in familiar contexts or using well-known stories, demonstrate English in action. The children can enjoy using the English that they have learnt, participate in meaningful dialogue and feel a sense of purpose and achievement when performing for an audience. The integrated curriculum for the infant stage • Support imaginary play in English e.g. the teacher speaks in English while playing in the home corner/shop/Space ship area with the children. • Encourage children to take on the role of a fairytale or fiction character in the dressing up area. • Interview the teacher or a child pretending to be a character from a well known story. • Dramatise well-known stories using props, puppets, masks or other visual aids. Choose short, structured stories with opportunities for plenty of action and repetition of phrases and expressions. • Create short sketches with simple dialogue or songs or chants related to knowledge and understanding of the different topic areas e.g. the metamorphosis of a butterfly. Games Games allow children to actively develop listening skills and give all the children the opportunity to speak out aloud in a non-threatening atmosphere. As whole class games function best when taught and played in very controlled settings, the children have to pay special attention to both the teacher and their peers. As children are keen to participate and play important roles in games, they are generally eager to listen and ready to collaborate. • Play circle games which require the children to speak out aloud to the rest of the class or to chant a repetitive phrase in unison e.g. −− What’s the time Mr Wolf? −− Who stole the cookie? −− Mr Bear! Mr Bear! Simon Says.. (Online link http://www.gameskidsplay.net/) • Play circle games which require the children to describe and guess, e.g. Choose a child to hide in a large cardboard box in the middle of the circle while another is blindfolded. The rest of the class have to describe the person in the box. If the blindfolded child does not know who it is they can speak with ‘the box’ in English. • Play games which require the children to remember and recall vocabulary taught using artefacts, props, images or their imagination e.g. I went shopping and I bought... • Play games using picture dice and dominoes, or using cards to match pairs or opposites etc. Children name the items/concepts as they play. • Play picture bingo. Choose two children to be the callers. Games, Music and Movement Children love to and perhaps more importantly, need to move. T.P.R./action games and music and movement activities allow children to exercise their listening skills and still be in motion at the same time. Children have to pay special attention to instructions and language concerning time, space, position and the quality of their movements. • Explore moving on different body parts e.g. only using one hand and two knees. • Explore different ways of travelling e.g. jumping, skipping, sliding, rolling. • Explore movement quality and rhythm e.g. moving like robots, birds, kites, mice, depending on the music. • Explore speed and pace, i.e. listen to the music and move at a speed that suits. 43 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo • Play games using prepositions e.g. put the bean bag on your head and tiptoe around, inside or outside of the hoop. • Play games like Simon Says, Duck Duck Goose! Dead Soldiers etc. (Online link http://www.gameskidsplay.net/). • Regularly sing and move to a variety of action songs. Role Models In order to create a bilingual atmosphere in schools, where the acquisition of foreign languages and the mother tongues of children from different cultural and ethnic backgrounds are truly valued, English should not be restricted to the English class. Provide opportunities for the children to listen to and speak to different people in English i.e. older children, other teachers and visitors. 3.3. Developing reading and writing skills in the infant years Choosing Books To make reading a pleasurable experience where children succeed, it is important to select story books appropriately at the early stages. Decisive factors for choosing books may include a number of the following aspects. • A strong storyline that will capture and hold the children’s attention throughout. • Rhythm and rhyme to facilitate participation. • Illustrations that support the text to assist comprehension. 44 • Repetitive language throughout the story to help participation and confident use of familiar language structures in telling and retelling the story. • Natural forms of language with a range of tenses. • Eye catching books with special features, i.e. pop up, lift the flap or unexpected endings. It is important that children have access to non-fiction texts right from the early years and that they see a model of how to use them. Select these books carefully to link to topics and the children’s age and interests. Features may include • The development of one theme to hold the children’s attention. • Simple, short sentences on each page to make reading and understanding achievable. • Photos, illustrations and diagrams that support the text to assist comprehension. • Some characteristics to familiarise children with key features and skills needed to handle non-fiction texts, i.e. −− Contents page. −− Glossary. −− Index. Using Books The teacher plays a significant role in modelling how to use books and so it is important to make use of story and information books on a daily basis. The integrated curriculum for the infant stage • Read stories expressively and with enthusiasm. • Encourage children to participate in reading the story or parts of the story with you. • Retell the story in creative ways, inviting the children to dramatise, use puppets, sing and use repetitive language from the text in the process. • Demonstrate that we read from left to write. • In shared reading, point to the specific word you are saying to let the children know where the word starts and finishes. • Demonstrate topic related information in non-fiction books. • Ask a question about a topic, select and use a non-fiction text to find out the answer. • Encourage the children to ask questions and involve them in the process of selecting a book that will provide the information. • Highlight the key features of fiction and non-fiction texts, i.e. cover, title, author, illustrator, photos, illustrations, contents page. Making Books Accessible As well as reading and using fiction and non-fiction texts with the whole class and small groups of children, allowing children to access books on their own is important for reading and writing development. Therefore, setting up a class book corner provides a stimulating space in which the children can look at and read books on their own and with their friends. • Ensure the space is adequate for children to look at books comfortably. • Make the corner comfortable with carpets, cushions and chairs. • Display a limited selection of fiction and non-fiction books, some of which the children are already familiar with. • Display the books at an appropriate height for young children to see and reach. • Provide a story bag of a familiar story to encourage children to read and retell a story with their friends, e.g. The three Little Pigs story bag might contain: −− A copy of the story. −− Picture and sentence cards for the children to sequence the story. −− Stick puppets of the wolf and the three little pigs. −− Model houses. Teaching Phonics Research has proven that teaching the 44 letter sounds systematically and with certain speed accelerates early reading and writing development. Along with the recognition and knowledge of the sounds, children also require to be taught the skills of blending and segmenting. The reading and writing targets embrace the synthetic approach to teaching phonics and outline the progress in knowledge and skills from one year stage to the next. The targets are based on Letters and Sounds: Principles and Practice of High Quality Phonics from DfE. Some schools may purchase a synthetic phonics programme with resources to use in the school. However, as funding may not always be available, the DfE programme will allow all schools access to using the synthetic phonics approach. The DfE publication can be downloaded free of charge from http://www.teachfind.com/nationalstrategies/letters-and-sounds-principles-and-practice-high-quality-phonics. Additionally, attractive, practical resources for classroom practice can be downloaded free of charge from http://www. 45 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo letters-and-sounds.com/ to form the basis of materials used for phonics awareness or to supplement materials already in place in schools. Once sounds and skills have been taught to the whole group, the provision of activities for children to reinforce knowledge and learning is important. Structured guided or independent activities may include some of the following. • Bingo games for sounds or CVC words. • Fan activities: −− Listen to the sound and select on the fan. −− Listen to and create a CVC word using the fan. • One step forward: A group of children have a sound each. When they hear their sound they take a step forward. • Washing Line: Children make words with the sound cards and then hang them on the washing line. • Phonics mini-books: Take home to reinforce phonics knowledge and skills. • Give children access to phonics readers. This will allow them to see their success. • Mini-whiteboard activities: −− Listen and write the sound, the word or the simple sentence. −− Pair work to read and write sounds, CVC words or simple sentences. 46 Providing Structured Reading and Writing Activities Text Level: • Sequence stories using picture and sentence cards. • Retell stories using puppets. • Dramatise stories. • Create a mini fiction book modelled on a familiar story with repetitive language, e.g. It’s mine by Rod Campbell, as a stimulus to create a mini book using the repetitive phrase, It’s mine. • Create a mini information book using simple language structures. • Create class books and display in the book corner. Sentence Level: • Match a sentence to the picture in the context of topic work and stories. • Read a simple, decodable sentence with familiar language and illustrate. • Magnet board: Put words and punctuation structures in order to create very simple sentences, e.g. It’s big. I’m happy. Word Level: • Word and picture match. • Word bingo based on topics. • Create words using phonics knowledge and skills. The integrated curriculum for the infant stage Providing Opportunities for Free Writing Providing authentic writing experiences for young children is as important as making books and reading opportunities available. Whilst structured writing activities based on the application of phonics knowledge and skills are key to accuracy, free writing opportunities are also of great importance. Learning to write involves a combination of multiple physical and mental processes. Since children come to school with different exposures to early writing, opportunities to develop their skills should be varied, allowing each child to make progress at a pace that suits his/her individual development and experience. Fine motor skills can be developed through a variety of activities, including: • Threading beads. • Modelling with clay or play dough. • Using peg boards. • Sorting small objects such as buttons, paper clips and beads. • Tracking and maze activities. • Dot to dot activity sheets. • Line links: following the line from one object to another, e.g. from mouse to cheese. Additionally, all of these activities offer opportunities for quality input in English from the teacher, therefore facilitating language acquisition. The importance of the written word in our everyday lives is constantly modelled by the teacher as he/she creates or refers to text in the classroom environment, e.g. writing the names of helpers for the day on a chart, creating labels for the structured play areas, e.g. 4 can play and referring to these with the children. As children begin to understand that writing conveys meaning, they too want to write for a purpose. This can be encouraged by integrating opportunities for free writing in different areas of the classroom. Children will write at a level that matches their physical and cognitive development. Some children, especially at the initial stages, will produce squiggles and shapes that don’t make sense to anyone but them. Gradually children will form letters and words. As they develop skills and knowledge in phonics, this will become evident in what they produce but generally in free writing there will be many inaccuracies as young children experiment with sounds and letters and words. Some creative writing opportunities are described below. Role Play Area Writing can form part of young children’s imaginative play. Some children may require the teacher to model how the provision of writing materials can be used constructively. • In the home corner, provide a note pad and pen beside the telephone, a chalkboard on the kitchen wall, paper and pencil to write a shopping list. • In the “post office” provide writing paper, postcards, greetings cards, envelopes and a range of writing materials. • When preparing the restaurant area, organise opportunities for children to create menus. Place note pads and pens for the waiters and waitresses in the restaurant. 47 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Writing Area Create an area in the classroom where children can go to write freely. • Provide paper of different colours, shapes and sizes, postcards, writing paper and envelopes, and paper with borders relating to the topic. • Ensure there are pens, markers and pencils for children to choose from. • Make whiteboards and markers available. • Supply stimuli such as posters, photos and books related to the current topic. • Create a word bank or word wall with the children, which they can refer to. Class Walls The class walls should display good models of writing in labels, signs and displays created by the teacher. Encourage the children to use the walls and to look for key words on displays when they are writing. However, it is also inspiring for the children to see their pieces of writing displayed and this will allow them to tell other children about what they have produced. • Create a “speaking wall” area in the class where children can write messages to each other. • Display children’s writing attractively at a height where they can view each others’ work. Maximising Text in the Learning Environment 48 For many children, their only exposure to the English language is during the time they spend in school, so it is important to create a text-rich environment. Ensuring that the children are surrounded by print will help them become aware of written text and meaning and encourage them to read and write. This can be done in many ways, some of which are described below. • Label classroom areas with text and pictures e.g. our art area, our book corner, put the scissors here. • Read aloud labels, name cards and notices to children. • Provide opportunities for children to identify and recognise their own and peers’ names on charts for attendance, birthdays, class monitors etc. • Involve the children in the process of recording and displaying the date and weather on a daily basis. • Display children’s work attractively with clear titles and captions. • Display photographs of the children participating in activities. Create simple sentences to describe what is being portrayed. If possible create a text with repetition and rhyme. Read the text together with the children and use the display as a talking point. • Ensure that displays are at an appropriate height for young children. The integrated curriculum for the infant stage 3.4. Literacy: Listening and Speaking Targets Infant 1: 3-4 years • • • • • • • • • Pupils demonstrate that they can: Sit comfortably and pay attention for up to 20-30 minutes Show an interest in what is being said in English Begin to learn not to interrupt and begin to listen to each other Show an interest in stories Begin to join in with dramatisation of simple stories and daily routines Participate physically when singing action songs Regularly listen to language with plenty of repetition, rhythm and rhyme and respond appropriately Begin to understand simple instructions and give physical or simple verbal responses in English or in Spanish • Begin to repeat words or short phrases • Begin to use appropriate language for daily routines through song or speech e.g. tidy-up, make a circle • Begin to use everyday greetings and simple everyday expressions Infant 2: 4-5 years • • • • • • • • • • • Pupils demonstrate that they can: Pay attention for more than 30 minutes Listen with interest and respond appropriately Begin to take turns in speaking and listening to each other Enjoy listening to stories and start to join in with re-telling them collectively with teacher support Remember or repeat short dialogues from well known stories e.g. Run, run as fast as you can… from The Gingerbread Man Participate in acting out stories, role plays, everyday situations or natural processes, e.g. from seed to flower, using actions, props, puppets or other visual aids Participate actively in singing sessions and begin to pronounce more of the lyrics correctly Understand instructions, key vocabulary from topics and routine language Use set phrases to ask for permission or help Give short answers to express preferences and feelings Infant 3: 5-6 years • Pupils demonstrate that they can: • Sustain attention and interest during each activity throughout the lesson • Show pleasure in listening (e.g. smiling and anticipating) and listen confidently to more complex language • Take turns to speak and listen to other children in relation to what has been said before • Remember chunks of dialogue or short phrases from simple fiction and non-fiction texts • Remember and use phrases to retell simple stories and explain natural processes e.g. from caterpillar to butterfly • Enjoy dramatising well known stories using different voices and actions with puppets, masks or other visual aids • Recite by heart a large number of songs, rhymes and chants • Identify and respond to sound patterns in teacher led activities: through rhyming games at circle time, when reading nursery rhymes and chants, when playing card games • Confidently understand classroom instructions and be able to repeat them to others • Confidently use set phrases to ask for help and permission or for other classroom routines • Begin to use familiar language in new contexts • Begin to experiment with combining language 49 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo 3.5. Literacy: Reading and Writing Targets Infant 1: 3-4 years Working with texts Pupils demonstrate that they can: • Show an interest in listening to stories • Look at books with teacher and respond appropriately, e.g. through simple actions that support understanding • Understand that books are read from left to right and top to bottom • Follow instructions such as open the book, turn the page • Show an awareness of text in the classroom environment • Recognise own name in written form • Begin to write experimentally, even though this may be erratic Preparatory Phonics knowledge and skills Pupils demonstrate that they can: 50 • Recall everyday sounds they hear in the environment: animal noises, musical instruments and traffic • Identify different sounds and place them in a context, e.g. identify the sounds of ducks quacking and select the context from 2 illustrations: on the farm or at school • Use body percussion to produce contrast in rhythm, speed and loudness, e.g. using stamping, clapping or tapping • Identify hidden sounds, e.g. listen to the sounds of a triangle being played behind a screen and identify the corresponding instrument • Recognise rhyming words in context, e.g. stories and nursery rhymes • Hear the differences between the initial sounds in words • Recognise their own and each other’s voices • Listen to and recognise discrete phonemes within words and show an awareness of the order in which they occur to begin to blend words, e.g. first listen to the teacher say c-a-t and blend to say cat, and then join in Infant 2: 4-5 years Working with texts Pupils demonstrate that they can: Text Level • Show an interest in listening to stories • Join in with reading and retelling of simple stories • Show an interest in books and reading • Attempt to “read” text in the classroom context, using phonological knowledge and skills and contextual cues, e.g. story books, song displayed on wall, story sequence cards, date and weather chart and topic related displays The integrated curriculum for the infant stage Sentence Level • Read short captions made up of decodable words and high frequency words that have been taught • Use developing skills and knowledge in phonics to participate in shared writing to create simple captions and labels for the classroom, e.g. sit on the mat. • Show comprehension of a simple sentence made up of decodable words and familiar high frequency words, e.g. by drawing an illustration, creating a play dough model or selecting the corresponding picture Word Level • Recognise own name and many of their classmates’ • Write own name accurately • Recognise and read high frequency words both in and out of context: • a an at in is it on can dad mum big • the to I go no • he she we me be was my you they her all are • Write high frequency words: • a an at in is it on can dad mum big • no go the I to Supporting Phonics knowledge and skills • • • • • Pupils demonstrate that they can: Copy a sound or pattern of sounds using body percussion or musical instruments Identify a growing range of hidden sounds Begin to suggest ideas and create new sounds to accompany a story Recognise rhyming words Phonics Pupils demonstrate that they can: Knowledge Confidently recognise the sound associated with these letters/ combination of letters s a t p i n m d g o c k ck e u r h b f, ff l, ll ss j v w x y z, zz qu Skills • Recognise and confidently say the sound associated with all letters and combination of letters taught • Identify graphemes corresponding to sounds • Use the correct formation to write letters • Blend phonemes to read one and two-syllable words • Segment phonemes to spell a wide range of cvc words • Use developing knowledge and skills to support text and sentence level work 51 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Infant 3: 5-6 years Working with texts Pupils demonstrate that they can: Text Level • Show an interest in listening to and reading stories and simple information books • Understand the distinction between story and non-fiction books • Understand key features of story books: cover, title, author, illustration • Begin to identify “favourite” authors and books, e.g. Eric Carle, Spot books by Eric Hill, Maisy books by Lucy Cousins • Begin to recognise important features of non-fiction books: Contents page, index and photos • Join in with reading and retelling simple stories in shared reading activities • Read decodable texts with growing confidence • Attempt to read text in the classroom context, using phonological knowledge and skills and contextual cues: story and information books, songs displayed on wall, story sequence cards, date and weather chart and topic related displays • • 52 • • • Sentence Level Read simple sentences made up of decodable words and high frequency words that have been taught Show comprehension of a simple sentence made up of decodable words and familiar high frequency words, e.g. draw illustration, create play dough model or match to the corresponding picture Use developing skills and knowledge in phonics to participate in shared writing to create simple sentences, captions and labels for the classroom Recognise simple forms of punctuation: capital letter, full stop, question mark Begin to use these simple forms of punctuation in shared, guided and independent writing Word Level • Write own name accurately, starting with a capital letter • Recognise and read a wide range of words, e.g. topic related key vocabulary, days, months, number names, children’s names and weather words • Recognise and read up to 50 high frequency words both in and out of context, including: a an at in is it on can dad mum big the to I go no he she we me be was my you they her all are as had have and get his not said so have like little some come do when out what • Write decodable and non-decodable high frequency words accurately, including: no go the I to he she we me be was you they all are my her can like big little • Recognise the letter names • Understand the difference between letter sound and letter names • Show an initial awareness of alphabetical order through: songs, chants and sequencing puzzles The integrated curriculum for the infant stage Supporting Phonics knowledge and skills Pupils demonstrate that they can: • Copy a sound or pattern of sounds using body percussion or musical instruments • Create a sound or pattern of sounds using body percussion or musical instruments for other children to copy • Identify a growing range of hidden sounds • Suggest ideas and create new sounds to accompany a story • Recognise rhyming words in stories, rhymes and games Phonics Pupils demonstrate that they can: Knowledge • Confidently recognise and say the sound associated with each letter/combination of letters s a t p i n m d g o c k ck e u r h b f, ff l, ll ss j v w x y z, zz qu ch sh th ng ai ee igh oa oo ar or ur er ow (cow) oi ear air ure Skills • Recognise and confidently say the sound associated with all letters and combination of letters taught • Identify graphemes corresponding to sounds • Demonstrate growing confidence in forming the letters correctly • Blend phonemes to read one and two-syllable words • Blend and read words with adjacent consonants • Segment and spell words with adjacent consonants accurately • Use developing knowledge and skills to support text and sentence level work 53 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo 3.6. Literacy: Bands of Attainment The bands of attainment described are for the end of the three year infant cycle. There are three bands, with band 1 as the lowest. Each child completing the end of their Infant Education should fit broadly into one of the three bands. Approximate estimations would be: • Band 1: 10% of children • Band 2: 70% of children • Band 3: 20% of children 3.6.1. Literacy: Speaking and Listening Bands of Attainment Band 1 • Children can demonstrate through appropriate non-verbal or simple verbal response, (single words), that they understand basic classroom language, songs, rhymes, appropriate short fiction and non-fiction texts. • Children can follow simple instructions for music, movement, art and craft activities, although they may require support at times. • Children demonstrate pleasure and interest when listening to stories, rhymes, chants and poetry. • Children can participate in role play or in re-enacting stories through movement and using appropriate facial expression although they require support and encouragement to speak out aloud. 54 • They require considerable support through use of slower speech, repetition, gestures and individual assistance. • Children can sustain attentive listening for short periods of time of approximately 10-15 minutes. Band 2 • Children can demonstrate through simple verbal response, (single words and short phrases), that they understand a wide range of classroom language, statements and questions, longer fiction and non-fiction texts which include present, past and future events and include familiar language in unfamiliar contexts. • They show through formalised oral response, (often one word response), a basic awareness of personal preferences and feelings in topic areas, stories and non-fiction. • They cope with language spoken at normal speed in familiar situations with some natural built in speaker hesitancy. • Children can participate in role play or in re-enacting well known stories using repetitive phrases or simple chunks of dialogue, individually, or in unison with others. • They use set phrases to ask for help, permission and other classroom routines. • They respect turn-taking at circle time and pay attention to the teacher as well as to their peers. • They can sustain attentive listening for longer periods of time. The integrated curriculum for the infant stage Band 3 • Children can demonstrate non-verbally and with a growing use of memorised oral response, (short, simple phrases), that they understand a range of material that contains some complex sentences and unfamiliar language. • They begin to listen confidently in areas which interest them and show understanding of the main points in appropriate fiction and non-fiction texts. • They are beginning to understand and respond to a variety of speakers in everyday situations, not only their own English teacher. • Children participate confidently in role play or in re-enacting well known stories using repetitive phrases, simple chunks of dialogue or occasionally their own spontaneous input. • They use the language they have acquired spontaneously in everyday situations or when carrying out classroom routines. • They occasionally experiment with language combinations. • They can sustain attentive listening during each activity throughout the lesson. 3.6.2. Literacy: Reading and Writing Bands of Attainment Band 1 • Children demonstrate an interest in listening to stories and looking at books. They can understand the way books work and can follow simple instructions, such as turn the page. • They can join in with repetitive language when the teacher is telling a story. • They can generally sequence a story using illustrations but require support to read and match the corresponding text. • Children can recognise and say the sound of most of the single letters and some of the letter combinations taught, however they often require support and reinforcement. • They can recognise and read less than 20 high frequency words taught. • They require support to read simple sentences made up of CVC and high frequency words. • They can write many of the letters clearly but may require support to form specific letters using the correct sequence of movements. • They can write some CVC words accurately. • Children are aware that print carries meaning but they often struggle to make sense of the text in the classroom environment. Band 2 • Children can say the sound associated with most of the letters and combinations of letters taught and can blend these phonemes to read CVC words and some other one syllable words. • They can recognise and read between 20-30 high frequency words that have been taught. • They can read simple sentences made up of decodable words and some of the high frequency words that have been taught. Sometimes they require teacher support. • They can show their comprehension of a simple sentence by matching it to a corresponding picture. • Children understand that print carries meaning and with support from the teacher can apply 55 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo their phonic knowledge and skills, use contextual cues and some word recognition and graphic knowledge to read words and sentences in books and texts around the classroom. • They are familiar with the terms, fiction and non-fiction. • They can join in when the teacher is telling a story and will respond to questions relating to it. • They can sequence a story with picture cards and can generally match a simple sentence to each. They may ask for support at times. • Children’s writing is generally legible and they tend to use the correct sequence of formation, however they may require support to form specific letters correctly. • They apply their phonic knowledge and skills to participate in creating labels, captions and simple sentences in shared writing. • They can recognise simple forms of punctuation: capital letter, full stop, question mark and can demonstrate where to use them in shared writing. • They can mostly write decodable CVC words accurately. They are beginning to write a few non-decodable high frequency words correctly. • They are aware of letter sounds and letter names. Band 3 • Children can confidently say the sound associated with all letters and combination of letters taught and can blend these phonemes to read one and two syllable words. • They can recognise and read most of the high frequency words taught both in and out of context. 56 • They can read simple sentences made up of decodable words and high frequency words that have been taught. • They can show their comprehension of a sentence by matching to a corresponding picture or creating an appropriate illustration. • Children can apply their phonic knowledge and skills and use contextual cues, word recognition and graphic knowledge to attempt to read simple stories, information books, and text around the classroom. • They can distinguish between fiction and non-fiction books and recognise some of the key features in an information book. • Children join in when the teacher is telling a story, respond to questions about the text and sometimes spontaneously make attempts to retell the story afterwards. • They can sequence a story using illustrations and short sentences. • They apply their phonic knowledge and skills to participate in creating simple sentences, captions and labels for the classroom. • They can form the letters legibly, mostly using the correct sequence of formation. • They can recognise simple forms of punctuation: capital letter, full stop, question mark and are beginning to use them in guided and independent writing. • They can write decodable CVC words accurately and can also write some non-decodable high frequency words correctly. • They can demonstrate an awareness of alphabetical order through participating in songs and completing alphabet puzzles. The integrated curriculum for the infant stage 4. Mathematical concepts and skills 4.1. Mathematical skills development in the infant years The development of mathematical skills in the infant classroom is generally regarded as part of the global development of the whole child. As such, concepts will be introduced, practised and revisited throughout the year and then re-cycled and built on through the whole 3 year cycle. The concepts and targets described below should therefore be included in your plans for each topic web and taught through on-going TPR activities, songs, rhymes, stories, matching and sequencing games and other language and literacy work. The overall aim in the three years of infants is to develop the children’s knowledge and understanding of mathematics and to help children see their relevance to everyday life in English as well as Spanish. Number skills • Counting and recognising numbers in familiar contexts such as number rhymes, songs, stories, counting games and activities. • Adding and subtracting. • Sorting, sequencing and matching. • Making simple number predictions. • Using reading skills when working with mathematical concepts. • 4.2. Mathematical Concepts and Skills Targets: Number Infant 1: 3-4 years Pupils demonstrate that they can: • Participate collectively in counting up to 25 in familiar contexts: identify the number of children in class • Say the numbers 1-10 in familiar contexts relating to every day classroom activities and topics • Sing songs, chants and rhymes with numbers up to 10 • Count reliably up to 10 everyday objects • Recognise numbers 1-5 • Match numbers to a quantity of objects up to 5 • Sequence numbers 1-5 • Sort familiar objects and pictures into sets of specific numbers up to 5 • Understand and respond to: How many…? questions • Add and subtract in simple songs like ‘5 little ducks’ 57 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Infant 2: 4-5 years Pupils demonstrate that they can: • Participate collectively in counting up to 31 in familiar contexts: the number of days in a month • Say and use the numbers up to 25 in familiar contexts: identify the number of children in the class • Sing songs, chants and rhymes with numbers up to 10 • Count reliably up to 25 objects and begin to count in other contexts such as clapping sounds or jumps • Recognise numbers 1-20 • Match numbers to a quantity of objects up to 10 • Sequence numbers 1-10 • Match number names to the corresponding numeral up to 10 • Make simple estimates and predictions: how many cubes will fit in the box, how many strides will it take to cross the room • Add and subtract in the context of simple songs and games • Begin to relate subtraction to taking away and counting how many are left. Infant 3: 5- 6 years Pupils demonstrate that they can: 58 • Say and use the numbers up to 31 in familiar contexts: the number of children in the class, the number of days in the month • Begin to show an awareness of numbers beyond 31 • Match numbers and quantity of objects up to 20 • Sequence numbers 1-20 • Match number names to the corresponding numeral up to 20 • Understand and begin to use the vocabulary involved in adding and subtracting : more, less, and, add, how many, take away, leave, how many are left, lots of, nothing none, greater, smaller, to compare two numbers • Find up to two more or two less than a number between 1-10 • Begin to relate addition to combining two and extend to three groups of objects The integrated curriculum for the infant stage 4.3. Mathematical Concepts and Skills Targets: Measurement, shape, time, position and movement Infant 1: 3-4 years Shape Pupils demonstrate that they can: • Identify and name the shapes: circle, square and triangle • Sort shapes into sets Measurement Pupils demonstrate that they can: • Show an understanding of the concepts of : big, small/little within the context of topics Position and Movement Pupils demonstrate that they can: • Understand concepts: in/out, up/down and open/close • Begin to show an awareness of behind/between/in front of, in everyday classroom situations • Sequence 3 items by colour, shape or size to form a pattern Time Pupils demonstrate that they can: • Show an awareness of: day/night, morning, daily school routines Infant 1: 4- 5 years Shape Pupils demonstrate that they can: • Identify and name the shapes: circle, square, rectangle and triangle • Identify 3 dimensional shapes: cube and sphere • Select and sort shapes into sets Measurement Pupils demonstrate that they can: • Show an understanding of the concepts of : big/large, small/little, medium/middle-sized, long/ short in familiar contexts Position and Movement Pupils demonstrate that they can: • Understand concepts: on/under, at the top/at the bottom, behind/in front of, between, in the middle • Sequence 4 items by colour, shape or size to form a pattern Time Pupils demonstrate that they can: • Show an awareness of: • Morning, afternoon and night • Daily routines and sequence of familiar events • The sequence of the days of the week • The four seasons • The month in which their birthday falls 59 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Infant 1: 5-6 years Shape Pupils demonstrate that they can: • Identify and name the shapes: circle, square, rectangle, triangle and diamond • Identify and name 3 dimensional shapes: cube, sphere, cylinder, pyramid • Select and sort shapes into sets • Use 2 dimensional shapes to make pictures and patterns • Use 3 dimensional shapes to create models Measurement Pupils demonstrate that they can: • Understand the concepts of measurement from previous years • Understand the concepts: enormous/tiny and tall/ short in familiar contexts • Understand and begin to use comparative language: bigger/ smaller, longer/shorter, taller/ shorter Position and Movement Pupils demonstrate that they can: • Understand concepts: opposite, right/left, beside, behind, between and next to • Sequence 5 items by colour, shape or size to form a pattern 60 Time Pupils demonstrate that they can • Distinguish between school days and weekends • Understand: before and after • Show an awareness of the months of the year • Show an awareness of ordinal numbers in familiar contexts: instructions for lining up, identifying the date • Begin to show an awareness of ordinal signs in the context of the date: 1st 2nd 3rd 10th • Begin to read o’clock time The integrated curriculum for the infant stage 4.4. Mathematical Concepts and Skills: Bands of Attainment The bands of attainment described are for the end of the three year infant cycle. There are three bands, with band 1 as the lowest. Each child completing the end of their Infant Education should fit broadly into one of the three bands. Approximate estimations would be: • Band 1: 10% of children • Band 2: 70% of children • Band 3: 20% of children Band 1 • Children can match numbers and familiar objects up to 10 and are able to recognise the concept of counting on and counting down in familiar contexts such as songs and rhymes. • They can sort familiar objects and pictures into sets of specific numbers up to 5. • They can participate collectively in counting up to 25 in familiar contexts such as identifying the number of children in class. • With teacher guidance children are able to recognise and recreate basic patterns and sort these into sets and sizes. • Children can identify and name the shapes: circle and square. • They can understand some simple positional language. Band 2 • Children can count reliably up to 15 everyday objects, recognise numbers 1-15 in word and number form and are able to match these symbols with objects. • They can find one more or less than a number from 1-10; begin to relate the concept of addition to combining two groups of objects and subtraction to taking away one or more objects. • They can use developing mathematical ideas and skills to solve simple everyday problems such as how many children are absent, how many boys/girls are wearing blue etc. • They can participate collectively in counting up to 31 in familiar contexts. • Children show an understanding of size concepts and can use the vocabulary appropriately. • They can identify and name the shapes: circle, square and triangle. • They can identify 3 dimensional shapes: cube and sphere. Band 3 • Children can count reliably at least 25 objects and can count on and back in ones from any small number. • They can read, write and sequence numbers from 0-20. • With teacher guidance children are beginning to use the vocabulary involved in adding and subtracting. • They can find two more or two less than a number between 1-10. • They can say and use numbers up to 31 in familiar contexts. • They can apply mathematical ideas and skills to solve simple, practical problems. 61 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo • Children can compare one object to another according to size and length and begin to use comparative language: bigger/smaller, longer/shorter. • They can identify, name and work with the 2 and 3 dimensional shapes: circle, square, triangle and diamond/cylinder, cube, cuboids and pyramid. • They can use everyday words to describe position. • They can identify and use simple terms relating to time and begin to show an awareness of ordinal signs in the context of the date. 5. Knowledge and Understanding of the World 5.1. Concepts and Targets While the targets for each year stage are outlined abstractly, these concepts and ideas should be developed through engaging activities in meaningful contexts including daily routines and topics. Here are two examples that demonstrate this: Target 62 Context Activity Recognise cold colours Winter Select paints and materials from a range of colours to create a snowy winter scene. Begin to identify simple properties of basic materials through exploration, experimentation and use of these: hard, soft, rough, smooth, flexible Our Homes: Different building materials Story: The Three Little Pigs Create a large child friendly properties table of the materials the pigs selected by experimenting with straw, wood and bricks. Use the table to predict which house they think will be the strongest. Continue to read the story and reflect on their investigations and predictions. We should also keep in mind that the children are acquiring the language as a result of hearing the natural use of the English language in the school environment. Their understanding in English, therefore, will frequently go beyond what is detailed below. The integrated curriculum for the infant stage 5.2. Knowledge and Understanding of the World targets Infant 1: 3-4 years Pupils demonstrate that they can: Observe and explore colours in the environment • Identify primary colours: red, blue and yellow • Identify secondary colour: green • Recognise black • Recognise colours associated with autumn and winter • Create a sequence using 2 colours Pupils demonstrate that they can: Explore materials in the environment • Use, explore and experiment freely with a range of basic materials: crayons, paints, water, sand, plasticine, paper, card, glue Pupils demonstrate that they can: Explore the properties of sound, pitch and movement • Distinguish between loud and quiet • Freely use a range of percussion instruments to create a variety of sounds Pupils demonstrate that they can: Develop an awareness of ourselves • Identify some body parts • Differentiate between boy and girl • Recognise the importance of personal hygiene in the school environment: washing our hands after going to the toilet and before meals • Begin to recognise the importance of clothes for protection: warm clothes in winter, sunhats and sunglasses in summer Pupils demonstrate that they can: Develop an awareness of ourselves and others in the environment • Show an awareness of the family and the people that make up their own family • Show an awareness of the classroom and the roles of people there • Begin to show an awareness of some occupations, places and services in the local environment • Identify principal modes of transport • Begin to show an awareness of similarities and differences between people from different cultures • Participate in and show an awareness of a few customs and ways of celebrating Pupils demonstrate that they can: Observe and explore living things in the environment • Identify some domestic animals in the home and on the farm: dog, cat, pig, cow, sheep, horse, hen • Understand some basic characteristics of some domestic animals: sounds they make, size, number of legs, products from animals • Understand the basic needs of plants: caring for plants in the classroom environment Pupils demonstrate that they can: Develop an awareness of how to care for the environment • Take part in simple recycling activities in the classroom: putting paper in the classroom paper container, using scrap paper for drawing pictures • Show an awareness of different ways of saving energy and water in the school environment: turning off the lights, not flushing the toilet unnecessarily 63 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Pupils demonstrate that they can: Observe and identify natural processes • Identify some types of weather: when completing the weather chart on a daily basis • Identify some basic features of the four seasons: weather • Distinguish between day and night Pupils will demonstrate that they can: Identify and use information and communication technology (ICT) • Identify some forms of technology in the classroom and school environment: telephone, television, computer • Participate in role play using toy forms of technology, e.g. telephone conversation in home corner, using cash register in shop Infant 2: 4-5 years Pupils demonstrate that they can: Observe and explore colours in the environment • Identify and name primary colours: red, blue and yellow • Identify and name a range of secondary colours • Distinguish between dark and light • Identify and name black and white • Recognise cold colours • Create a sequence using 3 colours 64 Pupils demonstrate that they can: Explore materials in the environment • Use, explore and experiment freely with a wider range of materials: crayons, paints, pencils, water, sand, plasticine, paper, card, glue, wool, straw, cloth • Begin to identify simple properties of basic materials through exploration, experimentation and use of these: hard, soft, rough, smooth, flexible Pupils demonstrate that they can: Explore the properties of sound, pitch and movement • Distinguish between loud and soft • Discriminate between slow and fast • Use a range of percussion instruments to accompany songs Pupils demonstrate that they can: Develop an awareness of ourselves • Identify main body parts in the context of action games and songs, classroom routines • Recognise the importance of personal hygiene on a daily basis: brushing our teeth, having a shower, washing our hair, combing our hair • Identify suitable clothing and classify for use in different weather and seasons • Recognise the importance of protection from the natural elements: warm clothes in winter, sunhats and sunglasses in summer, wearing protective sun lotion Pupils demonstrate that they can: Develop an awareness of ourselves and others in the environment • Show an awareness of home and school environments: the purpose of different rooms and areas, the roles of the people • Recognise some occupations, places and services in the local environment • Recognise similarities and differences between different kinds of transport • Understand the significance of some traffic signs in the local environment The integrated curriculum for the infant stage • Show an awareness of similarities and differences between people from different cultures • Participate in and be aware of a variety of different customs and ways of celebrating Pupils demonstrate that they can: Observe and explore living things in the environment • Identify some domestic and wild animals in different habitats: home, farm, jungle, garden • Show an awareness of the basic needs of domestic and wild animals: to eat, drink, sleep and look for protection • Understand some basic characteristics of domestic and wild animals: basic body parts and their function, how they move • Understand simple animal and plant lifecycles: through observation, dramatisation, sequencing activities Pupils demonstrate that they can: Develop an awareness of how to care for the environment Take part in recycling and reusing activities in the classroom and at home: sorting waste correctly and placing in the right containers, making crafts with used materials • Show an awareness of different ways of saving energy and water in the school and in the home: turning off the television and the computer when not in use, not running water unnecessarily Pupils demonstrate that they can: Observe and identify natural processes • Identify a wider range of weather types: when completing the weather chart on a daily basis • Name and sequence the four seasons and identify weather patterns associated with each one • Distinguish between day and night and identify corresponding features: stars, moon, sun • Understand that the Sun and the planets make up a system in the Space and identify the Earth as our planet Pupils will demonstrate that they can: Identify and use information and communication technology (ICT) • Identify a wider range of forms of technology at home and at school: telephone, television, computer, digital camera, video games • Begin to understand the importance of a moderate use of videogames and television Infant 3: 5-6 years Pupils demonstrate that they can: Observe and explore colours in the environment • Identify and name a wide range of primary and secondary colours • Identify and name black and white • Recognise cold and warm colours • Create a sequence using 4 colours • Read and match colour names Pupils demonstrate that they can: Explore materials in the environment • Use and explore materials in different ways discover some of their properties: by pulling, bending, squashing, tasting, touching • Understand concepts: hot/cold, hard/soft, harder/softer, rough/smooth, sweet/savoury, push/pull, the same/different • Classify materials by their properties and characteristics: 65 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Pupils demonstrate that they can: Explore the properties of sound, pitch and movement • Distinguish between louder and softer • Discriminate between high and low notes • Use a range of percussion instruments to represent sounds in the environment Pupils demonstrate that they can: Develop an awareness of ourselves • Identify how we use our five senses • Recognise the importance of healthy eating and dental hygiene • Recognise the importance of personal hygiene on a daily basis: brushing our teeth, having a shower, washing our hair, combing our hair • Know how to use and care for items used to keep our bodies clean and healthy 66 Pupils demonstrate that they can: Develop an awareness of ourselves and others in the environment • Show a broader awareness of home and school environments: the purpose of different rooms and areas, when these areas are used in daily routines, the roles of the people • Identify and participate in positive behaviour at home and school: sharing materials, respecting others, caring for others • Identify the roles of people who work in the local environment, begin to recognise the importance of their role and respect them: school kitchen staff, police officers, rubbish collectors etc. • Recognise purposes and appropriateness for using specific transport • Show an awareness of road safety rules • Show a broader awareness of similarities and differences between people from different cultures: celebrations, food, music, types of houses • Participate in and be aware of a variety of different customs and ways of celebrating Pupils demonstrate that they can: Observe and explore living things in the environment • Identify and classify animals into wild and domestic groups • Show a greater awareness of the characteristics, habits and habitats of some wild and domestic animals • Understand and sequence stages of growth or change in simple animal and plant lifecycles: caterpillar to butterfly, tadpole to frog, yearly cycle of a tree • Understand that seeds grow into plants when they are planted in soil and receive water and sunlight: through structured experiments, sequencing stages of growth in pictorial form, simple cause and effect matching task Pupils demonstrate that they can: Develop an awareness of how to care for the environment • Begin to understand the concept of global warming and its impact on some animals and plants: penguins and polar bears, rainforests • Take part in recycling and reusing activities at school and at home. • Show an awareness of different ways to save energy and reduce pollution in the wider environment: solar energy, non-polluting cars Pupils demonstrate that they can: Observe and identify natural processes • Identify a wide range of weather types • Differentiate between different temperatures • Name and sequence the four seasons, identify weather patterns associated with each one and begin to recognise how seasonal changes affect living things • Distinguish between day and night and identify corresponding features: stars, moon, sun The integrated curriculum for the infant stage • Understand that the Sun is a star in the centre of our solar system and that planets spin around the Sun • Show an awareness of spaceships and basic astronaut equipment • Observe different features of the planets: size, colour Pupils will demonstrate that they can: Identify and use information and communication technology (ICT) • Identify forms of technology in the wider environment: bar code scanners in supermarkets, traffic lights, television aerials etc. • Recognise the different functions and purposes of communication technological items • Use basic computer skills with software that supports learning: use of mouse to click and drag, recognition of letters on the keyboard to type their names 5.3. Knowledge and Understanding of the world: Bands of Attainment The bands of attainment described are for the end of the three year infant cycle. There are three bands, with band 1 as the lowest. Each child completing the end of their Infant Education should fit broadly into one of the three bands. Approximate estimations would be: • Band 1: 10% of children • Band 2: 70% of children • Band 3: 20% of children Band 1 • Children can recognise primary colours and some secondary colours. • They can identify and with support, sort some materials according to property • They can identify basic body parts and demonstrate through actions an understanding of daily routines linked to personal hygiene. • They are able to classify some foods into groups and with support, name some foods that are healthy. • They can identify family members, some occupations, places and transport in the immediate environment. • They are able to describe the weather using single words and can select appropriate clothing linked to the weather or season. They can distinguish between day and night. • They can identify and name some animals and describe basic characteristics. Children also demonstrate a basic knowledge of the needs of a seed to grow. • They can identify basic forms of technology. Band 2 • Children can recognise a wide range of primary and secondary colours and can match with names. • They demonstrate an understanding of concepts such as hot/cold, hard/soft and are able to identify and classify some materials according to property. • Children can identify a range of body parts and demonstrate a developing awareness of the role of the senses. They show a sound awareness of routines linked to personal hygiene and can name and classify a number of foods that form part of a healthy diet. 67 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo • They can name a wide range of family members and identify the roles of a variety of people who work in the local environment. They can also name and classify different means of transport. • They can name a wide range of animals and classify them according to basic characteristics and habitats. Children demonstrate an understanding of the stages of growth in a plant and can identify what it needs to be healthy. They show an awareness of the life cycle of a butterfly. They are also beginning to show an awareness of caring for the environment through sorting waste products for recycling. • Children can describe the weather using short sentences and show a developing awareness of the differences between the seasons. They can identify and name the earth, sun and moon and understand the planets move around the sun. • Children participate with enjoyment and interest during computer sessions and can name and identify the mouse and keyboard. Band 3 • Children can classify dark/light and cold/warm colours and can match with colour name. • They demonstrate an understanding of a range of concepts such as hot/cold, hard/soft, rough/smooth and are able to describe and classify a wide range of materials according to property. • Children can name and describe a wide range of body parts and demonstrate a good awareness of the role of the senses. They are able to describe and sequence routines linked to personal hygiene and they can name and sort a wide range of foods that form part of a healthy diet. 68 • Children can describe different roles of people in the local environment and the family. They are able to describe, compare and classify different means of transport. • They can describe, compare and classify a wide range of animals according to their characteristics and habitats. Children can describe the life cycle of simple animals and plants, name the main parts of a plant and describe what they need to be healthy. They show an awareness of caring for the environment through sorting waste products for recycling and conserving water and energy within the classroom setting. • Children can describe the weather and different features associated to each season using short sentences. They can name some of the planets that move around the sun. • Children participate with enjoyment and interest during computer sessions and can name and identify the mouse and keyboard. They control the mouse confidently and can operate familiar programmes with increasing independence. 6. Drawing the strands together in a topic web There are seven topic webs in this section. Three develop one theme: Spring, over the three year cycle to demonstrate how a topic can be approached from different perspectives as well as how the targets worked on at the different levels within a meaningful context. The others show examples of how topic themes can be interlinked and corresponding concepts, knowledge and skills developed. As well as the development of language and literacy, mathematical concepts and skills and knowledge and understanding of the world, art, music, movement and drama have also been incorporated into the topic webs. These are essential elements in early year’s education for the development of the whole child. Activity Curricular Target Curricular Area Topic Classify main features of two seasons using simple illustrations: spring/winter Keep a daily weather chart A daily monitor looks after plants in class Complete class day + weather chart on a daily basis In structured group activities children create items for frieze then help display work and captions with the teacher KEY KN+UND OF THE WORLD SPRING LITERACY 2. Begin to understand simple instructions and give physical or simple verbal responses in English or in Spanish. 1. Look at books with teacher and respond appropriately. Sequence and retell the story using pictures 2. Understand some basic characteristics of domestic animals (rabbits, ducks, sheep, horses): sounds they make, size, number of legs Use a range of materials + techniques in structured art activities to create animals for frieze Print green hands to use as leaves in display 3. Identify + name primary colours and secondary colour: green Recall everyday sounds they hear in the environment Imitate duck sound during dramatisation of the story 2. Show an understanding of big/small 1. Sequence 2 items by size to form a pattern 3. Match numbers to a quantity of objects up to 5 2. Count reliably up to 5 objects 1. Show an understanding of concepts: in/out, big/small Show an awareness of test in the classroom environment 2. Look at and “read” illustrated “Five Little Ducks” rhyme in classroom display 1. Label together the spring frieze Discover how green can be created by mixing blue and yellow in structured investigation Participate in and show awareness of a few customs and ways of celebrating: EASTER: Easter Bunny, Easter Eggs MATHEMATICAL CONCEPTS+SKILLS 1. Use, explore and experiment freely with a range of basic materials: crayons, paints, sand, water, plasticine, paper, card, glue SOCIAL SKILLS Show an interest in stories 2. Begin to join in with dramatization of simple stories 1. Participate physically when singing action songs Create class frieze displaying the environment in spring and animals and their babies Identify some basic features of spring Be interested in looking after plants and animals. Participate in classroom routines in a quiet, controlled manner Being interested in contributing towards a frieze Listen to “Five Little Ducks” by Jose Aruego Sing the song “Five Little Ducks” and act out the story Play: “Find the Easter Egg” Decorate Easter Eggs with paint, crayons, varnish and glue Create Easter Bunny Mask Participate in Chant: “3 little rabbits on an Easter Day” Watch teacher dramatise what the Easter Bunny does Children hold pictures of big + small eggs/duck and ducklings. They stand in a line to create pattern, e.g. big/small/big/small Group Game: 3. Play hide + seek with up to 5 ducks and put them back in the pond. Count and label the number of ducks each time one is found 2. Vary the above activity with big and small eggs 1. Place a specific number of eggs in + out of a nest/basket. Count the eggs and label with corresponding numeral Age: 3-4 yrs. Infant 1 The integrated curriculum for the infant stage 6.1. Topic webs 69 KN+UND OF THE WORLD SPRING 3. Compare Spring weather to weather in another season. Classify captioned pictorial weather cards into 2 sets. 6. Children record observations pictorially/photographic images. 5. Plant seeds and observe them grow over a longer period of time 4. Read “From Seed to Sunflower” together. 3. Sequence photos to create a lifecycle chart. 2. Respond to questions, “What season comes after …?” and sequence illustrated seasons card accordingly 1. Observe the lifecycles of silk Worms. Age: 4-5 yrs. Infant 2 Match numerals to amount of fruit/food eaten by caterpillar each day. 3. Create a display of what the caterpillar ate every day. 2. Sing the days of the week song. 1. Chant the days of the week at assembly time. Create spheres from plasticine/play dough to make a big/small caterpillar. Sort spheres and cubes into 2 sets. Follow instructions & use sense of touch to find cube/sphere in the “Feely Box”. Follow simple oral/written instructions to complete a task on activity card, e.g. Draw a red butterfly. Play word/picture matching games for the spring topic. Match numbers to a quantity of objects up to 10. Show an awareness of the sequence of the days of the week. 3. Show an understanding of the concepts: big/small in familiar contexts. Sign “The Hungry Caterpillar Song” and accompany with percussion instruments. Use a range of percussion instruments to accompany songs. MATHEMATICAL CONCEPTS+SKILLS 2. Select & sort shapes into sets. 1 Identify 3D shapes: cube & sphere Understand instructions, key vocabulary from topics and routine language. Read together captions on topic display and respond to simple questions. Have access to story book to “read” freely in the book corner. Read & order illustrated captions about what the caterpillar ate every day. 1. Attempt to “read” text in the classroom context using phonological skills and contextual cues. Understand simple animal and plant life cycles. SOCIAL SKILLS LITERACY 1. Participate in acting out stories and natural processes. 2. Teacher takes photos and displays until whole cycle is created. Name & sequence the 4 seasons & identify weather patterns with each one. 3. Help in class & at home 2. Be interested in looking after plants & animals 1. Appreciate plants & animals 2. Have an awareness of the importance of a balanced diet. 1. Enjoy eating fruit. 1. Enjoy listening to stories and start to join in with retelling them collectively with teacher support. Act out the lifecycle of the caterpillar in response to chant created and recited by teacher. Participate in whole group acting out the story, from the role of the caterpillar. 1. Complete: Day, Weather, Season chart on a daily basis 3. Feed and care for silk worms. 2. Look at pictures of fruit and display with captions to understand that fruit comes from plants. 1. Water seeds & plants 3. Use food & toy food to make up menus & decide if they are healthy/unhealthy 2. Watch the story of “The Very Hungry Caterpillar on DVD & stop periodically to identify if he was eating a healthy/unhealthy diet. 1. Taste fruit & express preference, e.g. I like/don’t like it Activity Curricular Target Curricular Area Topic Listen to the story of “The Very Hungry Caterpillar” by Eric Carle and participate in the telling & retelling with actions and use of repetitive chunks of language 70 KEY Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo 2. Be interested in looping after plants & animals. 1. Appreciate plants & animals Understand daily routines related to hygiene. 4. Draw conclusions using observations & records to answer question: “Do plants need sunlight to grow?” 3. Water plants in different conditions-observe, talk about what’s happening & pictorially/photographically record observations. 2. Predict what will happen & record using question: Do plants need sunlight to grow? 1. Plant seeds in soil & place in sunlight/darkness. 1. Understand that seeds grow into plants when they are planted in soil & receive water and sunlight: through structured experiments, sequencing stages of growth in pictorial from, simple cause & effect matching task. Class monitors look after silk worms and water plants. Wash hands after touching/caring for silk worms. 3. Enjoy dramatising well known stories using different voices & actions with puppets masks or other visual aids. MATHEMATICAL CONCEPTS+SKILLS 3. Use authentic non-fiction big book to incorporate features in shared writing identified in literacy: “Understand the distinction between story & non-fiction. 2. ICT: take photos of the different stages of growth & make a class information book. 3. Touch raw, hardboiled & poached eggs (all without shell) & describe how they feel. 2. Squash each egg & observe what happens. 1. Touch hard boiled/raw eggs & describe how shell feels. 2. Understand concepts: hard/soft, harder/softer, rough, smooth. 1. Understand & begin to use vocabulary used in adding & subtracting: more, less, add, how many, take away, how many are left? 2. Use 2 dimensional shapes to make pictures and patterns. 1. Identify and name 2 dimensional shapes: circle, squire, rectangle, triangle and diamond. 2. Understand & begin to use comparative language: bigger/smaller, taller/shorter 1. Understand the Concepts: enormous/tiny & tall/short in familiar contexts. 2. Beguin to recognise important features of non-fiction books: contents page, index and photos. 1. Understand the distinction between story & non-fiction books Age: 5-6 yrs. Infant 3 2. Use pictures of beanstalks, flowers & real seeds to carry out adding and subtracting. 1. Sing: “Ten Yellow Flowers” adapted from “Ten Green Bottles” 1. Follow simple instructions to make plants/flowers using stickers with different shapes. 2. Observe, measure and compare plant sizes. 1. Describe beanstalk in story & plants they are growing: it’s enormous/it’s tiny. 2. Use big book on lifecycle of a plant in shared reading/knowledge and understanding of the world activities. 1. Compare “Jack and the Beanstalk” with a big book on the lifecycle of a plant in shared redding. 1. Use & explore materials in different ways to discover some of their properties: touching, squashing and tasting. KN+UND OF THE WORLD SPRING 1. Observe the lifecycle of silkworms in the classroom. Understand and sequence stages of growth in simple animal & plant lifecycles. SOCIAL SKILLS LITERACY 3. Show comprehension of simple sentences made up of decodable words and familiar, high frequency words. 1. Attempt to read text in the classroom context, using phonological knowledge & skills & contextual cues: story & information books, story sequence cards 5. Match simple sentences to plant growth photos. 4. Label plant parts on a wall display 3. Play snap game with parts of a plant 2. Remember chunks of dialogue or short phrases from simple fiction & non-fiction texts. 3. Participate in role play to dramatise parts of the story 2. Participate in telling the story. 2. Cover up key words in story and find appropriate words to stick on. 1. Sequence “Jack & the Beanstalk” story cards (picture + simple sentence) 2. Recognise a wide range of words: topic related key vocabulary. Activity Curricular Target Curricular Area Topic 1. Listen to story “Jack and the Beanstalk” 1. Show pleasure in listening, and listen to more complex language. KEY The integrated curriculum for the infant stage 71 2. Plant seeds & care for them. 1. Act out caring for plants in the story: The Little Red Hen. 1. Understand the basic needs of plants. 2. Put into practice road safety procedures on class visit. 1. Act out simple road safety dramas in class to learn to: stop, look & listen before crossing the road; walk on the pavement. 1. Participate in baking bread, tidying up and tasting afterwards. Activity Curricular Target Curricular Area Topic SOCIAL SKILLS 3. Sort animals by number of legs: use toy animals. 2. Listening Game: Animal sounds/identify animals. 1. Play memory game: farm animals 2. Understand some basic characteristics of some domestic animals: sounds they make, number of legs. 1. Identify some domestic animals in the home & on the farm. Have an awareness of road safety. 2. Show a willingness to tidy up & pleasure in helping. 1. Understand and respect rule: Wash your hands before baking/ealing. 1. Look at books with teacher and respond appropriately, e.g. through simple actions that support understanding. 1. Participate in telling the story: The Little Red Hen by acting out; e.g. the actions of planting, watering the seeds/kneading the dough etc. NUMERACY 2. Watch/participate in bread making. 1. Visit a bakers shop & supermarket 1. Begin to show an awareness of some occupations, places & services in the local community. KN+UND OF THE WORLD THE LITTLE RED HEN LITERACY 1. Show an awareness of text in the classroom environment. 2. Join in “shared reading” of display with captions. 1. Participate as teacher creates short captions for photos of visit to the baker shop/supermarket. 72 KEY 1. Use cash register in baker shop/supermarket in class. 1. Participate in role play using toy forms of technology. ICT 1. Identify principal modes of transport 4. Match numbers to a quantity of objects up to 5. 3. Understand & respond to: How many? questions. 2. Sort familiar objects & pictures into sets of specific numbers up to 5. 1. Recognise numbers 1-5 Age: 3-4 yrs Infant 1 So we can shop today. The lorry’s taking bread to the supermarket 3. Make up song to support above story e.g. tune of “We’re all going to the zoo tomorrow”; The lorry’s taking bread to the supermarket, supermarket, supermarket 2. Role play story of farm products going from source to product using toy figures & vehicles. 1. Play snap game of modes of transport: tractor, lorry, car 3. Match numeral to group of animals after counting. 2. Count animals in areas of the farm, responding to questions: How many…? 1. Put set number of specified animal into field/pond/barn on the toy farm. 1. Identify different sounds and place them in context & select the context from 2 illustrations Listening game: children hold 2 picture cards, e.g. dog barking/duck quacking. Listen to the sound. Hold up corresponding card. Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Activity Curricular Target Curricular Area Topic 2. Express feelings. DWALI 1. Listen to the story of Rama & the Demon King by Jessica Souhami. 2. Make masks or puppets & re-enact the story. 3. Decorate the classroom with rangoli patterns. 4. Dance to traditional Indian music. 2. Participate in & be aware of a variety of different customs & ways of celebrating. 1. Predict & observe what happens when red then yellow is added to a glass of water. 2. Identify ‘autumn colours’ from observation in the local environment. 3. Finger print to create autumn trees. 4. Sequence orange, yellow and brown leaves. 3. Create a sequence using 3 colours. 2. Identify & name a range of secondary colours 1. Identify & name primary colours SOCIAL SKILLS 1. Use leaves & wax crayons to create leaf rubbings. 2. Use paint & leaves to create leaf print. 3. Investigate what happens when a leaf is pressed into clay. Fire in kiln & display 1. Use, explore & experiment freely with a wider range of materials KN+UND OF THE WORLD AUTUMN FOREST LITERACY 4. Remember or repeat short dialogues from well known stories. 1. Play different roles and express emotions using dramatisation 1. Show an awareness of similarities & differences between people from different cultures. Participate with pleasure at parties & celebrations 1. Dramatise parts of “Goldilocks & the Three Bears” 2. Talk about the emotions of Goldilocks & the bears. 3. Look at pictures of people who are sad/angry/ happy/scared & identify how they are feeling. 4. Identify what makes us happy/sad/scared/angry. 2. Remember or repeat short dialogues from well known stories. 3. Join in with reading & retelling of simple stories. 2. Attempt to ‘read’ text in the classroom context using phonological knowledge & skills & contextual cues. Use 2D shapes to create - the bears’ house - Goldilocks - the 3 bears 1. Collect items for the class autumn table. 2. Put into sets & count (e.g. all the chestnuts) and label with the numeral then the number name. Age: 4-5 yrs. Infant 2 Identify and name the shapes: circle, squire, rectangle, triangle. 2. Recognise numbers up to 20. 1. Match number names to the corresponding numeral up to 10. 3. Show an understanding of the concepts: big/small/middle sized/tiny. 2. Match number names to the corresponding numeral up to 10. 1. Sing songs, chants & rimes with numbers up to 10 1. Observe in video clips: hedgehogs & squirrels in Autumn. 2. Listening comprehension game: listen to simple statement (e.g. squirrels climb trees) & indicate if it’s correct by holding up YES/NO card. 2. Understand some basic characteristics of domestic & wild animals: basic body parts & their function, how they move. 1. Show an awareness of the basic needs of domestic & wild animals: eat, drink, sleep, look for protection. MATHEMATICAL CONCEPTS+SKILLS Participate actively in singing sessions & begin to pronounce more of the lyrics correctly. 3. Write high frequency words (see reading & wiring targets) 2. Recognise & read high frequency words both in & out of context (see reading & writing targets) 1. Sing the song “When Goldilocks went to the house of the bears”. 2. Select or hold up props/ images to show size of bowls/chairs/beds/bears when singing. 3. Label items with number names after they sing, “and she counted them one, two, three.” 1. Go on an autumn country walk. 2. Identify key features of autumn. 3. Take photos. 4. Create class book with photos & simple sentences in shared writing. 5. Read book together in shared reading. 6. Read individually or with peers in book corner. 1. Use developing skills & knowledge in phonics to participate in shared writing. 1. Unstructured Play Activities a) Read “Goldilocks & the Three Bears” book in the book corner b) Act out story with story containing puppets & props for the story. 2. Structured group task Act out story with teacher in small groups. 1. Show an interest in books & reading 2. Participate in retelling the story using props & repetitive phrases, e.g. who’s been…(eating my porridge?) 1. Listen to the story of “Goldilocks & the Three Bears”. 1. Enjoy listening to stories & start to join in with retelling them collectively with teacher support. KEY The integrated curriculum for the infant stage 73 2. Appreciate clean & tidy surroundings. 1. Enjoy tidying up & know where to put things. Help in class and home. Recognise & read a wide range of words: topic related key vocabulary, months. 2. Play & sing action songs like “The Family is in the House” Adapted from “The Farmer’s in his den.” 1. Look at & talk about photos of class family units & others. Show a greater awareness & understanding of the similarities and differences of family units. Tidy up after tasting: wipe tables, etc. 1. Tidy up after making Christmas decorations and cards. 2. Help to cut & pass Christmas pudding, turrón, yule log, etc. to others. 1. Help to set the tables for Christmas tasting activity. Activity Curricular Target Curricular Area Topic Play matching games and snap games with word cards KN+UND OF THE WORLD THE FAMILY AT CHRISTMAS 3. Bring photo of family member(s) preparing for/celebrating Christmas. Talk about what they are doing & what area of the home they are in. 2. Select image(s) and match to words of the song. 1. Act & sing Christmas song: “Gran is decorating…” “The Family is singing carols…” “Daddy is cooking turkey” “’Cos Christmas is here”. Tune: We wish you a merry Christmas. Show a broader awareness of home & school environments: the purpose of different rooms, when these areas are used in daily routines, the roles of people. SOCIAL SKILLS LITERACY Join in with reading & retelling simple stories in shared reading activities. Read picture books related to family life: “So Much”, “Avocado Baby”, “You’ll soon grow into them, Titch.” Sequence 5 items by colour. 3. Participate in traditions from both cultures: making & sending Christmas cards, singing Christmas carols, creating a Nativity Scene, playing party games. 2. Look at & make Christmas decorations: paper chains, Christmas tree decorations. 1. Taste typical Christmas foods from Spain & UK e.g. turrón/ Christmas pudding. Show a broader awareness of similarities & differences between people from different cultures: celebrations, food, music. Use 2 dimensional shapes to make pictures & patterns 2. Understand & begin to use comparative language: bigger/smaller, taller/shorter. 1. Match numbers & quantity of objects up to 20. 2. Begin to use simple forms of punctuation in shared, guided & independent writing. MATHEMATICAL CONCEPTS+SKILLS 1. Remember & use phrases to retell a simple story. Write Christmas cards for family member. Write short letter to Father Christmas Age: 5-6 yrs. Infant 3 Make paper chains sequencing 5 different colours to decorate the classroom for Christmas. Make Christmas stars & placemats using tessellating triangles & squares. 2. Order family members with picture props in order of height. 1. Measure the height of family members picture props using non-standard units: multilink duplo etc. 1. Use developing skills & knowledge in phonics to participate in shared writing to create simple sentences and captions 2. Tell & retell story about family playing hide & seek at Christmas, e.g. Grandma is hiding under the bed. 1. Re-enact the story: So Much! Role play about parents visiting for Christmas dinner. 74 KEY Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Activity Fill in different pictures of the solar system using different materials, e.g. foil, tissue paper, cloth, bubble wrap, plasticine. Be interested in contributing towards a frieze. Sing and dramatize song: ‘The Planets move around the Sun’ (tune: ‘The Wheels on the Bus’). Understand that the Sun is a star in the centre of our solar system + that planets spin around the Sun. Curricular Target Curricular Area Topic Make a wall display: KEY 2. Make a rocket using a paper bag and a balloon and make it fly. SPACE LITERACY Infant 2 Learning Objectives Infant 3 Learning Objectives Cut out pictures showing positive/negative actions for the environment and classify + give them under Happy Earth image/Sad Earth image. *Develop an awareness of how to care for environment. MATHEMATICAL CONCEPTS+SKILLS Show comprehension of a simple sentence made up of decodable words + familiar high frequency words by matching to the corresponding picture. Sentence level: 2. Use two dimensional shapes to make pictures and patterns. Begin to relate subtraction to taking away and counting how many are left. Infant 2+3 Learning Objectives 1. Identify and name the shapes: circle, square, rectangle, triangle, diamond. Identify the 3 dimensional shape: sphere Cut out the sentences and glue them under the right picture. Make a mini book based on ‘I want to be an Astronaut’. KN+UND OF THE WORLD 1. Talk about the illustrations in ‘I want to be an Astronaut’. Show an awareness of spaceships + basic astronaut equipment SOCIAL SKILLS *Join in with reading and retelling of simple stories. Text level: 3. Sequence story picture cards. 2. Listen to story and stand up with picture card when it occurs in story. 1. Listen to story: ‘I want to be an Astronaut’. *See lesson plan. Topic Web: Overall context for example (Infant 2+3) lesson plans and materials. Sing and act out song: 5 Little Aliens (tune: 5 little ducks). Make a rocket using two dimensional shapes. Play the “Feely Bag” Game: touch + identify different objects: e.g. button, ball, marble, coin and say if they are shaped like a circle or a sphere. The integrated curriculum for the infant stage 75 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo 6.2. Sample lessons Cycle: Infants Year: 4 Year Olds Topic: Space Learning Objectives Evidence for Assessment: WALT Listen to the story and put the story in order. (Curriculum objective: Join in with reading and retelling of simple stories) WILF You to put story cards in the right order as a group. Children’s group book. Observation chart. Observation during questioning. Language structures This goes here because… This is in right/not right order. Well done, Very good, Nearly there. Grouping Timing Pupils Teacher/s Whole Class 10 min Sing sit down song and good morning song. Children sing starter rhyme. Children answer ‘good morning’ to name called. Sing days of the week song. Sing weather song. Lead sit down and good morning song and encourage children to join in. Gain attention of the children with a starter rhyme (e.g. Humpty Dumpty). Lead days and weather songs and encourage children to join in. Choose the daily ‘helper’ and ask them to change the day, date, weather, month cards. Share WALT using a puppet (e.g. We are listening to a story and putting the story in order) Outline of Activities Whole Class Talk partners 5 min 10 min Lesson Management 76 Groups Groups Plenary Whole class 10 min 10 min 15 min Materials Calendar chart and cards Puppet Sing ‘Five Little Astronauts’. (E.g. One child is the captain, five children take turns to fly into space as astronauts). Choose six children to act out song and give out props (masks, walkie talkies…). Lead the song and encourage pupils to join in with singing the song and counting (e.g. How many astronauts are left/ missing?) Props Children discuss illustrations and join in with missing words. Talk partners to answer teacher’s questions. (E.g. Children have time to discuss the answer with a partner before answering). Read story to children ‘I Want to be an Astronaut’, point to title and author. Point to the text while reading, miss words out (e.g. The rocket is flying out into…) and ask about the illustrations (e.g. What’s this? What’s the astronaut wearing on his head?...) Give children time to talk to talk partner before answering some questions. ‘I Want to be an Astronaut ‘ by Byron Barton Listen to the story again. Stand up when they hear their part of the story. Rest of class give thumbs up if correct. Each group decides which story card text matches with. Share WILF and I Can Statements (see Assessment). Give out large story cards to groups. Read the story again. Read out simple sentences for each picture. Ask questions (e.g. Where does this go?) Emphasise language structures (e.g. This is in right order…, This goes here because…) Large picture story cards. Large text story cards. Make large book by ordering pictures in a group. Teacher and extra adult observe two groups (one each) using chart for observation whether children can order the story. Make a note of struggling children. Praise discussing and co-operative work group. Large story pictures. Observation chart. Two groups swap their books to check if pictures are in right order. Each group looks at book and show traffic light fans to say whether they think the book is right (green), or nearly right (orange) or if the group need more help (red) and give reasons. Swap back and make necessary changes to their own book. Fasten books. Children indicate whether they are happy/nearly there/need more help with each I Can statement. Children sing tidy up song and tidy things away. Sing goodbye song and sit ready for the next activity. Teacher and extra adult lead groups swapping work and feedback to each group. Praise constructive feedback (e.g. Well done, nearly right because…) Help children fasten books. Remind pupils of the WILF and I Can statements. Ask pupils whether they think they have achieved the I Can statements by saying and showing each one physically. Book fasteners Traffic light fan per group Finished book for each group Lead tidy up song and model tidying things away in the classroom. Praise children helping to tidy. Lead goodbye song. Say ‘goodbye, see you later’. Assessment I can listen to the story. I can answer questions about the story. I can put story cards in the right order. Evaluation Observations for further planning (evaluation of your teaching). The integrated curriculum for the infant stage 77 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Cycle: Infants Year: 5 Year Olds Topic: Climate Change/ The Solar System Learning Objectives Evidence for Assessment: WALT How to look after our planet. (Curriculum objective: Develop an awareness of how to care for the environment). WILF You to sort pictures into ‘happy planet’ or ‘sad planet’. Language structures It is a sad/happy earth because.... It goes here because... Right, nearly right, need more help.... because... Pupil’s group charts, post-it notes on group work observations and photos showing each group working. Why? Outline of Activities Grouping Timing Pupils Teacher/s Materials Whole Class 10 min Sing sit down song and good morning song. Children sing starter rhyme. Children answer ‘good morning’ to name called. Sing days of the week song. Sing weather song. Lead sit down and good morning song and encourage children to join in, gains attention of the pupils with a starter rhyme (e.g. Incy Wincy Spider). Lead days and weather songs and encourage children to join in. Choose the daily ‘helper’ and ask them to change the day, date, weather, month cards. Share WALT using puppet. (E.g. We are learning to look after our planet) Calendar chart and cards Sing ‘The Planets Move Around the Sun’. Children given a planet necklace with the name of the planet to act out rhyme. (E.g. One child is the sun in the middle, pupils with planets take turns to move around sun). Lead the song and encourage pupils to join in with singing the song and help to recognise planet name (e.g. What sound does it start with?) Extra adult can help children move around the child who is the sun if necessary. 78 Lesson Management Whole Class 10 min Whole Class 5 min Children discuss illustrations and join in with missing words. Talk partners to answer teacher’s questions. (E.g. Children have time to discuss the answer with a partner before answering). Place ‘happy earth’ and ‘sad earth’ cards on the board. Show example picture of something that affects the environment. Ask ‘does this make the earth happy or sad? Why?’ Listen to a few answers emphasising language structures, ‘It is a sad/happy earth because....’ Mixed ability groups of 4/5 20 min Children help to form “I Can” statements by answering the puppet. (See ‘Assessment’) Children move to chairs in groups. They cut out pictures on Resource 1 and place them in happy earth or sad earth chart on A3 paper. When the group are happy with their decisions, use glue to stick onto paper. Share “I Can” Statements with children using a cheeky puppet saying ‘I’m sure you can’t listen in your group’, children respond with ‘I can listen in my group’. Observe groups and note on post-it notes for use later. Praise discussing which earth each picture belongs to and cooperative group work. Additional adult in the classroom can take a photo of each group working. Plenary 15 min Children show charts to the class group by group. The rest of class look at chart and show traffic light fans to say whether they think the chart is right (green), or nearly right (orange) or if the group need more help (red) and give reasons. Emphasise language structures (e.g. Nearly right because....) Praise correct work and helping other groups. Share positive observations noted on post-it notes for each group for good group work. Share photos and comment on how the group are working (e.g. Look..... is listening to .....). Whole class Children indicate whether they are happy/nearly there/need more help with each I can statement. Children sing tidy up song and tidy things away. Sing goodbye song and sit ready for the next activity. Ask children whether they think they have achieved the I Can statements by saying and showing each one physically. Puppet Planet necklaces Happy/sad earth cards (See Resource 2) Example picture Puppet Digital camera Post-it notes A3 copies of Resource 1 per group A3 Paper with happy/sad earth chart (Resource 2) per group Glue/ scissors Traffic light fan per group Finished work for each group Photos from session on computer screen/ projector Lead tidy up song and model tidying things away in the classroom. Praise children helping to tidy. Lead goodbye song. Say ‘goodbye, see you later’. Assessment I can work well in a group. (Talk to my group. Listen to my group). I can sort pictures into happy/sad earth. I can help another group with their work. Evaluation Observations for further planning (evaluation of your teaching). The integrated curriculum for the infant stage Resource 1 79 Resource 2 The Earth is happy The Earth is sad Topic based resources Songs used in both plans: GOOD MORNING SONG Good morning, hello! Good morning, hello! To you and you and you. DAYS OF THE WEEK SONG Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday too, 1, 2, 3, 4, 5, 6, 7 days, Each day different and everyday new! WEATHER SONG What’s the weather like today? Like today? Like today? What’s the weather like today? Is it… (sunny, rainy, cloudy etc?) TIDY UP SONG Everybody tidy up, tidy up 1, 2, 3, tidy up, tidy up, you and me. SIT DOWN SONG Everybody sit down, sit down, sit down, everybody sit down, on the floor. THE PLANETS MOVE AROUND THE SUN (tune: ‘The Wheels on the Bus”) The planets move around the sun, Around the sun, Around the sun, The planets move around the sun, All day long. FIVE LITTLE ASTRONAUTS (Tune: ‘5 Little Ducks’) Five Little astronauts went flying one day, Out into space and far away, The captain said, Zap, zap zap, zap, But only four little astronauts came flying back. 81 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo TOPIC BASED RESOURCES Topic Name: Myself Fiction Books ALIKI. My hands. Harper Collins, 1991. BATES, Ivan. All by myself. HarperCollins, 2000. BEAUMONT, Karen. I like myself. Harcourt Children’s Books, 2004. BUNTING, Eve. Flower Garden. Harcourt Children’s Books, 2004. COONEY, Nancy W. The Wobbly tooth. COUSINS, Lucy. Maisy goes to bed. Little, Brown Young Readers, 1990. EVANS, Jean and Lynne BURGES. Myself. (Themes for Early Years). Scholastic. 2006. HUNT, Rod, The wobbly tooth. Putman, 1978. INKPEN, Mike. One bear at bedtime. Hodder Children’s Books, 1989. PENN, Audrey. The kissing hand. Child & Family Press, 2003. PERKINS, Al. The Nose Book. Random House Books for Young Readers, 2003. ROSS, Tony. I want my potty. Andersen, 1986. SHARRATT, Nick. What do I look like? Walker Books, 2008 THOMPSON, Carol. In my bathroom. Delacorte Books for Young Readers, 1990. WILLIS, Jane and ROSS, Tony. The boy who lost his belly button. Dorling Kindersley Publishing, 2000 Non-Fiction Books All About Me (Teaching topics in English). Richmond World Facts. Richmond Publishing 2005. ALIKI. My Five Senses. HarperCollins, 1998 82 Songs “If you’re happy” “How do you feel today?” “Here we go around the Mulberry Bush” “ Head, Shoulders Knees and Toes” “The Hokey Cokey” “Raise your hands above your head” “Ten little Fingers” “Fingers like to wiggle, waggle” “Two little eyes”. Super Songs for very young learners. Oxford University Press, 1997. “I’ve got 4 eyes”. CANT, Amanda and Mary CHARRINGTON. Fun Time 2 Heinemann. “Get out of bed”. GERNGROSS, Günter and Herbert PUCHTA. Playway to English. Cambridge University Press, 1998. “Sad monster Chant”. CANT, Amanda and Mary CHARRINGTON. Fun Time 2. Heinemann For lyrics, visit www.kididdles.com Audiovisuals DVDs: “Maisy’s Farm” “Tweenies” Online Activities www.bbc.co.uk/cbeebies Computer Software Myself CD ROM - Scholastic Topic based resources Topic Name: Myself (cont.) Teacher Resource Books EVANS, Jean and BURGESS, Lynne. Myself: Themes for Early Years. Scholastic Ltd, 2006 GRAY, Sally. Ourselves: Themes for Early Years Photocopiable. Scholastic Ltd, 1999 Miscellaneous Photos with children expressing different feelings Pictures of children from different countries Wash bags with clothes Products we use to take care of our bodies: soap, shampoo, comb, etc. Topic Name: I Go to School Fiction Books GUTMAN, Anne & HALLENSLEBEN, Georg. Penelope at School. The Bodely Head, 2005 CLARKE, Gus. What would we do without Missus Mac? (big book) Andersen Press London, 2002 COUSINS, Lucy. Maisy Goes to School. Candlewick Press, 2005 HILL, Eric. Spot Goes to School. Warne, 2009 Non-Fiction Books CIVARDI, Anna. Going to School. Usborne First Experience, 2005 Songs http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/c/cows.shtml tweenies song with some house vocab. http://www.bbc.co.uk/cbeebies/tikkabilla/music/family.shtml song about family http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/g/gonna.shtml gonna build a house-song http://www.kizclub.com/storytime/ten-in-the-bed/print/tenprint1.html song with pictures Audiovisuals Online Activities http://www.kizclub.com/storypatterns/mum.pdf http://www.kizclub.com/storypatterns/dad.pdf http://www.kizclub.com/storytime/goldistory/print/goldiprint1.html goldilocks and three bears http://www.kizclub.com/pigstory/print/pigprint1.html the three little pigs http://www.kizclub.com/bearstory/print/bearprint1.html http://www.bbc.co.uk/cbeebies/rolymo/library/stories/house.shtml good computer activity for house vocabulary and story sequencing http://www.bbc.co.uk/cbeebies/fimbles/comfycorner/story8.shtml computer game http://www.bbc.co.uk/cbeebies/stories/threebearsnewbaby.shtml Computer Software Teacher Resource Books Miscellaneous School Realia http://www.kizclub.com/Topics/myself/schoolsupplies1.pdf school vocabulary; matching http://www.kizclub.com/Clipart/classroom1.pdf more vocabulary, good for flashcards 83 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: Our Homes and Families Fiction Books BENNETT, David. Whose Home? Mammoth, 1997 BROWNE, Anthony. My Dad. Picture Corgi Books, 2001 CLARKE, Gus. Along came Eric. (big book) Andersen Press London, 1991 COUSINS, Lucy. Maisy’s Bedtime. Walker Books, 1999 COUSINS, Lucy. Maisie takes a Bath. Candlewick Press, 2000 COUSINS, Lucy. Where does Maisy Live? Candlewick Press, 2000 CRABTREE, Sally. The higgledy piggledy Pigs. Macmillan Books, 2005 CUMMINGS, Pat. My Aunt Came Back. Harper Festival,1998 DONALDSON, Julia. A Squash and a Squeeze. Macmillan Children’s Books, 2000 HILL, Eric. Spot’s Baby Sister. Heinemann LTD, 1991 HILL, Eric. Spot Visits his Grandparents. Puffin, 2003 HILLMAN, Janet. Goldilocks. Literacy Links Big Book 2001 LEWIN, Hugh. Jafta´s Mother. Hamish Hamilton, 1981 MURPHY, Jill. A piece of cake. Walker Books, 2005 MURPHY, Jill. Five Minutes Peace. Walker Books, 1986 MURPHY, Jill. Peace at Last. Macmillan, 2007 SHARRATT, Nick. Goldilocks. Macmillan Children’s Books, 2004 SHARRATT, Nick. Smart Aunties. Walker Books, 1992 UMANSKY, Kaye. A Chair for Baby Bear. OUP, 2004 ZIEFERT, Harriet & BOON, Emilie. Little Hippo’s New House. Dorling Kindersley,1997 84 Classic Fairytales The Three Little Pigs Little Red Riding Hood Goldilocks And The Three Bears Non-Fiction Books DOERING, Ann. Homes around the World ABC. A+ Books, 2005 MORRIS, Ann. Houses and homes. Willian Morrow, 1995 OXFAM. Come home with us. Child´s Play Ltd, 1995 PARR, Todd. The Daddy Book. Little, Brown & Co, 2002 PARR, Todd. The Family Book. Little, Brown & Co, 2003 PARR, Todd. The Grandma Book. Little, Brown & Co, 2006 PARR, Todd. The Grandpa Book. Little, Brown & Co, 2006 PARR, Todd. The Mommy Book. Little, Brown & Co, 2002 PARR, Todd. We Belong Together. Little, Brown & Co, 2007 Songs “3 little ducks” “5 in the bed” “A house is where I live”. Playground (OUP) “Down in the forest where nobody goes” “I´m gonna build a house” “Tommy Thumb” “When Goldilocks went to the house of the bears” Topic based resources Topic Name: Our Homes and Families (cont.) For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/c/cows.shtml tweenies song with some house vocabulary. http://www.bbc.co.uk/cbeebies/tikkabilla/music/family.shtml song about family http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/g/gonna.shtml gonna build a house-song http://www.kizclub.com/storytime/ten-in-the-bed/print/tenprint1.html song with pictures Audiovisuals DVDs The little Princess Peppa Pig Maisy Mouse Spot the dog Online Activities www.bbc.co.uk/cbeebies/rolymo/library/stories/house.shtml good computer activity for house vocabulary and store sequencing www.bbc.co.uk/cbeebies/fimbles/comfycorner/story8.shtml computer game www.bbc.co.uk/cbeebies/stories/threebearsnewbaby.shtmlwww.kizclub.com/storypatterns/mum.pdf www.britishcouncil.org/kids www.EnchantedLearning.com www.kizclub.com/storypatterns/dad.pdf www.kizclub.com/storytime/goldistory/print/goldiprint1.html goldilocks and three bears www.kizclub.com/pigstory/print/pigprint1.html the three little pigs www.kizclub.com/bearstory/print/bearprint1.html www.maisymousefunclub.com www.peppapig.com/ www.starfall.com Computer Software Teacher Resource Books HEALD, Chris. Homes: Themes for Early Years. Scholastic Ltd, 1995 Miscellaneous Different materials for building houses (bricks, straw, sticks). Photos different family groups, family photos of pupils to make book/display. Pictures of homes and buildings in different countries. http://www.kizclub.com/Topics/myself/home.pdf http://www.kizclub.com/Topics/myself/room.pdf spot the difference game http://www.kizclub.com/Topics/myself/myfamily.pdf http://www.kizclub.com/Topics/myself/familytree.pdf http://www.kizclub.com/craft/home-1.pdf http://www.kizclub.com/craft/home-1.pdf 85 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: People who help us Fiction Books ADAMSON, Jean. Topsy and Tim, People who help us. Ladybird Books, 1999 CIVARDI, Anna. Going to the doctor. Usborne First Experiences, 2005 COUSINS, Lucy. Doctor Maisy. Candlewick Press, 2001 COUSINS, Lucy. Maisy Drives the Bus. Candlewick Press, 2000 COUSINS, Lucy. Maisy Goes to the Hospital. Walker Books Ltd, 2007 FREEMAN, Don. Corduroy Goes to the Doctor. Viking, 2005 HAFNER, Marylin Mums Don’t Get Sick. Walker Books Ltd, 1996 ROSS, Tony. I want to be. Harper Collins, 2002 SIRETT, Dawn. Going to the dentist. Usborne First Experiences, 2005 BLACKSTONE, Stella. Bear at Work. Barefoot Books, 2008 Non-Fiction Books HUNTER, Rebecca. People who help us. Series (vet, police, firefighter, doctor etc).Cherrytree Books, 2008 Songs 86 “5 currant buns” “Cobbler, cobbler, mend my shoe” “Pat-a-cake” “Miss Polly had a dolly” “People who help us”, www.singup.org/songbank/ “People who help us”, book and CD (out of the arc) “Peter works with one hammer” For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net Audiovisuals DVDs: Fireman Sam Postman Pat Higglytown Heroes to the Rescue. Buenavista Home Video Bob the builder Online Activities www.starfall.com www.kidzclub.com www.EnchantedLearning.com Computer Software Bob the Builder: Bob Builds a Park. BBC, 2002 Teacher Resource Books FARR, Anne and MORRIS, Janet. People Who Help Us: Themes for Early Years. Scholastic Ltd, 1997 TAVENER Jenni. People Who Help Us: New Themes for Early Years. Scholastic Ltd, 2007 Miscellaneous Posters/pictures of people who help us Create hospital/doctors role play area Dressing up outfits/props for different roles Topic based resources Topic Name: In the City Fiction Books COUSINS, Lucy. Maisy Goes to the Library. Candlewick Press, 2005 COUSINS, Lucy. Maisy Goes to the Museum. Candlewick Press, 2009 ISADORA, Rachel, City Seen from A to Z. HarperCollins, 1992 MITSUMASA, Anno, Anno’s journey. Putnam Juvenile, 1997 MCFARLANE, Sheryl, In the City (What’s that sound).Fizhenry & Whiteside, 2004 MOORE, Lou. I live in the City. ABC Western Publishing Company, 1969 WALNER, John (Illustrator), City Mouse-Country Mouse. Scholastic Paperbacks, 1987 Non-Fiction Books HATT, Christine. London. Chrysalis Children’s Books, 2001 Hello, where do you live? A Big City (Teaching Topics in English).Richmond World Facts. Richmond Publications, 2005 Songs “ London Town” “London Bridge” For lyrics, visit www.kididdles.com Audiovisuals Online Activities Computer Software Teachers Resources Miscellaneous Postcards of different cities. Maps of cities, undergrounds, etc. Photographs of the children’s neighbourhood Topic Name: I go shopping for food Fiction Books ALLEN, Jonathan. The little red hen. Corgi Books, 2003 BARTLETT, Alison and FRENCH, Vivian. Oliver’s Fruit Salad. Hodder Children’s Books, 1998 BARTLETT, Alison and FRENCH, Vivian. Oliver’s Vegetables. Hodder Children’s Books, 1995 BIRCHALL, Mark. Hen Goes Shopping. Dial Books, 2002 BURNINGHAM, John. The Shopping Basket. Candlewick Press, 1997 CARLE, Eric. The Very Hungry Caterpillar. Puffin, 1995 COUSINS, Lucy. Maisy Goes Shopping. Candlewick Press, 2001 COUSINS, Lucy. Maisy Makes Lemonade. Candlewick Press, 2002 ELFFERS, Joost and FREYMANN, Saxton. Fast Food. Arthur A. Levine Books Mar 2006 ELFFERS, Joost and FREYMANN, Saxton. Food Play. Chronicle Books, 2006 GODDARD, Neil. Never use a knife and fork. Macmillan, 2008 HILL, Eric. Spot bakes a cake. Puffin Books, 2003 HUTCHINS, Pat. Don´t forget the bacon. Red Fox Classics, 2002 KERR, Judith. The tiger who came to tea. Harper Collins, 2002 LOBEL, Arnold and ZIEFERT, Harriet. Bear Goes Shopping. Sterling, 2005 SHARRATT, Nick. Ketchup on your cornflakes. Scholastic, 2006 YEE, Patrick. Little Buddy Goes Shopping. ABC/The All Children’s Co, 1992 87 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: I go shopping for food (cont.) Classic Fairytales: Goldilocks and the Three Bears The Gingerbread Man Non-Fiction Books EHLERT, Lois. Eating the Alphabet. Harcourt Brace International, 1993 LLEWELLYN, Claire. Healthy eating. QED Publishing, 2008 O’BRIEN-PALMER, Michelle. Healthy me. Chicago Review Press, 1999 ROYSTON, Angela. Why should I eat this carrot? Heinemann, 2004 Songs 88 “Apples and Bananas” “Five Currant Buns”, Supersongs “Five Fat Sausages”, Supersongs “How Many Fruits”, Tweenies “I Like”, Tweenies “Jelly on a Plate”, Supersongs “Mix a pancake, stir a pancake” “On Top of Spaghetti” “Steven, Steven won´t you come to tea?” “Tall Shops”, Supersongs For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net Audiovisuals “Elmo’s World”, Food, Water & Exercise (DVD) Sony, 2005 “The Very Hungry Caterpillar & Other Stories”, (DVD) 2006 Spot DVDs Maisy DVDs Online Activities www.bbc.co.uk/cbeebies/tweenies/gametime/bellastall/ www.bbc.co.uk/cbeebies/bigcooklittlecook www.playnormous.com/gameplay_lunchcrunch.cfn pbskids.org/caillou/immersivegames www.starfall.com www.kidzclub.com www.EnchantedLearning.com Computer Software Clifford The Big Red Dog Thinking Adventures (Scholastic PC game) Teacher Resource Books CLARK, Lesley. Food: Themes for Early Years. Scholastic Ltd, 1998 Miscellaneous For imaginative play area: plastic food and money, toy cash register, supermarket leaflets, shopping lists, chef’s hat and apron, recipes Food to taste Fruit and vegetable seeds Topic based resources Topic Name: Transport Fiction Books BARTON, Byron. I want to be an astronaut. Harper Trophy, 1992 BEE, William. And the train goes. Walker Books, 2008 BURNINGHAM, John. Hey! Get off our train. HarperCollins, 1993 BURNINGHAM, John. Mr Grumpy’s motorcar. Puffin Books, 1987 COUSINS, Lucy. Maisy likes driving. Walker Books, 2001 DANN, Penny. Row, row, row your boat. Orchard Books 2001 DANN, Penny. The wheels on the bus. Orchard Books 2001 GRINDLEY, Sally. Don’t Rock the Boat. DK 2001 KUBLER, Annie. The wheels on the bus. Child’s Play International, 2001 ROCKWELL, Anne. Big wheels. Dutton Children’s Books, 1986 RODDIE, Shen. & NEWTON, Jill. Please don’t chat to the Bus Driver. Bloomsbury, 2000 STOCKHAM, Jess. Down by the station. Child’s Play International, 2002 Non-Fiction Books MACLAREN, Thando and DAMON, Emma. All kinds of transport. Tango Books, 2006 ROCKWELL, Anne. Space Vehicles. Dutton Children’s Books, 1994 Songs “The wheels on the bus” - Super Songs for very young learners. OUP, 1997 “Row, row, row your boat” – Sarah Williams. Round and round the garden. OUP, 1985 “Down at the station” – Ian Beck and Sarah Williams. Ride a cock-horse. OUP, 1986 “Polly goes by boat” – Leonor Concari et al. Sip Snap A. Macmillan Heinemann ELT, 1990 For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net Audiovisuals AUDIOBOOKS MITTON, Tony and PARKER, Ant. Kingfisher, 1998. “Amazing Aeroplanes” “Terrific Trains” “Dazzling Diggers” “Flashing Fire Engines” “Tremendous Tractors” “Tough Trucks” DVD “Maisy. Colours and Counting”, Universal Pictures, 1998 Online Activities www.bbc.co.uk/cbeebies/ www.kidzclub.com www.abcteach.com Computer Software Teacher Resource Books HEALD, Chris. Journeys: Themes for Early Years. Scholastic Ltd, 1996 Miscellaneous Toy vehicles Bus in the role-play area Traffic Signs 89 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: Climate Change Fiction Books BUTTERWORTH, Nick. After the Storm. HarperCollins, 1992 CARLE, Eric. Little Cloud. 1996 DONALDSON, Julia. The Snail and the Whale. Macmillan, 2004 SOLLINGER, Emily. This Is Our World. Simon & Schuster, 2010 Non-Fiction Books ASCH, Frank. The Earth and I. Gulliver Green, 1994 GREEN, Jen. Why Should I protect Nature? Barron’s Educational Series, 2005 GREEN, Jen. Why Should I Recycle? Barron’s Educational Series, 2005 GREEN, Jen. Why Should I Save Energy? Barron’s Educational Series, 2005 ROCKWELL, Anne. Our Earth. Voyager Books, 2000 WALSH, Melanie. 10 Things I can do to Help My World. Candlewick Press, 2008 Songs http://www.bbc.co.uk/cbeebies/tweenies/songtime/songs/i/ihearthunder.shtml Tweenies songs Audiovisuals Online Activities 90 http://www.kizclub.com/storytime/skystory/print/skyprint1.html Story: things in sky, weather, night and day http://www.kizclub.com/storytime/windstory/print/windprint1.html story: As above http://www.kizclub.com/waterstory/water1.html. Facts about water, good for introducing how not to waste water. http://www.kizclub.com/storytime/winteranimals/print/winterprint.html: About migration and hibernation. Good for introducing climate change http://www.kizclub.com/seasonstory/print/beginprint.html .Seasons. http://www.kizclub.com/treestory/print/treeprint1.html Looking after environment http://www.bbc.co.uk/cbeebies/balamory/hoolie/weather.shtml computer game, good fun, things you need depending on weather http://www.starfall.com/n/holiday/earthday/load.htm?f&n=main Recycling computer game. Computer Software Teacher Resource Books: MARTIN, Fran and OWENS Paula. Caring for our World: A practical guide to ESD for ages 4-8. Geographical Association, 2008 Miscellaneous Plants and flowers in the classroom Recycling Stations in the school and classrooms Topic based resources Topic Name: The Solar System Fiction Books BARTON, Byron. I want to be an Astronaut. Harper Trophet, 1992 BARTRAM, Simon. The man on the moon! Templar Pub, 2004 CARLE, Eric. Papa please get the moon for me. Neugebauer Press, 1998 JEFFERS, Oliver. The way back home. Harp and Collins, 2008 JEFFERS, Oliver. How to catch a star. Harp and Collins, 2005 MCNAUGHTON, Colin. Here come the aliens! Walker Books, 1997 MITTON, Tony. Roaring rockets. Kingfisher Books, 1999 MORGAN, Gaby. Space Poems. Macmillan, 2006 MURPHY, Jill. Whatever Next. Macmillan, 2007 RABE, Tish (Doctor Seuss). There´s no place like space: all about our solar system. Random books, 1999 Non-Fiction Books BORG, Janet. Stars and Planets. Lark Books, 2007 BRANLEY, Franklyn. The Planets in our Solar System. HarperCollins, 1998 BRANLEY, Franklyn. What makes Day and Night. HarperCollins, 2008 GOLDSMITH, Mike. Solar System. Kingfisher Young Knowledge, 2006 Songs “3 little men in a flying saucer” “Climb aboard the spaceship” - words www.preschooleducation.com/sspace “Flying from sun to stars” – words www.b.c.org/kids-songs-space “Four little stars” “Space action song” “Twinkle twinkle” Audiovisuals DVD Adventures of button moon. 2001 DARNELL, John. Hole in blanket sky. 2008 DARNELL, John. Online Activities www.britishcouncil.org/kids www.kidzclub.com www.EnchantedLearning.com www.kidSites.com http:spaceplace.jpl.nasa.gov/en/kids/ds1dots.shtml Computer Software Teacher Resource Books HEALD, Chris. Journeys: Themes for Early Years. Scholastic Ltd, 1996 Miscellaneous Paper maché planets Rockets made from re-cycled materials Space music for dance and movement 91 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: Summer Fiction Books BROWNE, Eileen. Handa’s Surprise. Walker Books, 1994 COUSINS, Lucy. Maisy Makes Lemonade. Walker BOOKS Ltd, 2004 DONALDSON, Julia. The tale of the whale. Macmillan Books, 2004 DOWLING, Paul. Jimmy’s Sunny Book. Andersen Press, 1994 HAMILTON, Richard. Polly´s picnic. Igloo Books 2007 HILL, Eric. Spot goes on Holiday. Puffin Books, 1985 WADDELL, Martin. and BARTON, J. The pig in the pond. Walker Books, 1992 WADDELL, Martin. The big big sea. Walker Books, 1994 Non-Fiction Books HUGHES, Monica. Our World. Our Clothes, form hat to shoes. Heinemann, 2002 Songs “At the Beach” RILEY, A. and GAYNOR, J. “Bobbing up and down in a boat on the sea” “I love the sun” BLANCHE, H. and NEWELL BARBOUR, F. “Incey Wincey Spider” “The sun has got his hat on” “You are my sunshine” 92 For lyrics, visit the websites: www.kididdles.com and www.elyrics.net Audiovisuals Audiobook: Tell and Sing a Story “At the Seaside”, ELI 1992 Video Tape: “Maisy. Colours and Counting”, Universal Pictures, 1998 “Maisy’s Farm”, Universal Pictures, 2001 “It’s Fun to Learn with Spot”, HILL, Eric. Abbey Broadcast Communications, 1991 DVD: “Magic English. Changing Seasons”, Disney 2003 Online Activities www.bbc.co.uk/cbeebies/ www.kidzclub.com www.abcteach.com Computer Software Teacher Resource Book GARNETT, Sue. Summer: Themes for Early Years. Scholastic, 1999 Miscellaneous Baby summer clothes and teddy to be dressed Objects we use at the beach Flashcards of summer sports (or cutting out from magazines) Topic based resources Topic Name: Autumn Fiction Books ASBURY, Kelly and BURG, Ann. Autumn Walk. Harper Festival, 2003 BECK, Ian. The Ugly Duckling. Orchard, 2007 BLACKSTONE, Stella. Bear in Sunshine. Barefoot Books, 2001 BRIDWELL, Norman. Clifford’s First Autumn. Scholastic, 1997 BUTTERWORTH, Nick. After the Storm. HarperCollins, 1992 MARTHE, Jocelyn. Ready for Autumn. Tundra Books, 2008 MULLER, Gerda. Autumn. Floris Books, 1994 ROCKWELL, Anne. Apples and Pumpkins. Prentice Hall, 1989 ROSEN, Michael and OXENBURY, Helen. We’re going on a Bear Hunt. Walker Books, 2004 TAFURI, Nancy. The Busy Little Squirrel. Simon & Schuster Children’s Publishing, 2007 Non-Fiction Books MAESTRO, Betsy. Why Do Leaves Change Colour? Harper Trophy, 1994 Songs “Autumn Leaves Are Falling Down” “Here is a Tree” “Incy Wincy Spider” (Supersongs) “It’s Raining, It’s Pouring” (Supersongs) For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net 93 Audiovisuals DVD The Ugly Duckling, Disney Online Activities http://www.bbc.co.uk/cbeebies/autumnwatch/ http://funschool.kaboose.com/formula-fusion/games/game_fun_in_the_garden.html http://funschool.kaboose.com/fun-blaster/thanksgiving/games/game_fall_fever.html http://www.nickjr.com/playtime/shows/dora/games/dora_ticosacorn.jhtml Computer Software Teacher Resources FILER, Janice. Autumn: Themes for Early Years. Scholastic Ltd, 1999 COURT, Carol. Autumn and Winter Festivals: Themes for Early Years. Scholastic Ltd, 1997 Miscellaneous Puppets Leaves and nuts Weather charts Clothes Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: Winter Fiction Books BRIGGS, Raymond. The Snowman. Puffin Books, 1980 CAMPBELL, Rod. Buster Gets Dressed. Campbell Books Ltd, 2006 COLEMAN, Michael. Ridiculous. Little Tiger Press, 2008 COUSINS, Lucy. Maisy Goes Swimming. Walker Books, 2008 FLEMING, Denise. The First Day of Winter. Henry Holt & Company, 2005 GLASER, Linda. It’s Winter. Millbrook Press, 2002 KEATS, Ezra Jack. The Snowy Day. Puffin Books, 1976 ROFFEY, Maureen. Look, There’s my Hat. Macmillan Children’s Books, 1995 SHARRATT, Nick. The Green Queen. Walker Books, 2007 Non-Fiction Books BANCROFT, Henrietta. Animals in Winter. HarperCollins, 1997 Songs “Diddle Diddle Dumpling” “Five Little Snowmen “ (Tweenies) “I Am a Little Snowman” “This is the Way ( I Put on My …)” For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net Audiovisuals DVD 94 The Snowman. BRIGGS, Raymond. Universal Pictures, 2008 The Snowy Day. KEATS, Ezra Jack. Scholastic, 2003 Elmo’s World. Jackets, Hats &Shoes. Sony, 2002 Online Activities http://www.bbc.co.uk/cbeebies/charlieandlola/funandgames/dressing_up/ http://pbskids.org/caillou/games/dresscaillou.html http://www.nickjr.com/playtime/shows/max_ruby/games/maxr_skating.jhtml http://www.nickjr.com/playtime/shows/max_ruby/games/maxr_dressup.jhtml http://www.bbc.co.uk/cbeebies/boogiebeebies/play/christmas/ http://www.bbc.co.uk/cbeebies/balamory/games/embedded_games/snowstorm.shtml http://www.funwithspot.com/uk/website.html http://www.maisyfunclub.com Computer Software Pingu and Friends. BBC, 1999 Teacher Resource Books LONSDALE, Mary and MATUSIAK, Caroline. Seasonal Activities- Autumn and Winter: (Bright Ideas for Early Years). Scholastic Ltd, 1991 MORRIS, Jenny. Winter: Themes for Early Years. Scholastic Ltd, 1999 Miscellaneous Real clothes Toy washing machine Washing line Dolls Magnet board figures Topic based resources Topic Name: Spring Fiction Books BROWNE, Ruth. Ten Seeds. Anderson Press Ltd, 2001 BUTTERWORTH, Nick. Jasper’s Beanstalk. Hodder Children’s Books, 1992 (2008 new ed) CAIN, Sheridan. The Crunching, Munching Caterpillar. Little Tiger Press, 2005 CAMPBELL, Rod. Oh Dear! CARLE, Eric. The Bad-tempered Ladybird. Puffin, 1999 CARLE, Eric. The Tiny Seed. Picture Puffin, 1997 CARLE, Eric. The Very Hungry Caterpillar. Puffin Books, 1995 DONALDSON, Julia. Monkey Puzzle. Macmillan Children’s Books, 2000 EMMETT, Jonathan. Ruby Flew Too! Macmillan Children’s Books, 2005 FINN, Isobel. The Very lazy Ladybird. Little Tiger Press, 2000 HILL, Eric. Spot Goes to the Farm. Putnam Publishing Group, 2001 HOOD, Susan. Caterpillar Spring, Butterfly Summer. Reader’s Digest Association, 2003 HUTCHINS, Pat. Titch. Red Fox, 1995 HUTCHINS, Pat. You’ll Soon Grow into Them Titch. Harper Collins, 1992 MOSES, Brian. There’s a Beetle in the Bathroom. Picture Puffin, 2001 ROCKWELL, Anne. My Spring Robin. Turtleback, 1996 SEULING, Barbara. Spring Song. Gulliver Books, 2001 SHARKEY, Niamh and TOLSTOY, Aleksei. The Gigantic Turnip. Barefoot Books, 2006 SYKES, Julia. Dora’s Eggs. Little Tiger Press, 1997 TARBETT, Debbie. Ten Wriggly Wiggly Caterpillars. Little Tiger Press, 2004 WALTERS, Catherine. When Will It Be Spring? Little Tiger Press, 1998 WOOD, A.J. The Golden Egg. Templar Publishing, 2002 Jack and the Beanstalk, (A variety of versions are available, see fairytales for details.) The Enormous Turnip (big book) Classic Tales (beginners) by O.U.P. Non-Fiction Books BYGRAVE, Linda. I am a Frog. Chrysalis Children’s Books, 1998. GODWIN, Sam. A seed in Need. Wayland, 1998. HELLINGMAN, Deborah. From Caterpillar to Butterfly. HarperCollins, 1996. HUGHES, Monica. Spring (Read and Learn: Seasons) Raintree Publishers, 2004. JENKINS, Rhonda. My Bean Diary (Discovery World) Heinnemann Educational Publishers, 1997. Life Cycles (various authors) Series by Read and Learn, Raintree Publishers. Stopwatch Science- Chicken and Egg, Butterfly and Caterpillar, Bumblebee, Snail, Tadpole and Frog (various authors) Series by A&C Black Publishers Ltd. 1998. Songs “Five little butterflies” “I can sing a rainbow” “I like eating worms” “Incy Wincy Spider” “I’m a hungry caterpillar” “Little Arabella Miller” “The Ants” (Tumble Tots CD 1) “Three little ducks” “Three little speckled frogs” “There’s a tiny caterpillar on a leaf” For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net 95 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: Spring (cont.) Audiovisuals DVD Minibeasts. Scholastic (Themes for Early Years series). The very hungry caterpillar and other stories. CARLE, Eric. 2006 Elmo’s World. Springtime Fun. Sony, 2002 Online Activities www.kidzclub.com www.underfives.co.uk www.singup.org/songbank/ www.starfall.com Computer Software Minibeasts CD ROM. Scholastic (Themes for Early Years series). Early Years Activity Chest: I.C.T. Activities. Scholastic. Teacher Resource Books 96 DESHPANDE, Chris. Spring Tinderbox. A&C Black Publishers Ltd, 1992 HARPLEY, Avril and ROBERTS, Ann. Minibeasts: Themes for Early Years. Scholastic Ltd, 2004 SPARKS LINFIELD, Rachel. Planning and Learning through spring. Step Forward Publishing Ltd, 2008. WILLIAMS, Brenda. Seasons: Early Years Wishing Well. Scholastic Ltd, 2001 Miscellaneous Growing Plants: Spring flower bulbs, cress, sunflower and mustard seeds. Chickpeas, lentils and other pulses for planting. Soil, cotton wool, small transparent plastic cups, watering jugs and water sprayers Measuring tapes, height charts, magnifying glasses Topic Name: Animals Fiction Books AMERY, Heather and CARTWRIGHT, Stephen. Usborne Farmyard Tales (a selection of stories available) Usborne Publishing Ltd, 2004-2005. ANDREAE, Giles and WOJTOWYCZ, David. Commotion in the Ocean. Orchard, 1999. ANDREAE, Giles and WOJTOWYCZ, David. Rumble in the Jungle. Orchard, 1998. BROWNE, Eileen. Handa’s Surprise. Walker Books, 1995. BURNINGHAM, John. Mr. Gumpy’s Motorcar. Red Fox, 2002. BURNINGHAM, John. Mr Gumpy’s Outing. Red Fox, 2001. BURNINGHAM, John. The Shopping Basket. Red Fox, 1992. CAMPBELL, Rod. Dear Zoo. Campbell Books, 2007 CAMPBELL, Rod. It’s Mine. Campbell Books, 1999 CAMPBELL, Rod. Noisey Farm. Puffin Books, 1997. CAMPBELL, Rod. ‘Oh dear! Macmillan, 2002. Topic based resources Topic Name: Animals (cont.) CAMPBELL, Rod. Our Jungle. Campbell Books, 2008 CAMPBELL, Rod. The Pop-Up Jungle. Campbell Books, 2000 CARLE, Eric. From head to toe. Puffin Books, 1999. CARLE, Eric. Slowly, Slowly, Slowly, said the Sloth. Puffin Books, 2005. CARLE, Eric. 1 2 3, to the Zoo. Puffin Books, 1999. CARLE, Eric and MARTIN JR, Bill. Brown Bear, Brown Bear. Puffin Books, 1999. CARLE, Eric and MARTIN JR, Bill. Panda Bear, Panda Bear. Puffin Books, 2007. CARLE, Eric and MARTIN JR, Bill. Polar Bear, Polar Bear. Puffin Books, 1999. CARLE, Eric and MARTIN JR, Bill. The Very Hungry Caterpillar. Puffin Books, 1995. COUSINS, Lucy. ‘Hooray for fish!’ Walker Books Ltd, 2006. (with DVD) COUSINS, Lucy. Maisy at the Farm. Walker, 2008 COUSINS, Lucy. Noah’s Ark. Walker Books Ltd, 2006. DONALDSON, Julia. Monkey Puzzle. Macmillan, 2000 DUNREA, Olivier. Gossie and Friends. Houghton Mifflin Harcourt, 1999. EMBLETON, Chris. Farmyard pop-up faces. Piggy Toes Press, 2006. FOREMAN, Michael. Hello World. Walker Books Ltd, 2003. GUARINO, Deborah. Is Your Mama a Llama? Scholastic, 1997 HAWKINS, Colin & Jaqui. Tog the Dog (and more flip the page rhyme and read books) Pat and Pals Ltd, 2007. HILL, Eric. Spot goes to the Farm. Puffin New Edition, 2009. JARMAN, Julia. Big Red Bath. Orchard, 2005. McDONNELL, Flora. Giddy-up, Let’s Ride. Candlewick Press, 2002. McDONNELL, Flora. I Love Animals. (Big book) Walker Books Ltd, 1996. MCKEE, David. Elmer. Red Fox, 1991 MINNE, Brigitte. The Best Bottom. Macmillan Children’s Books, 2004 RATHMANN, Peggy. Goodnight Gorilla. Egmont Books, 2005 ROSEN, Michael. Snore. HarperCollins Publishers Ltd, 2007. ROSEN, Michael. We’re going on a bear hunt. Walker Books Ltd, 1993. ROWE, Jeannette. Whose tail? Southwood Books, 2001 SCHEFFLER, Axel. Jingle Jangle Jungle. Campbell Books, 2003 WADDELL, Martin. Farmer Duck. Walker Books Ltd, 2006. WEST, Colin. ‘Not Me!’ said the monkey. Walker Books Ltd, 1989. Non-Fiction Books BOYNTON, Sandra. Moo Baa La La La. Simon and Schuster Children’s, 2004. BYGRAVE, Linda. I am a Frog. Chrysalis Children’s Books, 1998. JAMES, Diane. On the Farm. Two-Can Publishing Ltd, 2000 SCHOFIELD, Jennifer. Animal Babies (on the farm), (on the mountains), (in the house). Kingfisher Books Ltd, 2004. SIDERI, Simona. Let’s look at eyes. Zero to Ten, 2001. (Compares human eyes to those of different animals...also available in the series Let’s look at feet/hands/mouths.) 97 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: Animals (cont.) Life Cycles series by Read and Learn Stopwatch Science Series- Chicken and Egg, Butterfly and Caterpillar, Bumblebee, Snail, Tadpole and Frog (Various Authors) A&C. Black Publishers Ltd, 1998. Touch and Feel Farm. DK Publishing, 1998 Touch and Feel Jungle Animals. DK Publishing, 1998 Songs “Down in the Jungle” “Five Little Monkeys” “Old McDonald” “We’re going to the zoo” “An elephant goes like this” “Elephants have wrinkles” “Mary had a little lamb” “Baa, baa, black sheep” “Teddy bear, teddy bear” “I went to the animal fair” “This Little Piggy” “1, 2, 3, 4, 5. Once I caught a fish alive” 98 “B-I-N-G-O” For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net Audiovisuals DVDs available for the following books listed above: Hooray for Fish! Farmer Duck Snore Noah’s Ark Handa’s Surprise. DVD: Minibeasts -Scholastic(Themes for Early Years) Maisy. Animals Mama Mirabelle. It’s Movie Time The Very Hungry Caterpillar and Other Stories. CARLE, Eric. Online Activities www.kidzclub.com www.underfives.co.uk www.singup.org/songbank/ www.starfall.com Topic based resources Topic Name: Animals (cont.) Computer Software Early Years Activity Chest: ICT Activities. Scholastic Minibeasts CD ROM. Scholastic (Themes for Early Years) JumpStart Animal Adventures. PC Game Teacher Resources BURGESS, Lynne. Pets: Themes for Early Years. Scholastic Ltd, 1996 EVANS, Jean and PORTER, Alison. Minibeasts: Themes for Early Years. Scholastic Ltd, 2007 Miscellaneous Visuals: Posters, pictures, old calendars zebra/tiger/leopard print paper or textiles For classification: hoops, jars or boxes, play animals, natural objects like feathers, bones, shells or abandoned nests For drama and imaginative play: animal masks, musical instruments to imitate animal sounds Topic Name: Fairytales Fiction Books AHLBERG, Janet and Allan. Each Peach Pear Plum. Puffin Books, 1999. HAWKINS, Colin and Jaqui. Fairytale News. Walker Books Ltd, 2004. SHARKEY, Niamh and TOLSTOY, Aleksei. The Gigantic Turnip. Barefoot Books, 2006. SHARRATT, Nick and TUCKER, Stephen. The Three Little Pigs and other stories. Macmillan, 2006 WINTER, Jeanette. The House That Jack Built. Picture Puffins, 2003. Classic Fairytales: A First Book of Fairytales, Hoffman (Dorling Kindersly). Goldilocks and the Three Bears, Penguin Young Readers. Longman 2001. (Other fairytales available at level 1.) Ladybird Touch and Feel Fairytales, by a variety of authors and published by Ladybird for very young children since 2000. www.ladybird.co.uk Ladybird Favourite Tales, by a variety of authors.www.ladybird.co.uk The Enormous Turnip (big book), Classic Tales (beginners) by O.U.P. The Gingerbread man (big book), Classic Tales (beginners) by O.U.P. The Magic Cooking Pot (big book), Classic Tales (beginners) by O.U.P. The Shoemaker and the Elves (big book), Classic Tales (beginners) by O.U.P. The Three Billy Goats Gruff (big book), Classic Tales (beginners) by O.U.P. Non-Fiction Books GAINS, Pat. Stories. Belair – Early Years, 2000 HUFF, Mary Jo. Storytelling with puppets, props and playful tales (teacher resource book). Brilliant Publications, 2000. 99 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: Fairytales Animals (cont.) (cont.) Songs “When Goldilocks went to the house of the bears”. “Run, run as fast as you can...you can’t catch me”. “In a cottage, in a wood”. “Songs from Mister Wolf”. Golden Apple book and CD. For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net Audiovisuals Audiobook Mister Wolf and Red Riding Hood. BRYANT, Ann. Golden Apple book and CD. DVD Treasury of 100 Storybook Classics. Scholastic Online Activities www.underfives.co.uk/Goldilocks.htm www.singup.org/songbank/www.starfall.co www.kidzclub.com www.EnchantedLearning.com 100 Computer Software Early Years Activity Chest: I.C.T. Activities, Scholastic. Teacher Resource Books Miscellaneous Posters, pictures. Hand and finger puppets. Magnetic or velcro board with magnetic or velcro picture props. Dressing up clothes: crowns, animal masks, capes. Props: three bowls, spoons and cups of differing sizes, a mirror and a green and red apple, beans (for beanstalk), straw, sticks and bricks etc. Topic based resources Topic Name: Festivals Animals (cont.) Fiction Books Christmas ALLSBURG, Chris. The Polar Express. Houghton Mifflin Harcourt, 1985 BROWN, Michael. Santa Mouse, where are you? Price Stern Sloan, 1988 BROWN, Ruth. A dark, dark tale. London: Mantra, 1988 BRUNA, Dick. The Christmas Book. Methuen Children’s, 1992 CAMPBELL, Rod. My presents. Pan Macmillan, 2003 CARLE, Eric. Dream Snow. GP Putnam’s Sons, 2000 COUSINS, Lucy. Maisy’s Snowy Christmas Eve. Walker Books 2003 COUSINS, Lucy. Merry Christmas, Maisy. Candlewick Press, 2003 HAYLES, Karen. The star that fell. Ladybird Books, 1996 HILL, Eric. Spot’s first Christmas. Heinemann, 1992 KNIGHT, Hilary. The Twelve Days of Christmas. Tandam Library, 1999 SYKES, Julie & WARNER, Tim. Santa’s Busy Day. Little Tiger Press, 1998 WALSH, Vivien. Olive, the other reindeer. Chronicle Books, 1997 Easter COUSINS, Lucy. Maisy’s Easter Egg Hunt. Candlewick Press, 2008 DOWLEY, Tim. My First Story of Easter. Candle Books, 2005 PIENKOWSKI, Jan. Easter. Puffin Books, 1993 Halloween BROWN, Marc. Witches Four. London: Picture Corgi, 1985 DONALDSON, Julia. Room on the broom. Macmillan, 2002 PIENKOWSKI, Jan. Meg and Mog. Penguin Books Ltd, 2004 THOMAS, Valerie & KORKY, Paul. Winnie the witch. OUP, 1994 Pancake Day Carle, Eric. Pancakes, Pancakes. Simon & Schuster, 2003 Various World Festivals and Celebrations CHATTERJEE, Debjani. The most beautiful child. Cambridge University Press, 1996 SINGH, Rani The Indian Storybook. Heinemann, 1988 ZUCKER, J & BARGER COHEN, J. FESTIVAL TIME SERIES. Frances Lincoln Children’s books, 2005. Including: “Apples and Honey: a Rosh Hashanah Story” “Eight Candles for counting: a Chanukah Story” “Lanterns and crackers: a Chinese New Year Story” “Lighting a lamp: a Divali Story” “Hope and New Life: Easter” “Sweet Dates to eat: a Ramadan and Eid Story” Non-Fiction Books JONES, L. Kids around the world celebrate. Jossey Bass, 1999 Festivals. Scholastic, 1994 Time for Celebrations. Richmond Dancing around the world. Richmond 101 Currículo Integrado Hispano-Británico para educación infantil y orientaciones para su desarrollo Topic Name: Festivals (cont.) Songs “A witch has a tall black hat” “Carnival song”, The music box, Longman “Halloween’s coming” “Twinkle, twinkle, little star” “We wish you a merry Christmas” “We’re witches of Halloween” Winnie the witch songs, OUP, 1994 Jingle Bells, 60 minutes of Christmas Favourites, Early Learning Centre Multicultural songs, Scholastic For lyrics and more songs, visit: www.kididdles.com and www.elyrics.net Audiovisuals DVD Maisy, Christmas and other stories, Universal Pictures, 1999 The Polar Express 102 Winnie the witch. OUP Online Activities www.bbc.co.uk/cbeebies/ www.kidzclub.com www.abcteach.com Computer Software Festivals CD Rom, Scholastic Teacher Resource Books COURT, Carol. Autumn and Winter Festivals: Themes for Early Years. Scholastic Ltd, 1997 COURT, Carol. Spring and Summer Festivals: Themes for Early Years. Scholastic Ltd, 1997 JONES, Meg. Divali and Holi: Festival Fun for the Early Years. Scholastic Ltd, 2004 TAVENER, Jenny. Christmas and Easter: Festival Fun for the Early Years. Scholastic Ltd, 2004 TAVENER, Jenny. Harvest: Festival Fun for the Early Years. Scholastic Ltd, 2005 Miscellaneous Toys, puppets and soft toys Masks Festivals calendar Artefacts from different festivals and celebrations Premios nacionales Fomento de la lectura de la prensa 2011 COLECCIÓN MEDIASCOPIO Ministerio de Educación, Cultura y Deporte SERIE PREMIOS CmSp Contents: - Literacy targets - Literacy bands - Science targets - Science bands - Geography and history skills targets - Geography targets - Geography bands - History targets - History bands - Arts targets - Arts bands Integrated Curriculum 1. El objetivo primordial de estas orientaciones pedagógicas es proporcionar unas pautas comunes para unificar los objetivos, contenidos y criterios de evaluación en los 44 centros que participan en el proyecto. 2. Las orientaciones pedagógicas han sido elaboradas siguiendo las normas del Currículum Español actual para Educación Primaria. Cualquier cambio efectuado en este currículum oficial necesitará una revisión de las orientaciones para que se adapten a los nuevos desarrollos del mismo. 3. La introducción en español a las orientaciones pedagógicas no constituye una traducción completa del documento: su objetivo es dotar a los directores y profesores de los 44 centros de un resumen de los objetivos principales, los contenidos y los niveles de consecución en los tres ciclos de Educación Primaria. 1 CONTENIDOS Página/page 3: Página/page 62: Página/page 177: Aspectos del currículum: (Español) Curriculum guidelines: (English) Cross-curricular topics 2 Índice de materias Áreas Descripción Página Información General Introducción Lenguaje, lectura y escritura Introducción a la enseñanza de la lectura y la escritura en los años de primaria Franjas de competencia 9 17 Ciencias, Geografía e Historia Introducción (al área de Ciencias, Geografía e Historia) Preguntas más frecuentes Habilidades de investigación y científicas 22 22 26 Ciencias Ciencias: Guía de la asignatura Objetivos para desarrollar habilidades científicas Contenidos de ciencias Franjas de competencia 27 28 29 33 Geografía e Historia Guía de la asignatura Habilidades para la investigación en Geografía e Historia Contenidos en Geografía Franjas de competencia Contenidos de Historia Franjas de competencia en Historia 38 39 40 44 47 49 Arte y Diseño Introducción Contenidos Habilidades Franjas de competencia 51 53 54 57 Evaluación Orientaciones generales sobre evaluación 59 4 3 Introducción 1.1.-Historia y objetivos del proyecto El proyecto bilingüe del M.E.C.D./British Council, nacido en 1996 como un experimento único dentro del sistema educativo estatal español, está ya bien establecido. Los primeros grupos de niños, que ahora tienen 11 y 12 años, están en el último curso de primaria y éste es su octavo año en el proyecto. El acuerdo formal entre el M.E.C.D. y el British Council plantea como objetivo del proyecto proporcionar a niños desde los 3 hasta los 16 años una educación bilingüe y bicultural a través de un currículum integrado español/inglés, basado en el Currículum Español y en aspectos del National Curriculum para Inglaterra y Gales. Dicho currículum goza de reconocimiento oficial (BOE 2 Mayo 2000). La implantación de un currículum como éste implica una actitud en el aula muy distinta a la de la clase de inglés como lengua extranjera (EFL) tradicional, centrada en el aprendizaje de inglés, en vez del estudio de distintas áreas a través del inglés. Este enfoque integrado coincide plenamente con el espíritu de las directivas del Consejo Europeo, que insiste en la necesidad de que los niños hayan adquirido competencia lingüística en tres idiomas europeos al finalizar la educación secundaria obligatoria, y que el aprendizaje de la primera lengua extranjera comience en los primeros años de la educación formal. Los objetivos específicos del proyecto son los siguientes: Fomentar la adquisición y el aprendizaje de ambos idiomas a través de un currículum integrado basado en contenidos Crear conciencia de la diversidad de las dos culturas Facilitar el intercambio de profesores y alumnos Fomentar la utilización de las nuevas tecnologías en el aprendizaje de otras lenguas En los casos que sea adecuado, fomentar la certificación de estudios bajo ambos sistemas educativos 1.2.- Fundamentación del documento. En febrero de 2001, la Comisión de Seguimiento, máxima autoridad del proyecto, puso en marcha un equipo mixto de expertos ("Joint Study Review Team, JSRT), cuya función era evaluar los progresos del programa obtenidos hasta la fecha. El equipo llegó a las conclusiones de que para el proyecto eran necesarias: 4 Una clara definición de los contenidos y materias que han de impartirse en inglés, así como especificación de en qué momento habrían de ser impartidos dichos contenidos. Una definición de los criterios de evaluación al final del nivel de Educación Infantil, así como al final de cada uno de los ciclos de Educación Primaria ( segundo, cuarto y sexto curso) que, por tanto, determinen el paso de un nivel al siguiente. Esto condujo a la JRST a emitir las siguientes recomendaciones: Recomendación 4: Currículum y evaluación: El equipo de expertos recomienda la designación de un grupo de trabajo mixto hispano-británico que elabore y defina una propuesta realista para el currículum básico, describiendo qué áreas y contenidos deben impartirse en cada lengua, en los niveles de Educación Infantil y Primaria. Ese mismo grupo de trabajo debería también establecer los criterios y directrices para la evaluación. Sería conveniente que el grupo estuviera formado por profesores británicos y españoles con experiencia en este proyecto, así como por expertos del Ministerio y del British Council. Esto llevó al siguiente Plan de Acción aprobado por la Comisión de Seguimiento: Actuación 6: La Comisión de Seguimiento ratificará la designación de un grupo de trabajo encargado de estudiar los contenidos del currículum básico (BOE Mayo 2002) y decidir cuáles deben impartirse en lengua inglesa en los distintos niveles de Educación Infantil y Primaria, así como los criterios de evaluación. Se deberán incluir también directrices e instrucciones sobre el papel de los tutores y de los profesores, recomendaciones para un enfoque metodológico conjunto y sugerencias para un enfoque lógico en la distribución del tiempo. Este documento deberá incluir también una lista completa de recursos (libros, materiales, equipamiento) para cada nivel. 1.3.-Marco - enfoque adoptado por el equipo de trabajo El grupo de trabajo se constituyó en octubre de 2001 con el objetivo de producir un documento con directrices para el desarrollo del currículum de Infantil y criterios de evaluación para este nivel que fuera ratificado por la Comisión de Seguimiento en junio de 2002. A esto seguiría el desarrollo de un currículum para el primer y el segundo ciclo de Primaria en septiembre de 2002 y para el tercer ciclo en junio de 2003. El equipo está formado por seis profesores del proyecto, tres españoles y tres británicos: los seis han trabajado en el proyecto durante más de tres años. Los otros dos miembros del equipo son los responsables de dirigir el proyecto y son miembros de la Comisión de Seguimiento. 5 1.4. Enfoque adoptado por el equipo de trabajo Los miembros del equipo de trabajo consultaron con los departamentos de primaria de los colegios del proyecto las áreas de conocimiento que se imparten en inglés, el enfoque de la enseñanza de la lectura y la escritura, las ciencias, la geografía, la historia y el arte, los niveles de competencia, las formas de calificar a los niños, los recursos, la organización de los horarios, la coordinación del proyecto y el papel a desempeñar por los profesores involucrados en el proyecto. Además, en el periodo de noviembre de 2002 a marzo de 2003 el equipo visitó 18 colegios del proyecto para lograr una visión más profunda de las áreas de conocimiento mencionadas más arriba, y para encontrar los mejores ejemplos de práctica docente. El documento final se ha elaborado cuidadosamente teniendo en cuenta la información recibida de los colegios y los mejores ejemplos de práctica docente observados en las visitas. Los miembros del equipo estudiaron a fondo tanto los currículos ingleses como los españoles, para producir un currículo integrado español/inglés que combine contenidos además de enfoques metodológicos. 1.5 Elementos obligatorios troncales de las directrices curriculares y asignación de las horas de inglés Las tres áreas que han de ser impartidas en inglés, en las cuales hay que llegar a ciertos niveles de competencia, y sobre las que habrá que evaluar a los niños son: Lengua, lectura y escritura Ciencias, geografía e historia Arte y diseño Con objeto de lograr los objetivos docentes marcados para el final de cada ciclo, y para que los niños puedan desarrollarse plenamente en la secundaria, un mínimo del 40% del horario escolar (10 de las 25 sesiones) deben dedicarse al inglés. Se sugieren combinaciones como las siguientes hasta llegar a las 10 sesiones: Lenguaje, lectura y escritura: 4 ó 5 sesiones Ciencias, geografía e historia: 2, 3 ó 4 sesiones Arte y diseño: 1 ó 2 sesiones En este documento no se analiza la enseñanza de educación física a través del inglés, dado que, por lo que se ha observado en los colegios, ha quedado claro que el desarrollo de la lengua inglesa a través de la educación física es extremadamente limitado después 6 de los tres años iniciales del ciclo infantil. En caso de darse clases de educación física éstas sólo deberían impartirse aparte de las 10 sesiones detalladas más arriba. Las matemáticas no aparecen como materia troncal en el documento de primaria aunque sí se considere que es una parte integral de las directrices para educación infantil. Esto se debe a que el enfoque de la enseñanza de las matemáticas difiere radicalmente en los dos idiomas. Sin embargo, conceptos tales como el tiempo, medidas y tamaños, forma, volumen y el lenguaje de las matemáticas que se introducen en este ciclo deberían seguir desarrollándose como y cuando surjan en cualquier materia o tema durante la educación primaria. El teatro es obviamente un área clave en el desarrollo del niño, permitiendo el desarrollo tanto de la comunicación como de la creatividad. Como tal, es una materia troncal del currículo. Está incluido en la sección sobre lengua, lectura y escritura, pero, como ocurre en el currículo español, las sesiones de arte también pueden utilizarse para desarrollar actividades teatrales. 1.6 El papel de los profesores en el proyecto El proyecto tiene más éxito en aquellos colegios donde ya es considerado como un proyecto integrado, en todos los sentidos del término. Esto significa que la coordinación entre todos los miembros del profesorado es esencial, tanto dentro de cada ciclo, como entre los distintos ciclos, así como, claramente, en la etapa de transición entre infantil y primaria. Es un hecho notable que los niveles de competencia son mucho más altos en aquellos colegios en los que los profesores han dispuesto de un tiempo específico para trabajar juntos en labores de planificación y coordinación. El profesor español y el profesor del proyecto deben planificar las clases conjuntamente para asegurarse de que se cubren los contenidos del currículo integrado de la manera más eficiente posible dentro del tiempo del que se dispone (ver sección 5). Tener a dos profesores en el aula es una ventaja cuando los dos se apoyan mutuamente mientras imparten clase. Sin embargo, en el aula de primaria no es indispensable, y puede que el horario se organice mejor si se aprovecha el que haya profesores “extra” para organizar algunas sesiones, tanto en español como en inglés, con grupos más pequeños. Los profesores del proyecto, como profesores cualificados, pueden trabajar solos en el aula. No es esencial que todas las clases tengan un profesor “nativo” al año. Cada vez hay más profesores “del proyecto” que no son británicos “nativos”, sino bilingües o con un nivel de inglés muy alto. Además, cada año hay más profesores españoles, habitualmente del “código 99”, que tienen un nivel excelente de inglés. Estas tres “categorías” son igualmente responsables de impartir la parte inglesa del proyecto. No es profesionalmente aceptable para ningún profesor trabajar con más de cuatro grupos/dos niveles. Tanto los profesores españoles de inglés como los profesores “del proyecto” pueden impartir todas las áreas del currículo. No es ni necesario ni recomendable que sólo los profesores “del proyecto” enseñen a leer y a escribir. Muchos profesores de inglés españoles 7 han asistido a cursos de lectura y escritura o han ido de viaje de estudios a Liverpool. Siguiendo las directrices del currículo, también podrían responsabilizarse del área de lengua/lectura y escritura del proyecto. 1.7 Objetivos de las franjas de competencia Al final de cada ciclo todos los profesores deben considerar el nivel de competencia individual de cada niño. Se trata de los niveles de competencia descritos para lengua, ciencias, geografía e historia. Salvo circunstancias excepcionales, se debería encontrar una distribución en torno a: 10% en la primera franja 70% en la segunda franja 20% en la tercera franja (la del nivel superior) para cada una de las áreas arriba descritas. Si no se logran estos objetivos, la dirección del colegio debería proceder a examinar: a) el número de horas dedicadas a las sesiones en inglés b) el enfoque metodológico y la utilización de los recursos c) la coordinación y continuidad del proyecto d) la necesidad de estimular más a los niños y de subir el nivel de las expectativas El equipo que elabora estas directrices agradecería conocer sus opiniones y sugerencias. Es un currículo en desarrollo que cambiará según los comentarios recibidos, así como, evidentemente, según los cambios en el currículo español. 8 Lenguaje, lectura y escritura INTRODUCCIÓN A LA ENSEÑANZA DE LA LECTURA Y LA ESCRITURA EN LOS AÑOS DE PRIMARIA ¿En qué consiste enseñar a leer y a escribir? Enseñar a leer y escribir supone mucho más que enseñar la mecánica de leer. El concepto inglés de “literacy” supone dominar las cuatro destrezas de la lengua: comprensión y expresión oral, escritura y lectura. El equilibrio entre estas cuatro actividades proporciona al niño una mayor oportunidad de supervivencia en inglés y fortalece su autoestima, su identidad y su desarrollo emocional. Saber leer permite el acceso a textos tanto de ficción como de no ficción que formarán y desarrollarán intelectualmente al niño. Además, el bilingüismo permite la entrada del niño en diferentes mundos sociales y culturales. Asimismo, a medida que los niños adquieren confianza en sí mismos y leen mejor, su conocimiento y su dominio de la lengua se hace más personal e individualizado. ¿Cómo debería desarrollarse la lectura y la escritura en el contexto de todo el colegio? Ser capaz de leer y de comunicarse con fluidez y en inglés y disfrutando, implica que una serie de destrezas han de desarrollarse a lo largo de la etapa de primaria. Hay que establecer una política de lectura y escritura que incluya a todo el colegio, y que tiene que ser fruto de una planificación y coordinación cuidadosas entre cursos y entre ciclos. ¿Cuándo se debería enseñar a leer y a escribir? Es esencial mantener un enfoque diario sobre la lectura y la escritura, pero no hay que limitarlo a La Hora de la Lectura. También hay que desarrollar la lengua en geografía, historia, ciencias y arte. ¿Cómo debe organizarse la lectura y la escritura en el contexto del aula? El papel del profesor en primaria es enseñar las destrezas necesarias para permitir que los niños se conviertan en lectores y comunicadores confiados e independientes. La enseñanza de las destrezas lingüísticas deben planificarse para asegurar que hablar, escuchar, leer y escribir se trabajan de una forma equilibrada e integrada en el aula. ¿Cómo se anima a escuchar activamente? Escuchar con confianza depende del conocimiento y la experiencia de los niños así como de su motivación y su integración. Escuchan mejor cuando la información les resulta significativa e interesante, y cuando tiene un objetivo claro. Es necesario: o leer buenos cuentos, con ritmo, rimas y repeticiones o elegir textos, tanto de ficción como de no ficción, que respondan a los intereses de los niños o ofrecer buenos apoyos visuales para facilitar la comprensión o utilizar gestos y expresiones faciales para facilitar la comprensión 9 o decir a los niños que respondan de una manera específica a lo que escuchan; una respuesta física total aún es importante en el primer ciclo. En el segundo y en el tercer ciclo se puede pedir a los niños que presten atención, y luego pedirles que recuerden una información determinada, a menudo para tomar una decisión o hacer una elección sobre lo que han oído. ¿Cómo se estimula a los niños para que hablen? o Repasos: son narraciones sencillas de sus propias experiencias. Al principio, las fotografías, o los dibujos secuenciales de los niños pueden utilizarse como apoyo para extraer frases que describan una actividad compartida. El trabajo escrito en segundo o tercer ciclo puede ir precedido de un repaso oral sobre la experiencia compartida, como por ejemplo un viaje escolar. o Informar de noticias: es más fácil si los niños pueden pintar o dibujar sus noticias primero. En el primer año el profesor puede proporcionar un marco de noticias con pequeños diagramas que ilustren las preguntas ¿cuándo? ¿quién? ¿dónde? y ¿qué? Los niños pueden entonces dibujar las “respuestas” y utilizar estos dibujos para construir una frase con ayuda del profesor. No hay tiempo para hacer esto con cada uno de los niños, así que dar noticias por turnos es buena idea. Una caja de cartón puede convertirse en un soporte estimulante para dar noticias o partes meteorológicos. En el segundo ciclo, los niños pueden informar sobre un acontecimiento con menos estímulos, y en el tercer ciclo esta actividad puede dar lugar a presentaciones orales o a representar las informaciones como si fueran presentadores de las noticias de la televisión. Estas actividades pueden grabarse en vídeo para que los niños puedan evaluar su propia actuación y la de los demás. o o o Contar cuentos o historias: al principio los niños relatan historias con un lenguaje muy repetitivo, muy estructurado y con ayuda del profesor. A lo largo del primer ciclo empiezan gradualmente a necesitar menos apoyo y a improvisar más. Son útiles los apoyos narrativos, como imágenes para la pizarra magnética, marionetas, máscaras o sombreros. Es importante repasar el listado de alumnos para asegurarse de que todos tienen una oportunidad de actuar. En los ciclos segundo y tercero el trabajo de los niños irá en la dirección de ser capaces de escribir un resumen breve de una historia. Es importante practicar antes de forma oral. Recitar poemas, canciones y cánticos: los niños deben ir aumentando su repertorio de poemas, canciones y cánticos que se hayan aprendido de memoria, utilizando música y gestos que les ayuden a recordar la letra y a llenar los textos de sentido. La práctica regular aumenta la autoestima de los niños, fortaleciendo su confianza en el uso del inglés. También mejoran su conocimiento de las rimas, los ritmos y los sonidos del idioma. A los niños de primaria más mayores se les puede motivar haciendo uso de canciones pop y de temas musicales de películas recientes. Representación de roles y teatro: al trabajar un cuento, es preciso utilizar roles para explorar situaciones, personajes y emociones a través de la improvisación. La utilización de marionetas y máscaras puede animar a los hablantes más reticentes a participar. A menudo, después de dramatizar un cuento los niños encontrarán una actividad de lectura o escritura relacionada en el cuento más estimulante y asequible, porque han representado las situaciones y tienen una mayor comprensión del texto. A los niños también hay que darles la oportunidad de improvisar un juego de rol y de jugar con las marionetas en un entorno no estructurado. Los teléfonos de juguete también son buenos apoyos para escenificar diálogos. Los niños deberían ser más capaces de improvisar en inglés en el segundo ciclo. La improvisación a partir de personajes puede en el tercer ciclo servir de base para escribir sus propias obras de teatro. A los niños les gusta actuar en público, y en los ensayos aprenden fragmentos de lenguaje útil en su contexto. 10 o o o Hablar de sí mismos y de su vida diaria: aprender a describir el aspecto físico, la familia o las mascotas es mucho más fácil si los niños pueden traer fotografías. Éstas pueden convertirse en libros. Los niños más mayores pueden además trasladar esta exposición oral sobre sí mismos al trabajo escrito. Si puede establecerse un vínculo con niños de habla inglesa en otro colegio, los alumnos pueden entonces escribirse los unos a los otros para intercambiar información. Inglés funcional: los niños deben aprender frases útiles sobre su rutina diaria. Es más fácil insistir en que ciertas peticiones se hagan siempre en inglés si están colocadas de manera bien visible en el aula, con ilustraciones si es necesario. A través de la práctica constante, los niños pueden asimilar patrones lingüísticos útiles para así poder formular sus propias construcciones gramaticales con sentido, por ejemplo, “Can I...?” Preguntar y conseguir respuestas: los niños deben ser capaces de responder a preguntas más formales para poder relacionarse con otros adultos, por ejemplo, con gente que visita el colegio. Comprender y utilizar las fórmulas interrogativas puede practicarse de manera divertida con un juego o una rima, como por ejemplo: What’s your name? Mary Jane Where do you live? Down the lane What’s your number? Cucumber What’s your address? Watercress Esto se puede practicar con marionetas, y luego los niños pueden cambiar las contestaciones para dar respuestas verídicas acerca de sí mismos. o Presentaciones orales: desde el segundo ciclo los niños pueden preparar presentaciones orales relacionadas con los temas que estén estudiando. Pueden practicar en casa y luego hacer su exposición oral frente al resto de la clase. Vale la pena que todo el grupo evalúe la presentación, ya que obliga a la clase discutir y valorar la forma en que nos expresamos. ¿Cómo se enseña a leer y a escribir? En la hora diaria dedicada a leer y escribir nos podemos centrar en un texto de ficción o de no ficción. En las Páginas de Recursos al final de esta sección sobre lenguaje, lectura y escritura se puede encontrar un ejemplo detallado de cómo explotar una historia de ficción para la enseñanza de la lectura y la escritura, y varios ejemplos de cómo utilizar y construir textos de no ficción. ¿Cómo se enseñan los contenidos de lenguaje? o Fonética: La enseñanza de la fonética y la ortografía tiene que ser sistemática y, siempre que sea posible, derivada del trabajo sobre un texto, no estudiada de forma aislada. El colegio debe decidir los objetivos de cada año y de cada trimestre, y revisarlos con regularidad. El orden en el que se impartan los fonemas y su ortografía depende de los conocimientos previos de los niños, del lenguaje que se enseñe en otras partes del currículo y de los textos y lecturas adaptadas de que cada colegio disponga. Pueden encontrarse listas útiles de las palabras más comunes en las guías de los sistemas de lectura y en la página web del currículo nacional británico: www.nc.uk.net Está escrito para niños que viven en Reino Unido, pero puede adaptarse a nuestras necesidades. 11 o o o o Ortografía: aprender la ortografía de unas palabras determinadas para algún tipo de control es algo que puede introducirse a partir del segundo año. Se pueden seleccionar palabras de ortografía similar, palabras con una irregularidad común, o vocabulario relativo a un determinado tema. Se puede animar a los niños a aprender a estudiar y memorizar palabras. En cursos más altos de primaria, puede asociarse el trabajo de ortografía al trabajo con diccionarios o con el glosario de los libros informativos. Estructuras sintácticas y gramática: Los niños deben utilizar las estructuras gramaticales habituales en su trabajo escrito colectivo, y pueden empezar ordenando las palabras de frases comunes. Nuestro objetivo es la fluidez, y al principio es importante no centrarse en los aspectos formales de la gramática. En el segundo ciclo los niños reciben clase de gramática formal en español, y es buena idea coordinar estas clases con los profesores españoles, para activar los conocimientos previos de los niños. La conciencia gramatical se puede adquirir de una manera experimental e investigadora; por ejemplo, los niños de segundo ciclo pueden investigar los verbos en pasado extrayéndolos de distintos cuentos y luego clasificándolos en regulares o irregulares. Luego los regulares pueden clasificarse en tres grupos en función de la pronunciación del final de –ed. Los niños pueden experimentar también sacando el verbo de una frase para ver si ésta sigue teniendo sentido, o sustituyendo un verbo por otro para ver cómo afecta al significado. En el tercer ciclo los estudiantes han de ser conscientes de todas las estructuras gramaticales que han aprendido en la primaria, para así tener confianza a la hora de aproximarse a estructuras gramaticales formales y demostrar fácilmente lo que saben al comenzar la educación secundaria. Puntuación: hay que enseñar a los alumnos a reconocer la importancia y el propósito de las mayúsculas, los puntos, las comas, los signos de interrogación, los de exclamación y las comillas. Asimismo hay que demostrar, a la hora de leer, cómo la puntuación afecta a la lectura de un pasaje. Se les puede enseñar dónde puntuar en los ejercicios de escritura dirigida, y animarles a hacerlo de manera imaginativa en su escritura personal. Reflexionar sobre cómo un autor ha utilizado la puntuación puede proporcionar a los niños un contexto estimulante para enfrentarse a la puntuación en su propia escritura. Vocabulario: se puede animar a utilizar una gama más amplia de vocabulario creando y citando los bancos de palabras personales o de clase, y trasladando conocimientos de otras partes del currículo. También necesitan utilizar diccionarios monolingües sencillos y otros libros de referencia a la hora de escribir. ¿Cómo motivar a los niños para que disfruten de la lectura? También en primaria lo más adecuado es el trabajo con libros “auténticos” (tanto cuentos como libros de referencia y consulta). Es importante establecer una buena biblioteca de clase con recursos que sean no sólo coloridos y atractivos, sino también de un nivel cognitivo y de interés adecuado a la edad de los niños. Todas las actividades de lectura deberían ser muy estimulantes y divertidas para los niños. Además de las actividades dirigidas por el profesor, los niños deben tener la oportunidad de leer por placer en actividades no estructuradas. No todos los libros del 'rincón la lectura' tienen que apoyarse con actividades de explotación de textos. Algunos libros hay que leerlos por diversión, y habría que tener disponibles otros libros de menor nivel para la lectura fácil. Esto aumenta la autoestima de los niños y el placer de leer. Todos los niños han de tener acceso a una zona de lectura agradable y cómoda en algún lugar del colegio. Tienen que poder elegir entre una gama de cuentos, poemas, obras de teatro y textos de no ficción, y seleccionar libros para leer en casa regularmente. Poder elegir es muy importante. Acceder a libros cuyo texto venga también en cinta de cassette puede ser divertido para los niños, aparte de que les ayuda a leer 12 en alto con más confianza y fluidez. Además de leer solos o con amigos, a los niños de todas las edades les encanta escuchar a un adulto leyendo cuentos, de manera que establecer un tiempo para la lectura de cuentos puede ser un paso positivo para promover la lectura. A veces se puede leer un libro simplemente, pero en otras ocasiones es bueno explotar el libro durante un periodo de tiempo para optimizar el aprendizaje. Juegos de lectura: pueden centrarse a nivel de palabras aisladas, de frases, o de todo el texto. A los niños les resultan divertidos y les dan la oportunidad de leer para descubrir el significado, o para deducirlo del contexto del texto. A medida que desarrollan una mayor comprensión del mundo a través de las asignaturas de ciencias, geografía e historia, se les puede enseñar lo útil y divertido que puede ser buscar información en libros de no ficción. El profesor puede planificar actividades para animar a los alumnos a utilizar estos textos eficazmente, y al progresar en la educación primaria deberían darse cuenta de lo estimulantes y útiles que pueden resultar los libros informativos, ya que los han estado utilizando en contextos significativos. Teatro: forma parte integral del desarrollo lingüístico, y es una herramienta excelente para contribuir al desarrollo de los niños en las cuatro destrezas del lenguaje. Generalmente, los niños participan con entusiasmo en improvisaciones de historias, situaciones habituales y en la representación de un proceso científico, como por ejemplo el sistema circulatorio. Al hacerlo, su comprensión del texto aumenta y su comunicación oral y escrita se vuelve más eficaz. Aprender sobre autores, poetas e ilustradores puede despertar el interés de los niños por leer sus obras y les inclina a utilizar ideas extraídas de su trabajo en su propia escritura. La visita de un escritor conocido puede resultar enormemente estimulante, aunque es muy difícil de conseguir. Sin embargo, utilizar documentales de vídeo y proporcionar acceso a sitios relevantes de internet constituyen pasos constructivos para promover la lectura por placer. Al comenzar el primer ciclo, se puede animar a los niños para que elaboren su propia lista de libros leídos. Durante el segundo ciclo pueden escribir un breve resumen de los libros que hayan leído, y empezar a expresar su opinión sobre ellos. Para cuando lleguen al tercer ciclo, deberían haber tenido suficiente acceso a textos de calidad como para haber desarrollado su propio gusto literario. ¿Cómo animar a la escritura personal y creativa? En todas las etapas los niños deberían participar tanto en actividades de escritura estructurada y guiada por el profesor así como tener la oportunidad de escribir por placer en actividades no estructuradas. Siempre que sea posible, debería haber un espacio en el aula destinado exclusivamente a la escritura. Podría situarse cerca de la zona de lectura y estar provista de libros de palabras, diccionarios y cuadros de palabras afines, además de materiales de escritura y papel. Los niños deberían ser capaces de expresarse libremente de forma escrita. A medida que vayan sintiéndose más confiados, se les puede animar a inspirarse en textos que conozcan y a utilizar como estímulo principios de historias que pueden contribuir a desarrollar su escritura. Para cuando lleguen al tercer ciclo, los proyectos de investigación personal supondrán una oportunidad ideal para que los alumnos escriban por placer y con un objetivo, y les permitan utilizar las muchas destrezas de la escritura aprendidas a lo largo de la primaria. Las actividades de escritura guiada son esenciales en todas las etapas. A través de la discusión de clase o de grupo, acerca de la mecánica de la escritura basada en la palabra suelta, la frase y el texto, antes y después de la escritura individual, los niños pueden ir aprendiendo nuevas destrezas. Además, aprenden a evaluar su propio trabajo y a estudiar formas de mejorarlo. 13 Siempre hay que dar a los niños la oportunidad de expresar sus ideas para hacer de la escritura una actividad personal e imaginativa. Contar un hecho a la clase, a un grupo o a un amigo puede ayudar a los alumnos a construir su texto, ya sea una oración, en el primer año, un párrafo corto o un texto más largo en el tercer ciclo. Basándose en la discusión, los alumnos de segundo y tercer ciclo serán capaces de tomar apuntes y organizar un plan de escritura antes de ponerse a escribir, permitiéndoles así contar con una estructura clara antes de escribir. Esto se puede hacer en grupos pequeños, en parejas, o individualmente. La escritura imaginativa puede basarse a menudo en un texto de calidad. Si los niños han disfrutado leyendo un cuento, una obra teatral o un poema, pueden basar su propia escritura en un esquema similar, volver a contar la historia en un contexto diferente o darle al texto otro final. Dramatizar situaciones, crear bancos de palabras y colocar reglas de escritura bien visibles en la zona del aula dispuesta para ello son todas formas eficaces y estimulantes de preparar a nuestros alumnos para convertirse en escritores seguros y eficaces. Ideas para la escritura guiada: o elegir un texto que hayan escrito los niños e involucrarlos en su corrección. o tomar apuntes de una charla y luego utilizarlos como base de la escritura. o utilizar diagramas con rótulos o tablas de información como base de escritura. o utilizar a un autor como modelo a seguir. o escritura de procedimientos, extrayendo de los niños vocabulario clave y verbos esenciales antes de empezar. o proporcionar actividades de escritura descriptiva, creando un banco de palabras antes de empezar. o secuenciar oraciones en un texto. o ordenar palabras en una secuencia. o proporcionar oportunidades de escritura compartida, en las que se divide a la clase en grupos para escribir distintas secciones de un cuento o de una obra dramática. o escribir un resumen de un cuento o de un texto informativo que se haya trabajado previamente en clase. o responder a preguntas sobre un texto corto. o formular preguntas, por ejemplo, extraer de los niños áreas que investigar acerca de un tema. ¿Cómo se enseña a escribir con distintos objetivos? Al llegar al tercer ciclo se espera que los niños sean capaces de escribir con distintos propósitos. Practicarán escribiendo cartas formales e informales, noticias, experimentos científicos, recetas, listas, cuentos, tiras cómicas, diálogos, instrucciones y explicaciones. Es importante, por tanto, introducirles gradualmente en los distintos modos de escritura funcional a lo largo de primaria. Para comunicarse dentro del colegio pueden escribir cartas, notas y mensajes, y confeccionar carteles. El trabajo en geografía, historia y ciencias les proporcionará una base y un vocabulario adecuado para el trabajo más ensayístico. En las sesiones de lectura y escritura los niños deben familiarizarse con estos distintos formatos y registros y empezar a pensar en su objetivo y en el público al que se dirigen. ¿Cómo enfocar la escritura de no-ficción? Hay que presentar a los niños obras de no ficción desde el principio. Debería haber una buena selección de textos de no ficción en la zona de lectura, con algunos libros confeccionados por los propios niños. Podemos utilizarlos para familiarizar a los niños con las características de los textos informativos, para que aprendan a buscar información, y también como modelos para los libros que ellos confeccionen. Los libros 14 informativos son un elemento importante del trabajo sobre lectura y escritura, y pueden utilizarse para enseñar a nivel de texto, de oración y de palabra. En la etapa primaria, los niños deben aprender a leer para localizar información y a escribir con un propósito práctico. En el primer ciclo pueden empezar a buscar datos en libros informativos o de referencia y a utilizar el índice. Durante el segundo ciclo ya deberían, con ayuda del profesor, estar seleccionando textos apropiados donde encontrar y utilizar información específica, y a utilizar estos mismos textos como modelos de su propia escritura. Pueden empezar a crear contenidos e índices al escribir sus propios libros de no ficción y sus libros informativos de clase. También hay que introducirles en el uso del diccionario y enseñarles a utilizar el orden alfabético para encontrar palabras, para que en las siguientes etapas de primaria puedan encontrar los significados de las palabras de manera independiente. Para más ideas acerca de los textos de no-ficción, ver la sección: Contenidos Inter-curriculares ¿Cómo enseñar caligrafía? En las clases de inglés los niños pueden aprender caligrafía inglesa o usar la caligrafía española desde el principio. Se adaptan fácilmente a uno u otro estilo. Los profesores a veces se preocupan en exceso de estos detalles, y es buena idea elaborar unas directrices para todo el colegio y así resolver cualquier conflicto innecesario. El debate sobre mayúsculas/minúsculas quizá sea más significativo, ya que parecería que los niños progresan más deprisa en lectura si se aprenden las minúsculas desde preescolar, en lugar de sólo las mayúsculas. Sea cual sea la política del colegio sobre caligrafía, los profesores siempre habrán de comprobar que los niños sostienen bien el lápiz y mantienen buena postura en las sesiones de escritura. ¿Cómo involucrar a los padres en la enseñanza de la lectura? o Las reuniones trimestrales con padres constituyen una buena oportunidad de explicar nuestros métodos de lectura y darles ideas acerca de cómo colaborar. o También se pueden repartir entre los padres unos folletos explicativos sobre las diferencias entre leer en inglés y leer en español, contándoles cómo sus hijos aprenden a leer en inglés, y cómo ellos pueden ayudarles. o Si se usan lecturas adaptadas por niveles, se pueden grabar cintas de audio para llevar a casa con los libros. También pueden llevarse a casa cajas de palabras y ortografía, para involucrar a los padres en el proceso de aprendizaje. ¿De qué nos podemos ayudar para enseñar a leer y a escribir? Caja de herramientas de lectura y escritura: o punteros para señalar libros grandes o hojas de acetato para escribir sobre un libro, por ejemplo, inventándose los pensamientos de los personajes y escribiéndolos en bocadillos o notas de post-it para tapar palabras/frases o dibujos o tarjetones en blanco donde escribir palabras clave o una buena selección de libros de ficción y no ficción en formato grande con al menos 6 libros pequeños para la lectura guiada. Esta selección debería incluir poemas, rimas y lecturas adaptadas por niveles, como por ejemplo, Oxford Reading Tree y Oxford Literacy Web, Cambridge Readers... 15 o o o o o o o o una amplia selección de libros de ficción y de no ficción de distintos niveles carteles del alfabeto y los fonemas paredes llenas de palabras, bolsillos de palabras, hojas de palabras clave, cajas de palabras (palabras escogidas en cartulina para trabajar en clase o en casa) abanicos fónicos y pizarras blancas (ver página de recursos y Progreso en Fonética ISBN 0193122375) juegos basados en libros objetos de apoyo, como por ejemplo muñecos de personajes favoritos, marionetas/disfraces/máscaras vídeos comerciales y cintas de audio/grabaciones de niños leyendo o cantando una selección de libros elaborados individualmente o por el conjunto de la clase. 16 FRANJAS DE COMPETENCIA Las franjas de aptitud descritas son para el FINAL de CADA CICLO y están organizadas de la siguiente manera: • Comprensión y expresión oral (escuchar y hablar) • Comprensión y expresión escrita (leer y escribir) Hay tres franjas para cada ciclo (siendo la franja 1 la del nivel más bajo). Cada niño que termina el segundo año de cada ciclo debe encajar aproximadamente en una de las tres franjas. Las estimaciones serían: • Franja 1- 10% de los niños • Franja 2- 70% de los niños • Franja 3- 20% de los niños ___________________________________________________ Comprensión y expresión oral: Primer Ciclo Franja 1 Los alumnos utilizan el inglés para comunicar sus preocupaciones inmediatas. Escuchan al profesor y responden adecuadamente en la mayoría de las ocasiones. Se comunican con otros para trasladar significados sencillos, utilizando unas pocas palabras y frases habituales y sencillas. Ayudan a contar historias con estructuras predecibles y lenguaje estructurado. Franja 2 Los alumnos son capaces de escuchar atentamente y responder adecuadamente a lo que se ha dicho, especialmente cuando se tratan temas que les son familiares. Empiezan a compartir sus ideas y sus experiencias, utilizando estructuras habituales sencillas con más confianza. Hablan en voz alta y clara. Son capaces de dar detalles cuando se les pregunta, para extender sus ideas, eligiendo vocabulario y frases apropiadas. Pueden repetir la narración de historias con apoyo del profesor. Empiezan a usar el lenguaje y las acciones para describir situaciones, personajes y emociones. Franja 3 Los alumnos empiezan a escuchar y a hablar con más confianza, especialmente cuando los temas les resultan familiares. A través de respuestas adecuadas y de preguntas, demuestran que están escuchando con atención. Comunican sus experiencias, ideas y opiniones a los demás, utilizando su creciente conocimiento del inglés, además de frases habituales. Hablan en voz alta y con dicción clara. Pueden repetir la narración de historias con menos apoyo, y en las improvisaciones empiezan a utilizar el lenguaje y las acciones para describir situaciones, personajes y emociones. 17 Comprensión y expresión escrita: Primer Ciclo Franja 1 Los alumnos reconocen palabras habituales en textos sencillos. Utilizan su conocimiento de los fonemas, además de pistas contextuales para leer textos, y para establecer el sentido cuando leen en alto. Su escritura comunica significado a través de palabras habituales y frases sencillas. En estas actividades, los alumnos a menudo necesitan apoyo del profesor. En su lectura y escritura, los alumnos empiezan a ser conscientes de cómo se utilizan las mayúsculas y los puntos. Empiezan a expresar su opinión sobre acontecimientos importantes o ideas en cuentos, poemas y textos de no ficción. Franja 2 Los alumnos reconocen una gama más amplia de palabras en textos sencillos. Usan pistas de tipo fonético, gráfico, sintáctico y contextuales para enfrentarse a palabras desconocidas y para establecer el sentido cuando leen en alto. Expresan opiniones respecto de los acontecimientos o ideas importantes que aparecen en cuentos, poemas o textos de no ficción. La escritura de los alumnos comunica significado, y contiene vocabulario interesante y apropiado. Se organiza en una serie de frases con un uso bastante adecuado de las mayúsculas y los puntos, y se utilizan estructuras gramaticales sencillas y habituales. Las palabras monosilábicas conocidas normalmente se escriben sin faltas de ortografía. Los alumnos utilizan bancos de palabras, gráficos de fonemas, diccionarios ilustrados y otros recursos para intentar escribir palabras menos comunes. En su lectura y escritura los niños demuestran conocimiento de los elementos que caracterizan las distintas clases de textos. Franja 3 Los niños leen una gama más amplia de textos con creciente exactitud y comprensión. Tanto en su lectura independiente como en las lecturas compartidas escogen y utilizan pistas de tipo fonético, gráfico, sintáctico y contextuales para enfrentarse a palabras que no conocen y para establecer su significado. En la lectura compartida transmiten su comprensión de las ideas principales y expresan sus preferencias al responder a textos de ficción y no ficción. En la escritura compartida organizan su trabajo en una secuencia de frases y utilizan una gama más amplia de estructuras y de vocabulario interesante. Los alumnos siguen utilizando bancos de palabras, gráficos fonéticos, diccionarios sencillos y otros recursos para comprobar la ortografía de palabras menos comunes, pero en general escriben correctamente las palabras comunes. Las oraciones están puntuadas con mayúsculas y puntos, y los signos de interrogación se utilizan correctamente. En su lectura y escritura los alumnos empiezan a son conscientes de la correcta utilización de las comas y las comillas. Su escritura informativa transmite comprensión y uso apropiado de la página de contenidos, el índice, los diagramas con rótulos y las tablas. __________________________________________________________________________________________________________________ Comprensión y expresión oral: Segundo Ciclo Franja 1 Los alumnos generalmente escuchan con atención y responden adecuadamente a lo que se ha dicho, especialmente cuando los temas les resultan familiares. Responden correctamente a las preguntas y empiezan a utilizar estructuras sencillas con más confianza. Normalmente hablan en voz alta y clara, eligiendo vocabulario y frases apropiadas. Pueden utilizar lenguaje sencillo para describir situaciones, personajes y emociones. 18 Franja 2 Los alumnos empiezan a mostrar confianza hablando y escuchando especialmente cuando utilizan lenguaje que conocen a través de su trabajo en ésta u otras materias. Empiezan a formular preguntas correctamente y demuestran en sus respuestas y preguntas que han comprendido lo que han oído. Son capaces de comunicar sus experiencias, ideas y opiniones a los demás. Hablan en voz alta y con dicción clara. Hacen exposiciones orales con menos apoyo, y en las improvisaciones utilizan el lenguaje para describir situaciones, personajes y emociones. Franja 3 Los alumnos escuchan y hablan en una serie diversa de contextos con creciente confianza. A través de sus respuestas y preguntas relevantes, transmiten que están escuchando atentamente. Comunican sus experiencias, ideas y opiniones a los demás, utilizando su dominio cada vez mayor del inglés, además de frases habituales. Empiezan a adaptar lo que dicen a las necesidades del oyente. Hablan en voz alta y con dicción clara. Los alumnos están empezando a demostrar su conocimiento del inglés gramatical estándar. Hacen exposiciones orales con menos apoyo, y en las improvisaciones utilizan lenguaje y acciones para describir situaciones, personajes y emociones. Comprensión y expresión escrita: Segundo Ciclo Franja 1 En la lectura de textos sencillos los alumnos muestran generalmente una comprensión exacta. Expresan su opinión acerca de acontecimientos importantes o ideas en relatos, poemas y textos de no ficción. Reconocen una amplia gama de palabras conocidas y utilizan más de una estrategia fónica, gráfica, sintáctica o contextual, a la hora de leer palabras que no conocen para darles sentido. Al escribir, organizan su trabajo en una secuencia de frases y utilizan una gama amplia de vocabulario y de estructuras gramaticales. Los alumnos siguen usando bancos de palabras, gráficos de fonemas, diccionarios y otros recursos para comprobar la ortografía de las palabras menos comunes, pero en general escriben correctamente las palabras conocidas. Las frases están puntuadas con mayúsculas y puntos. Los signos de interrogación, de exclamación, las comas y las comillas son utilizadas correctamente con frecuencia. La estructura gramatical básica de las frases simples suele ser correcta. La ortografía de las palabras comunes es generalmente correcta. Franja 2 Los alumnos leen una gama de textos con cada vez mayor fluidez y exactitud. Leen independientemente, utilizando estrategias apropiadas para interpretar su significado. Al responder a textos de ficción y no ficción demuestran comprensión de sus ideas principales y expresan sus preferencias. Los alumnos utilizan su conocimiento del orden alfabético para localizar libros y encontrar información. La escritura de los alumnos comunica significado, tanto en forma narrativa como no narrativa, utilizando vocabulario apropiado e interesante, y mostrando cierta conciencia del lector al que va dirigida. Los alumnos hacen una utilización precisa de mayúsculas, puntos, signos de interrogación, signos de exclamación, comas y comillas. La estructura gramatical básica de oraciones simples generalmente es correcta. La ortografía de las palabras comunes normalmente es correcta. 19 Franja 3 Los alumnos leen una gama de textos con fluidez y exactitud. Al responder a una serie diversa de textos, los alumnos demuestran comprensión de ideas, temas, acontecimientos y personajes significativos. Se refieren al texto cuando explican sus puntos de vista. Localizan y utilizan ideas e información. La escritura de los alumnos a menudo está bien organizada, es imaginativa y clara. Los rasgos principales de distintas formas de escritura se utilizan adecuadamente, y empiezan a adaptarse a distintos lectores. La estructura gramatical básica de las oraciones generalmente es correcta. La ortografía es cada vez más correcta. __________________________________________________________________________________ Comprensión y expresión oral: Tercer Ciclo Franja 1 Los alumnos hablan y escuchan con confianza, especialmente cuando utilizan lenguaje conocido. En las discusiones, muestran su comprensión de los puntos principales. Son capaces de compartir sus ideas y experiencias, utilizando estructuras familiares sencillas con mayor confianza. Hablan en voz alta y clara. Son capaces de formular preguntas y contestar correctamente. Demuestran conocimiento de la gramática del inglés estándar y están empezando a utilizar distintos tiempos verbales con corrección. Franja 2 Los alumnos hablan y escuchan con confianza en una gama cada vez mayor de contextos, incluyendo algunos de naturaleza formal. Cada vez son más capaces de adaptar su habla a su objetivo y de transmitir hechos e ideas con claridad. En la discusión escuchan con atención, participan con preguntas y respuestas a las ideas y opiniones de los demás. Utilizan adecuadamente los elementos básicos de la gramática inglesa estándar. Franja 3 Los alumnos hablan y escuchan con confianza en una amplia gama de contextos, incluyendo algunos de naturaleza formal. Su habla está adaptada a su propósito, desarrollando ideas cuidadosamente, describiendo acontecimientos y transmitiendo con claridad sus opiniones. Su habla capta la atención del oyente. En una discusión, escuchan con atención, e intervienen con preguntas y respuestas a las ideas y opiniones que exponen los demás. Utilizan adecuadamente muchos de los elementos de la gramática inglesa estándar. Comprensión y expresión escrita: Tercer Ciclo Franja 1 Los alumnos leen una gama de textos con fluidez y exactitud. Al responder a una serie diversa de textos, los alumnos demuestran su comprensión de ideas, temas, acontecimientos y personajes significativos. Se refieren al texto al explicar su punto de vista. Localizan y utilizan ideas e información. La escritura de los alumnos con frecuencia está bien organizada y es clara e imaginativa. Los elementos principales de los distintos tipos de escritura se usan adecuadamente, empezando a adaptarse a diferentes lectores. La estructura gramatical básica de las oraciones suele ser correcta. La ortografía es cada vez más correcta. 20 Franja 2 Los alumnos muestran comprensión de una serie diversa de textos, seleccionando ideas clave y utilizando la inferencia y la deducción cuando resulta apropiado. En sus respuestas, identifican elementos clave, temas y personajes y seleccionan oraciones, frases e información relevante sobre la que basar sus puntos de vista. Los alumnos buscan y seleccionan información de diversas fuentes. La escritura de los alumnos en una gama variada de formas es cuidadosa e interesante. Se desarrollan las ideas y se organizan adecuadamente según su propósito y su lector. Escogen vocabulario de manera más audaz. La ortografía, incluso la de las palabras polisilábicas que se ajustan a patrones regulares, generalmente es correcta. La puntuación dentro de la oración suele ser correcta. Los textos se organizan en párrafos. Franja 3 Al leer y analizar una serie diversa de textos, los alumnos comentan su significado y su efecto. Dan respuestas personales frente a textos literarios, refiriéndose a aspectos del lenguaje, la estructura y los temas para justificar sus opiniones. Resumen información diversa de distintas fuentes. La escritura de estos alumnos es variada e interesante, transmitiendo el significado claramente en una variedad de formas para distintos lectores, utilizando un estilo más formal si resulta apropiado. La ortografía, incluyendo la de palabras polisilábicas que responden a patrones regulares, generalmente es correcta. La puntuación dentro de la oración suele ser correcta. Los textos se organizan en párrafos. 21 CIENCIAS, GEOGRAFÍA E HISTORIA Ciencias, Geografía e Historia: Introducción A través de las asignaturas de ciencias, geografía e historia, los alumnos conocen el mundo que les rodea. Estudiar ciencias, geografía e historia supone conocer las condiciones sociales y físicas que influyen o han influido en nuestras vidas y en las de nuestras comunidades. La adquisición de conocimientos científicos, geográficos e históricos es un proceso por el que pasa cada generación para comprender su situación actual y, a ser posible, mejorarla. Nuestra tarea como profesores consiste en desarrollar los conocimientos de los alumnos, así como su comprensión de los principios e ideas importantes de las ciencias sociales y naturales. También es fundamental enseñar una serie de destrezas para que los niños puedan desarrollar su capacidad de pensar críticamente y de resolver problemas en un contexto social o científico. Por último, como profesores, nuestro objetivo ha de ser el de estructurar el aprendizaje de los alumnos para que sean capaces de desarrollar valores basados en la información acerca de su entorno familiar y de su entorno más amplio a través de experiencias reales y significativas. Ciencias, Geografía e Historia: Preguntas más frecuentes ¿Cuánto tiempo debe emplearse en enseñar estas asignaturas? El siguiente currículo troncal se ha diseñado para ser cubierto en al menos 3 sesiones semanales. La mayoría de los niños del proyecto reciben cinco sesiones a la semana de lo que se conoce en la actualidad como Conocimiento del Medio, que a menudo se divide en tres sesiones en inglés y dos en español. ¿Cómo se pueden cubrir todos los contenidos de Ciencias, Geografía e Historia en los dos idiomas y en cada uno de los ciclos? En España, los seis años de Educación Primaria se agrupan en tres ciclos. Cada ciclo es de dos años. Los primeros años de cada ciclo (Primero, Tercero y Quinto) se basan en nuevos contenidos, mientras que los segundos años (Segundo, Cuarto y Sexto) se centran en la revisión y consolidación de los que se ha impartido antes. Los contenidos se ordenan cíclicamente para afrontar los mismos temas en distintas ocasiones a lo largo de la Primaria. Empiezan con los aspectos básicos más significativos para los niños y luego pasan a contenidos más detallados y complejos. De los objetivos presentados en este documento, los profesores deben elegir qué impartir en cada año del ciclo, de manera que al final del ciclo todos hayan sido cubiertos. 22 Es importante que para el final de cada ciclo los niños se hayan aproximado a los contenidos de ciencias, historia y geografía en inglés y en español de una manera organizada y coherente. Así nos aseguramos de haber cubierto conceptos específicos y conocimientos generales en ambos idiomas. Evidentemente, algunos aspectos del currículo español se enseñan mejor en español (la función del ayuntamiento, por ejemplo, o la organización regional en Comunidades Autónomas). Hay distintas maneras de dividir las ciencias, la geografía y la historia entre los dos idiomas. Los siguientes ejemplos muestran tres posibilidades aunque, por supuesto, existen otras combinaciones posibles. Ejemplo 1: Dividir el número de temas en dos grupos: inglés y español, para luego intercambiarlos en el siguiente año. Por ejemplo, los niños aprenden sobre el agua en el primer año en inglés y al siguiente en español. Ejemplo 2: Enseñar el mismo tema en los dos idiomas al mismo tiempo. Existe el peligro de que esto se vuelva innecesariamente repetitivo y aburrido para los niños, de forma que hay que decidir qué aspectos han de impartirse en cada idioma. El español puede utilizarse para presentar el tema, por ejemplo, y el inglés para desarrollarlo, o al contrario. Por ejemplo, los niños aprenden la clasificación de los animales en español y luego desarrollan un proyecto en inglés sobre uno de los animales, como por ejemplo el tiburón. Ejemplo 3: Variar la cantidad de tiempo que se destina a cada tema. Si un tema ya se ha cubierto extensamente en el primer año de un ciclo, puede revisarse como un mini-tema en el segundo año. Por ejemplo, en Tercero, el primer año, los niños pueden hacer un gran proyecto sobre plantas, y en Cuarto elaborar un mini-libro sobre el ciclo vital de la planta que ellos escojan, revisando los conocimientos y el vocabulario estudiados previamente. ¿Cómo coordinar las Ciencias, la Geografía y la Historia? Al principio del curso escolar, todos los profesores involucrados en la enseñanza de estas tres materias en inglés y del español necesitan discutir y llegar a un acuerdo acerca de los contenidos que han de cubrirse en cada idioma. Es muy importante clarificar QUÉ se va a enseñar en cada idioma y CÓMO se van a distribuir los contenidos a lo largo del ciclo. El orden y forma en que están agrupados los temas en este documento es orientativo. Se pueden diseñar temas para ciencias, geografía e historia respondiendo a los intereses de los niños, vinculando los temas a otras áreas del currículo. (esquema pag. Pueden encontrarse ejemplos concretos de documentos inter-curriculares en la sección titulada: Enfoques Inter-curriculares ¿Cuáles son las diferencias principales entre los enfoques español e inglés a la hora de impartir Ciencias, Geografía e Historia? Existen diferencias tanto en los enfoques como en el contenido. El currículo español tiene un contenido más amplio de información que hay que aprender. Los contenidos de ciencias se refieren más a la biología que a la física (procesos físicos) o a la química (materiales y sus propiedades). En el primer ciclo, la geografía y la historia se centran en el entorno local. En el segundo y tercer ciclos estos contenidos se amplían ligeramente para incluir información sobre España y Europa. En el currículo británico se da más importancia a la física y la química básicas. En geografía e historia, los niños británicos estudian no sólo el entorno local, sino también otras partes del mundo. 23 En el sistema español hay un mayor énfasis en las destrezas del conocimiento y las técnicas de estudio (leer, extraer información, clasificar, resumir o memorizar). Sin embargo, el sistema británico pone el acento más bien sobre la investigación y la comprensión a través del descubrimiento personal y la experimentación. Por ejemplo, los niños aprenden el concepto de “fair test” y aprenden a diseñar sus propios experimentos y a sacar conclusiones. Nuestro objetivo es ofrecer a los niños lo mejor de los dos sistemas. Debemos intentar integrar cuanto nos sea posible de los dos enfoques. ¿Cómo pueden desarrollarse las destrezas de la lectura y la escritura a través de las ciencias, la geografía y la historia? Trabajo oral El trabajo oral es la base de la mayoría de las clases de ciencias, geografía e historia. Este trabajo oral tiene que ser guiado en el primer ciclo pero gradualmente debería hacerse más independiente a lo largo de la primaria. El trabajo oral es muy importante en la planificación y desarrollo de tareas. Las discusiones en grupo son necesarias para extraer de ellas las preguntas que se tienen que investigar, el diseño de los experimentos y la extracción de conclusiones. Las discusiones en grupo son necesarias en todas las etapas para: • obtener las preguntas que se tienen que investigar • diseñar experimentos y finalmente • extraer conclusiones Actividades prácticas Las actividades prácticas con equipos reales constituyen una buena oportunidad para utilizar la lengua en un contexto claro. Estas actividades motivan a los niños para que escuchen atentamente y sigan instrucciones sencillas. Registro de la actividad Las actividades de lectura y escritura posteriores a un trabajo oral ofrecen una buena oportunidad para consolidar elementos del idioma; etiquetar diagramas, apuntar resultados y describir procesos. Estas actividades desarrollan simultáneamente el lenguaje, los conocimientos y la comprensión. Información Los niños deberían tener la oportunidad de desarrollar su capacidad para buscar información y referencias en inglés y para confeccionar sus propios libros de texto. Para más detalles acerca de cómo trabajar con textos informativos ver a la sección Enfoques inter-curriculares 24 Acuerdos de ciclo 1¿QUÉ se va a enseñar? Inglés Español 2. ¿CÓMO distribuirlo? Contenidos 1º año Diseño de unidades didácticas Contenidos 2º año Evaluación y análisis de los resultados Actualización y reutilización 25 Ciencias, Geografía e Historia: Habilidades de Investigación y Científicas Las habilidades de investigación son aquellas que se necesitan para pensar, investigar, formular preguntas y descubrir el mundo. Estas habilidades pueden desarrollarse a través de experimentos prácticos en clase de ciencias, geografía e historia. Sin embargo, no siempre es posible diseñar experimentos científicos apropiados para todos los temas y/o alumnos. Puede que sea necesario entonces buscar otro tipo de investigación para desarrollar estas habilidades. ¿Qué tipo de actividades fomentan el desarrollo de las habilidades de investigación y científicas? Las ciencias, la geografía y la historia estimulan la curiosidad de los niños acerca del mundo que les rodea y les animan a explorar fenómenos naturales y sociales. Los niños participan en actividades por medio de las cuales desarrollan actitudes, procedimientos, conocimientos técnicos y comprensión. Estas actividades pueden dividirse en diferentes categorías: • • • • • • • • • • Investigación previa: buscar información, leer, seleccionar y resumir. Las fuentes deberían incluir libros de texto, enciclopedias para niños, vídeos y el ordenador. Por ejemplo: recabar información sobre los tiburones, los volcanes o el Antiguo Egipto. Analizar y razonar: analizar información, establecer vínculos, causas y consecuencias. Por ejemplo: los residuos y el daño medioambiental. Habilidades básicas: seleccionar el equipamiento, medir y anotar resultados. Por ejemplo: hacer una gráfica, hacer un mapa, medir la temperatura. Observación: utilizar los sentidos apropiados para describir, ordenar y clasificar. Por ejemplo: ¿qué clase de árbol es? Hacer observaciones detalladas a lo largo de un tiempo. Por ejemplo: ¿cómo se desarrolla el tallo de una judía? ¿Cómo crece la oruga de la seda? ¿Cómo varía la cantidad de agua de lluvia? Exploración: actividades de “probar y ver”. Por ejemplo: la electricidad estática. ¿Qué pasa si frotas un globo contra el jersey y luego intentas coger con él trocitos de papel? Demostración: Hacer una demostración para toda la clase. Por ejemplo: hervir agua y observar la condensación sobre un cristal frío para ilustrar el ciclo del agua. También los niños pueden escenificar el funcionamiento de algo, por ejemplo representar cómo el oído detecta sonidos. Investigación: los niños desarrollan experimentos. Hacen preguntas, predicen resultados, planifican, hacen experimentos y comunican sus hallazgos. Por ejemplo: ¿qué factores influyen en la velocidad a la que se disuelve el azúcar? ¿Qué bolsa de papel es más fuerte? Clasificar e Identificar: por ejemplo, ¿cómo podemos agrupar estos invertebrados? ¿Cómo podemos clasificar estas piedras? Búsqueda de patrones regulares: por ejemplo, ¿qué cosas pesan y cuáles se hunden? ¿En qué lado de los árboles crece el musgo? Evaluación: comprobar resultados, confirmar información, mostrar comprensión. 26 CIENCIAS: GUÍA DE LA ASIGNATURA La mayoría de los temas se prestan a experimentos prácticos reales. Debemos utilizar estas oportunidades para desarrollar las habilidades científicas. Si no es posible hacer experimentos sobre cierto tema, se pueden desarrollar las habilidades investigadoras a través de actividades como las sugeridas más arriba. Las investigaciones pueden presentarse en geografía e historia, pero los experimentos suelen surgir del estudio en ciencias de: o cuerpo humano y la salud o los seres vivos o los materiales y sus propiedades o los procesos físicos ¿Cómo se planifican, desarrollan y registran los experimentos? Para enseñar a los niños a investigar a través de experimentos tenemos que darles la oportunidad de tener experiencias prácticas. Sin embargo, es esencial estructurar cuidadosamente la clase para dejarles descubrir cosas por sí mismos. El objetivo de las actividades prácticas es que los niños aprendan haciendo, de manera que no hay que contarles el resultado o las conclusiones antes de empezar. Un experimento es una investigación, no una demostración. Por ejemplo: Al investigar los circuitos eléctricos, el profesor puede proporcionar a los grupos una pila, cables, pinzas y una bombilla y dejar que los niños descubran por sí mimos cómo encender la bombilla. Los currículos británicos se centran en la investigación. Para diseñar sus propios experimentos y evaluar los resultados, los niños necesitan comprender el concepto de “fair test”, es decir, cambiar una variable y observar y medir su efecto manteniendo el resto de variables inalterable. Por ejemplo: Los niños estudian las plantas y su crecimiento. En lugar de decirle a los niños desde el principio que las plantas necesitan luz para crecer, esto se puede entender como una hipótesis a probar, y el profesor puede introducir la idea de “fair test.” Algunas plantas pueden dejarse a la luz y otras en la oscuridad, pero entonces el profesor puede preguntar: “¿pueden respirar las plantas que están a oscuras? ¿Son el mismo tipo de plantas? ¿Están recibiendo la misma cantidad de agua? ¿Es éste un “fair test”? etc. Los niños pueden reflejar los resultados por medio de dibujos. El profesor puede entonces seguir las sugerencias de los niños para probar distintas hipótesis. Al principio los niños necesitarán ayuda, pero a lo largo de la primaria deberían sentirse cada vez más competentes a la hora de formular preguntas, diseñar experimentos, hacer predicciones, medir y registrar resultados y extraer conclusiones. Para más ideas acerca de cómo reflejar resultados ver la información sobre el Curso de Ciencias de marzo de 2003. 27 OBJETIVOS PARA DESARROLLAR HABILIDADES CIENTÍFICAS Objetivos para Primer ciclo desarrollar habilidades científicas Preparación de las tareas. Los alumnos serán capaces de: Segundo ciclo Tercer ciclo Los alumnos serán capaces de: Los alumnos serán capaces de: • Hacer preguntas y sugerir formas de responderlas a través de experimentos. • Hacer predicciones y reconocer si un experimento cumple las condiciones necesarias para ser un “fair test”. • • Comprender la actividad y planificar una actividad práctica. • Hacer predicciones. “Fair Test”. Comprender preguntas: ¿Cómo? ¿Por qué? ¿Qué pasa si? Ayudar a planificar un experimento y a hacer predicciones sobre sus resultados. Realización de tareas. Realización de observaciones y mediciones sencillas. Completar registro de observación en formatos sencillos: dibujos, pictogramas y diagramas de barras. • Seguir instrucciones sencillas. • • Utilizar el equipamiento y las técnicas para • realizar observaciones y mediciones. • Registrar los resultados de distintas • maneras: dibujos, pictogramas, y diagramas de barras. Seguir instrucciones más complejas. Seleccionar y utilizar instrumentos de medición adecuados o hacer observaciones. Reflejar los resultados con una variedad mayor de formas: dibujos, pictogramas, diagramas, diagramas de barras, gráficos de líneas y, donde sea posible, con ordenadores. Hacer comparaciones sencillas y responder a preguntas sencillas sobre los resultados. • Escritura guiada para reseñar experimentos. • Responder a preguntas sencillas, hacer comparaciones y reconocer relaciones sencillas. Sacar conclusiones. Escribir un informe breve sobre una investigación. Utilizar conocimientos científicos para dar explicaciones y responder a preguntas. Hacer comparaciones e identificar patrones sencillos. • • Observar y medir. Reflejar los resultados de diferentes maneras. Revisar e informar sobre las tareas. Informar y presentar. Interpretar y evaluar resultados y procedimientos. • 28 • • • • • Sugerir preguntas y encontrar maneras de responderlas. Hacer predicciones razonadas sobre posibles resultados. Sugerir maneras de hacer un “fair test” cambiando un factor y manteniendo el resto inalterable. CONTENIDOS DE CIENCIAS: Primer ciclo El cuerpo humano y la salud Desarrollar la comprensión de los elementos principales del cuerpo, la nutrición y cómo mantener la salud. • • • • • • • • • • • • Identificar las partes principales externas del cuerpo y sus características. Identificar algunos órganos internos, su localización y funciones principales. Reconocer diferencias sencillas entre bebés, niños, adultos y ancianos. Comparar y contrastarse a sí mismos en la actualidad con cuando eran bebés; es decir, crecimiento, dentición, habilidades. Reconocer los sentidos, su función y sus órganos. Reconocer que tenemos huesos y músculos, y que sostienen nuestros cuerpos y nos permiten movernos. Comprender que los humanos necesitamos comida y agua para sobrevivir. Clasificar las comidas dependiendo de su origen, es decir, animal, vegetal o mineral. Reconocer la importancia de hacer ejercicio y de tener una alimentación sana para mantener la salud. Ser conscientes de que los problemas de salud son consecuencia de no cuidarnos bien: coger frío, que nos duela la tripa, que nos salgan caries, etc Comprender la importancia de observar reglas de seguridad básica en casa, en el colegio, en la calle... Reconocer la importancia de relacionarnos con los demás, de expresar las emociones y de tratar a los demás con sensibilidad. Segundo ciclo Tercer ciclo • Identificar las partes principales externas del cuerpo y sus características. • Identificar los cinco sentidos y cómo funcionan. • Utilizar los sentidos para descubrir y describir el entorno: formas, tamaños, colores, olores, sabores... • Identificar órganos principales y sus funciones: o Huesos y músculos o Cerebro y nervios o Sistema digestivo o Sistema respiratorio o Sistema circulatorio o Sistema excretor • Describir sucintamente los procesos de digestión, respiración y circulación de la sangre. • Identificar los principales nutrientes de los alimentos. • Reconocer las funciones de los dientes y cómo cuidarlos. • Diseñar una dieta sana. • Comprender la importancia de una dieta sana. Reconocer las comidas principales del día y las diferencias entre las comidas españolas y las inglesas: horarios, comidas o bebidas típicas... • Identificar formas diferentes de almacenar y conservar los alimentos. • Diferenciar hábitos saludables y no saludables para cuidar nuestros sentidos, huesos músculos, sistema respiratorio y circulatorio. • Reconocer la importancia del deporte y del ejercicio físico. Identificar reglas de seguridad cuando se practican juegos o deportes en casa, en el colegio o en la calle. • 29 • • • • • • • • • • • • • • • Reconocer los elementos principales del sistema nervioso: cerebro, sentidos, nervios y neuronas. Describir el sistema nervioso examinando estímulos y reacciones. Reconocer los órganos principales del sistema digestivo y sus funciones. Describir el proceso de la digestión. Clasificar los alimentos según sus nutrientes. Comparar distintas dietas sanas según la edad y la actividad. Reconocer los órganos principales y las sustancias en los sistemas respiratorio, circulatorio y excretor. Describir los procesos de la respiración, la circulación de la sangre y la excreción. Identificar los huesos, músculos y articulaciones principales y sus funciones. Comprender cómo se mueve el cuerpo humano. Identificar los órganos principales del sistema reproductor. Comprender las etapas principales del ciclo de la vida humana. Desarrollar la conciencia de los cambios relacionados con la pubertad. Reconocer las diferencias físicas y sexuales y los cambios en los humanos y desarrollar una actitud respetuosa hacia todos los seres humanos. Conocer los factores que contribuyen a la salud, incluyendo la dieta, el ejercicio, la higiene, el uso correcto de los medicamentos y los efectos nocivos de otras sustancias. Aprender a ser responsables de su propia salud y seguridad. Seres vivos Comprender los procesos vitales de plantas y animales y su importancia para los humanos • • • • • • • • • • • • • • Comprender las diferencias entre los seres vivos y las cosas inanimadas. Comprender que los animales se mueven, comen, utilizan los sentidos y se reproducen. Identificar lo que necesitan los animales para seguir vivos: agua y alimento. Reconocer y comparar las partes externas principales de los cuerpos de los animales. Clasificar a los animales según su relación con el hombre: salvajes o domésticos. Comprender cómo los cambios de las estaciones afectan a la vida de las plantas y los animales. Comprender las etapas básicas de la vida de las plantas. Comprender la importancia de la tierra, la luz solar y el agua para las plantas. Reconocer las partes principales de una planta con floración. Clasificar las plantas según su relación con los humanos: salvajes o cultivadas, plantas comestibles y no comestibles. Comprender la importancia de las plantas y los animales para los humanos. Averiguar distintas informaciones sobre distintas plantas y animales del entorno cercano. Establecer vínculos entre diferentes plantas y animales y sus hábitats. Desarrollar un comportamiento cuidadoso hacia los seres vivos en su entorno local. • • • • • • • • • • • • • • • Comprender que la nutrición, el movimiento, el crecimiento y la reproducción son procesos vitales comunes a los humanos y a los animales. Reconocer cómo los cambios estacionales influyen en el comportamiento de plantas y animales. Comprender las diferencias entre vertebrados e invertebrados. Reconocer y comparar las características básicas de distintos vertebrados: movimiento, sentidos, nacimiento, nutrición, características externas, reproducción. Identificar algunos de los ejemplos más comunes de los cinco grupos de invertebrados. Comprender cómo identificar y agrupar animales y plantas que se encuentran en el entorno. Descubrir las etapas principales del ciclo de la vida de algunos animales o insectos: por ejemplo, mariposas o ranas. Comprender que la nutrición, el crecimiento y la reproducción son procesos vitales comunes a las plantas. Comprender el efecto de la luz, el aire, el agua y la temperatura sobre el crecimiento de las plantas. Clasificar las plantas según el tipo de tallo: árbol, arbusto, hierba. Identificar las partes principales de la planta y la flor, y sus funciones. Identificar los beneficios principales que los humanos obtienen de animales y plantas. Comprender cómo los animales y las plantas interactúan con su hábitat. Clasificar las cosas vivas en cadenas alimentarias sencillas. Desarrollar una actitud responsable frente a animales y plantas. 30 • • • • • • • • • • • • • • • Clasificar los seres vivos en: animales, plantas y micro-organismos. Reconocer los grupos principales de invertebrados. Clasificar a los vertebrados en mamíferos, aves, peces, reptiles y anfibios. Averiguar distintas informaciones sobre los cinco grupos de vertebrados, incluyendo cómo nacen, crecen, usan sus sentidos, se mueven, comen, respiran y se reproducen. Reconocer las características diferenciadoras de los grupos principales de plantas con y sin floración. Comprender cómo las plantas fabrican su propio alimento y cómo respiran y se reproducen. Investigar las condiciones específicas necesarias para el crecimiento de distintas plantas. Reconocer a los micro-organismos como seres vivos. Reconocer las características distintivas de los micro-organismos. Reconocer las propiedades beneficiosas o nocivas de los micro-organismos. Comprender los vínculos entre los procesos vitales de animales y plantas y los ambientes donde se encuentran. Comprender cómo los animales y plantas de distintos hábitats se adaptan a su entorno. Comprender las causas heredadas y ambientales de la variación. Elaborar cadenas alimentarias para mostrar las relaciones alimenticias de un hábitat y predecir las consecuencias de los cambios. Identificar seres vivos raros o extinguidos. Materiales y sus propiedades Comprender cómo pueden agruparse los materiales: • Explorar y reconocer similitudes y diferencias entre materiales utilizando los sentidos. • Organizar objetos en grupos según propiedades materiales sencillas como aspereza, dureza, brillo, capacidad de flotar o transparencia. • Reconocer tipos comunes de materiales: metal, plástico, madera, papel, roca. • Reconocer que algunos materiales se encuentran en la naturaleza. • Averiguar los distintos usos de diversos materiales según sus propiedades. Desarrollar la conciencia de los cambios materiales: • Averiguar cómo puede cambiar la forma de algunos objetos tras determinados procesos: aplastar, doblar, retorcer, estirar, etc. • Explorar y describir cómo algunos materiales cotidianos cambian cuando son sometidos al frío o al calor: el chocolate, el agua, el pan, etc. Comprender las propiedades básicas de los materiales: • Clasificar materiales y objetos según sus similitudes y diferencias. • Clasificar materiales según su origen: natural o manufacturado. • Relacionar las propiedades de los materiales con sus utilidades • Investigar las propiedades básicas de los sólidos, los líquidos y los gases tomando como ejemplo el agua. • Clasificar los minerales y las rocas más comunes. Comprender los cambios en los materiales: • Investigar qué sustancias cotidianas se disuelven en el agua. • Reconocer que los materiales pueden cambiar de formas. • Investigar cómo los materiales cotidianos cambian con el calor o con el frío. • Relacionar los cambios de estado con el ciclo del agua. • Comprender que cuando se forman nuevos materiales, el cambio es permanente. • Investigar cómo controlar la oxidación. Comprender las propiedades de los materiales: • Identificar las propiedades generales de los materiales: dureza, flexibilidad, masa, volumen, fuerza y comportamiento magnético. • Reconocer las diferencias entre sólidos, líquidos y gases según su facilidad de fluir y su mantenimiento de la forma y el volumen. • Identificar y utilizar herramientas sencillas para medir la masa y el volumen. • Clasificar un número mayor de minerales y rocas según sus características: aspecto, textura, y permeabilidad. • Identificar cambios físicos en minerales y rocas. Comprender los cambios en los materiales: • Reconocer cambios físicos en el entorno y sus causas: mezclar, disolver, estirar, contraer, derretir, hervir, congelar. • Quemar y calentar materiales resulta en la formación de nuevos materiales. • Identificar cambios químicos en las cosas vivas: fotosíntesis, digestión, fermentación. Separar mezclas de materiales: • Cómo separar las partículas sólidas de distintos tamaños con un tamiz. • Comprender que algunos sólidos se disuelven en agua formando soluciones, mientras que otros no. • Cómo separar sólidos insolubles de un líquido por medio de la filtración. Adquirir unos conocimientos básicos de fuerzas y movimientos: • Averiguar y describir el movimiento de las cosas cotidianas: rápido, lento, cambio de Comprender dirección, etc. procesos físicos, la luz, el • Identificar "empujar y tirar" como fuerzas. • Identificar qué hace que se muevan las sonido y las cosas. fuerzas. Adquirir unos conocimientos básicos sobre electricidad: • Identificar electrodomésticos cotidianos. • Desarrollar conciencia de circuitos sencillos con pilas, cables, bombillas e interruptores. Comprender ideas básicas sobre las fuerzas y la energía: • Identificar fuentes variadas de energía utilizadas en el colegio y en casa. • Identificar las fuentes de energía utilizadas por diversos modelos y máquinas. • Comprender cómo las fuerzas pueden influir en el movimiento y la forma de los objetos. • Investigar los efectos de la fricción sobre el movimiento de los objetos. • Identificar las herramientas y las máquinas más comunes y cómo nos ayuda Comprensión básica de lo que es la electricidad: Comprender las fuerzas y la energía • Identificar el efecto de las fuerzas: movimiento, tensión, transformación. • Comprender que los imanes y los materiales magnéticos ejercen fuerzas de atracción y repulsión • Comprender que los objetos caen hacia abajo por la fuerza gravitacional entre ellos y la Tierra. • Clasificar las energías en renovables y no renovables. • Comprender cómo la energía se puede generar a través de generadores y motores. • Reconocer los elementos básicos de las máquinas: cables, bombillas, pilas, motor.. Desarrollar el conocimientode distintos materiales, sus propiedades y sus utilidades Procesos físicos 31 Adquirir unos conocimientos básicos acerca de la luz y el sonido • Identificar diferentes fuentes lumínicas. • Identificar diferentes fuentes de sonido. • Identificar distintas clases de sonidos. Identificar diferentes máquinas y sus usos en la tecnología moderna. Comprender la electricidad: Circuitos sencillos: • • Construir circuitos con componentes simples: pilas, cables e interruptores para hacer que aparatos • eléctricos funcionen (timbres, motores) • Comprender que cambiar el número de • componentes (de pilas, de bombillas y de cables) de un circuito puede hacer que las bombillas luzcan • más brillantes o más tenues. Adquirir unos conocimientos básicos en torno al • Cómo representar circuitos mediante dibujos y sonido: símbolos convencionales. • Comprender que cuando los objetos vibran Comprender el fenómeno del sonido: se produce sonido. • Identificar fuentes de sonido –vibraciones- y cómo • Investigar cómo viaja el sonido a través de se transmiten. distintos materiales. • Identificar las cualidades principales de los sonidos: Comprensión básica de la luz: intensidad y tono. • Explorar cómo la luz pasa sólo a través de • Cómo cambiar el tono y el volumen del sonido en determinados materiales. los instrumentos musicales. • Descubir cómo se producen las sombras. • Reconocer los fenómenos relacionados con el • Investigar el reflejo de la luz sobre espejos y sonido: el eco y la reverberación superficies brillantes. Comprender la luz: Comprensión básica de la Tierra y del espacio: • Las fuentes de luz y cómo ésta se traslada. • El sol, la Tierra y la luna son esféricas. • El reflejo de la luz en los espejos y en las lentes. • La posición del sol parece variar a lo largo del día, cómo cambian las sombras cuando • La luz puede descomponerse en distintos colores. esto ocurre. • Cómo el día y la noche están relacionados con el giro de la Tierra sobre su propio eje. • Comprender que la Tierra órbita alrededor del sol una vez al año, provocando el paso de las estaciones, y que la luna órbita alrededor de la tierra. • Identificar los elementos principales del sistema solar. • Conocer las reglas de seguridad en torno a las tomas de tierra y el peligro que pueden suponer. Construir circuitos sencillos utilizando componentes sencillos. Clasificar los materiales en aislantes o conductores. Investigar los efectos de la corriente variable sobre un circuito. 32 • FRANJAS DE COMPETENCIA Las franjas de competencia descritas son para el FINAL de CADA CICLO. Las tres franjas detalladas para cada ciclo corresponden a tres niveles (del más bajo al más alto). Cada uno de los niños que completa el segundo año de cada ciclo debería encajar aproximadamente en una de las tres franjas. La estimación aproximada sería • Franja 1 - 10% de los niños • Franja 2 - 70% de los niños • Franja 3 - 20% de los niños HABILIDADES CIENTÍFICAS Primer Ciclo Franja 1 Los niños responden o describen adecuadamente las características sencillas de los objetos, los seres vivos y los acontecimientos que observan, comunicando sus hallazgos en formatos sencillos (hablando, dibujando, a través de gráficos simples). Franja 2 Los niños responden a sugerencias acerca de cómo descubrir cosas. Utilizan textos sencillos y equipamiento, con ayuda, para encontrar información, observar y comparar. Describen sus observaciones utilizando un vocabulario básico y las reflejan en dibujos, gráficos simples, etc. Franja 3 Los niños responden a sugerencias acerca de cómo descubrir cosas y, con ayuda, lanzan sus propias sugerencias acerca de cómo recoger datos para responder a preguntas. Utilizan textos sencillos y equipamiento para encontrar información, observar y comparar. Describen sus observaciones utilizando vocabulario científico y las reflejan en tablas, gráficos, etc. Responden a preguntas sencillas sobre sus resultados. 33 Segundo Ciclo Franja 1 Los niños responden a sugerencias acerca de cómo descubrir cosas y, con ayuda, lanzan sus propias sugerencias acerca de cómo recoger datos para responder a preguntas. Utilizan textos sencillos y equipamiento para encontrar información, observar y comparar. Describen sus observaciones utilizando vocabulario científico y las reflejan en tablas, gráficos, etc. Responden a preguntas sencillas sobre sus resultados. Franja 2 Los niños responden a sugerencias y proponen sus propias ideas sobre cómo encontrar la respuesta a una pregunta. Entienden por qué es importante recabar datos para responder a preguntas. Utilizan textos sencillos para encontrar información. Hacen observaciones y miden cantidades (longitud o masa) utilizando herramientas sencillas. Pueden realizar un experimento “fair test” con algo de ayuda. Registran sus observaciones de distintas maneras. Informan de sus investigaciones con un vocabulario científico sencillo y comienzan a sacar conclusiones y a dar explicaciones de lo que han observado. Franja 3 Los niños responden a sugerencias y proponen sus propias ideas sobre cómo encontrar la respuesta a una pregunta. Entienden por qué es importante recabar datos para responder a preguntas. Utilizan textos sencillos para encontrar información. Hacen observaciones relevantes y miden cantidades (longitud o masa) utilizando instrumentos variados. Realizan un experimento “fair test” con algo de ayuda. Registran sus observaciones de distintas maneras. Informan de sus investigaciones con un vocabulario científico sencillo y comienzan a sacar conclusiones y a dar explicaciones de lo que han observado. Tercer Ciclo Franja 1 Los niños responden a sugerencias y proponen sus propias ideas sobre cómo encontrar la respuesta a una pregunta. Entienden por qué es importante recabar datos para responder a preguntas. Utilizan textos sencillos para encontrar información. Hacen observaciones relevantes y miden cantidades (longitud o masa) utilizando instrumentos variados. Realizan un experimento “fair test” con algo de ayuda. Registran sus observaciones de distintas maneras. Informan de sus investigaciones con un vocabulario científico sencillo y comienzan a sacar conclusiones y a dar explicaciones de lo que han observado. Franja 2 Los niños reconocen que las ideas científicas se basan en las pruebas. En su propio trabajo de investigación, deciden el enfoque adecuado para cada pregunta. Cuando resulta apropiado, describen, o muestran la manera en que realizan la tarea, cómo variar un factor manteniendo el resto inalterable. Hacen predicciones y seleccionan información de las fuentes que se les dan. Seleccionan y utilizan el equipo adecuado y los instrumentos de medición, y registran sus resultados de distintas maneras. Empiezan a relacionar sus conclusiones con los conocimientos de la ciencia y la técnica, y a comunicarse con un vocabulario científico apropiado. Sugieren formas de mejorar su trabajo, dando razones. 34 Franja 3 Los niños reconocen que las ideas científicas se basan en las pruebas. En su propio trabajo de investigación, deciden el enfoque adecuado a cada pregunta. Cuando la investigación parte de un “fair test”, identifican los aspectos clave que hay que considerar. Hacen predicciones y seleccionan información de diversas fuentes. Seleccionan y utilizan herramientas apropiadas e instrumentos de medición, y registran sus resultados de distintas maneras. Dan explicaciones más complejas de sus observaciones. Sacan conclusiones que se ajustan a las pruebas y empiezan a relacionarlas con los conocimientos de la ciencia y de la técnica, y a comunicarlas con un vocabulario científico apropiado. Sugieren formas de mejorar su trabajo, dando razones. CONTENIDOS DE CIENCIAS Primer Ciclo Franja 1 Los niños muestran conciencia de las características principales del cuerpo y de cómo cuidarlo. Identifican seres vivos y objetos inanimados. Comprenden que las cosas se mueven al ser empujadas o si se tira de ellas. Identifican los materiales, las herramientas y las máquinas más comunes de su vida diaria. Franja 2 Los niños reconocen algunos órganos internos del cuerpo y sus funciones. Muestran conciencia de los distintos orígenes de los alimentos y de cómo la comida y el ejercicio nos mantienen sanos. Reconocen las diferencias entre seres vivos y objetos inanimados. Muestran conciencia de las características básicas de los animales y de las plantas y de cómo crecen y se desarrollan en distintos entornos. Muestran unos conocimientos básicos de fuerzas, luz y sonido. Reconocen los materiales comunes e identifican sus características y sus usos. Muestran conciencia de cómo funcionan los aparatos sencillos y el tipo de energía que utilizan. Franja 3 Los niños identifican algunos órganos internos del cuerpo y explican sus funciones. Clasifican los alimentos según su origen. Comprenden cómo la alimentación y el ejercicio nos mantienen sanos. Explican las diferencias entre seres vivos y objetos inanimados. Identifican las partes principales del cuerpo de los animales y de las plantas y muestran conciencia de lo que necesitan para crecer. Poseen cierto conocimiento sobre los procesos vitales básicos de animales y plantas. Reconocen los cambios en los materiales, por ejemplo en el agua. Identifican el sol, la luna, la Tierra y relacionan sus movimientos con los días y las noches. Pueden hacer clasificaciones sencillas de distintos materiales según sus características y sus usos. Reconocen algunas máquinas y aparatos y el tipo de energía que utilizan. 35 Segundo Ciclo Franja 1 Los niños muestran conciencia de los 5 sentidos y de los órganos principales del cuerpo humano. Muestran su comprensión de los procesos de digestión, respiración, circulación sanguínea y de los huesos y los músculos. Identifican hábitos básicos nutricionales, higiénicos y de sueño. Comprenden las diferencias entre los seres vivos y los inanimados. Reconocen y saben nombrar las partes externas de los cuerpos de los animales y de las plantas. Describen las condiciones básicas que los animales y las plantas necesitan para sobrevivir. Reconocen que los seres vivos se hallan en distintos hábitat. Identifican el sol, la luna y la Tierra y relacionan sus movimientos con el día y la noche. Comunican observaciones acerca de cambios en la luz, el sonido o el movimiento que son resultado de acciones (por ejemplo, encender un circuito eléctrico sencillo). Muestran conciencia de cómo funcionan algunas máquinas y aparatos y del tipo de energía que utilizan. Pueden hacer clasificaciones sencillas de materiales distintos según sus propiedades y sus usos. Franja 2 Los niños identifican los 5 sentidos y muestran conciencia de cómo funcionan. Reconocen los órganos internos principales y sus funciones. Muestran comprensión de los procesos de digestión, respiración y circulación sanguínea, y de cómo funcionan los huesos, los músculos y las terminaciones nerviosas. Comprenden cómo están relacionadas la dieta, la higiene y el sueño con la salud. Clasifican los seres vivos en grupos (vertebrados e invertebrados, árboles, arbustos y hierbas). Comunican observaciones básicas acerca de animales y plantas diversos según sus procesos vitales (cómo nacen, crecen o se reproducen). Identifican cómo un animal se adapta a su entorno. Identifican los elementos principales del Sistema Solar. Muestran conciencia de las consecuencias del movimiento de la Tierra. Pueden explicar con palabras sencillas cómo funcionan algunas máquinas o aparatos y el tipo de energía que utilizan. Empiezan a hacer generalizaciones a partir de los fenómenos físicos. Describen diversas maneras de organizar materiales en grupos según sus propiedades. Franja 3 Los niños identifican los 5 sentidos y muestran conciencia de cómo funcionan. Reconocen los órganos internos principales y sus funciones. Muestran comprensión de los procesos de digestión, respiración y circulación sanguínea, y de cómo funcionan los huesos, los músculos y las terminaciones nerviosas. Son capaces de definir una dieta sana y de explicar cómo la higiene, el ejercicio y el descanso contribuyen a tener buena salud. Clasifican los seres vivos en grupos (cinco clases de vertebrados, invertebrados, árboles, arbustos y hierbas). Dan muestras de comprender la clasificación de animales y plantas diversos según sus procesos vitales (cómo nacen, se desarrollan o se reproducen). Describen la interacción entre los animales y las plantas en el entorno (cadenas alimenticias...). Identifican los elementos principales del Sistema Solar. Utilizan modelos sencillos para explicar los efectos causados por el movimiento de la Tierra (días, noches, estaciones). Explican cómo funcionan algunas máquinas y aparatos y el tipo de energía que utilizan. Empiezan a hacer generalizaciones sencillas acerca de los fenómenos físicos. Vinculan las causas con los efectos a través de explicaciones sencillas. Describen las diferencias entre las propiedades de distintos materiales. 36 Tercer Ciclo Franja 1 Los niños identifican los órganos internos del cuerpo y sus funciones, incluyendo el esqueleto, los músculos y las articulaciones. Muestran comprensión del sistema nervioso y de los procesos de digestión, respiración, circulación sanguínea y reproducción. Relacionan factores tales como la dieta, el ejercicio y la higiene con la buena salud. Organizan a los seres vivos en grupos y describen la base de estas agrupaciones (cinco grupos de vertebrados, invertebrados, plantas y micro-organismos). Identifican las partes principales de los animales y las plantas y su función en sus procesos vitales. Dan muestras de comprender las interacciones entre los animales y las plantas en su entorno (cadenas alimentarias...). Dan muestras de comprender fenómenos físicos básicos como la energía y las fuerzas, la electricidad, el sonido y el magnetismo. Empiezan a hacer generalizaciones sencillas sobre los fenómenos físicos. Son capaces de vincular las causas con los efectos a través de explicaciones sencillas. Describen las diferencias entre las propiedades de distintos materiales. Franja 2 Los niños describen los procesos de digestión, respiración, circulación sanguínea, reproducción e identifican los órganos que intervienen en cada proceso. Dan muestras de entender cómo funciona el sistema nervioso. Comprenden la función de los fluidos corporales. Identifican las características externas e internas de las plantas y los animales. Utilizan claves que les ayuden a clasificar a los seres vivos en vertebrados, invertebrados y micro-organismos. Describen relaciones alimentarias usando cadenas y términos como depredador y presa. Comprenden la relación entre los seres vivos y el entorno. Demuestran sus conocimientos y su comprensión de los procesos físicos. Describen y explican fenómenos físicos. Hacen generalizaciones acerca de los fenómenos físicos. Utilizan ideas físicas para explicar fenómenos sencillos. Demuestran sus conocimientos y su comprensión de los materiales y sus propiedades. Describen las diferencias entre las propiedades de distintos materiales y explican cómo estas diferencias sirven para clasificar las sustancias. Utilizan términos científicos como condensación o evaporación para describir cambios. Franja 3 Los niños demuestran unos conocimientos y una comprensión cada vez mayores del cuerpo humano. Describen las funciones principales de los órganos corporales y explican su importancia. Describen las etapas principales del ciclo de la vida humana. Describen e identifican las funciones principales y las características externas e internas de los animales y la plantas. Describen las etapas principales de la vida animal y de las plantas con floración y señalan las similitudes entre ellas. Reconocen que hay una gran variedad de seres vivos y comprenden la importancia de su clasificación. Explican que en distintos hábitats se encuentran distintos organismos debido a diferencias en los factores ambientales. Demuestran conocimiento y comprensión de procesos físicos. Utilizan ideas para explicar cómo realizar una serie de cambios. Utilizan algunas ideas abstractas en sus descripciones de los fenómenos cotidianos. Demuestran cada vez mayor conocimiento y comprensión de los materiales y sus propiedades. Describen algunas propiedades metálicas y utilizan estas propiedades para distinguir los metales de otros sólidos. Identifican una serie de contextos en los cuales los materiales experimentan cambios. 37 GEOGRAFÍA E HISTORIA: GUÍA DE LA ASIGNATURA Las ciencias sociales: Geografía e Historia La geografía y la historia juegan un papel importante en la comprensión de los alumnos de su propio lugar en el mundo. Al ir aprendiendo acerca de su comunidad local y del entorno más amplio, del presente así como del pasado, los alumnos desarrollan habilidades que les resultarán importantes en el futuro. A medida que aprenden a investigar, procesar y evaluar la información, van desarrollando poco a poco una postura responsable frente al mundo. El desarrollar un conocimiento amplio de la sociedad y del mundo hace a los niños más capaces de evaluar la información desde diversos puntos de vista. La capacidad de empatizar y de pensar críticamente incrementará a su vez la conciencia de los niños en torno a sus propias actitudes y valores, así como su respeto por los demás. Como en cualquier otra materia, es fundamental que los alumnos adquieran gradualmente más responsabilidad ante determinados aspectos de su propio aprendizaje, y que reconozcan sus puntos fuertes, así como sus debilidades. La capacidad de pensar críticamente, de trabajar tanto de forma independiente como en equipo les preparará para muchas situaciones de su vida futura. Las directrices de las siguientes páginas han sido diseñadas pensando en un equilibrio entre la acumulación de conocimientos y la adquisición de habilidades tales como investigar y evaluar, que resultan esenciales para la comprensión por parte de los alumnos del mundo que les rodea y de su propio lugar en ese mundo. En el primer ciclo de la educación primaria, la geografía y la historia se presentan de forma globalizada, pero al final de la primaria se definen como áreas independientes. En los primeros años de primaria los niños reciben una introducción a técnicas de investigación sencillas en situaciones de aprendizaje guiadas, para así poder construir una base sólida para el aprendizaje y la investigación más independiente que les espera en el futuro. De la misma manera que los objetivos que se fijan van constituyendo retos cada vez más difíciles, la capacidad de los niños de planificar y realizar tareas investigadoras y llegar a conclusiones claras aumenta. Las siguientes directrices se plantean para asegurar que cada niño tenga la oportunidad de desarrollar sus conocimientos y sus habilidades sistemáticamente, con coherencia, continuidad y progresión desde primero hasta sexto de primaria. 38 HABILIDADES PARA LA INVESTIGACIÓN EN GEOGRAFÍA E HISTORIA Primer ciclo Segundo Ciclo Los alumnos serán capaces de: Los alumnos serán capaces de: • Sugerir (con ayuda) • Hacer preguntas apropiadas y sugerir formas de enfrentarse a problemas y formas apropiadas de enfrentarse a tareas Planificar tareas de resolverlos. específicas: por ejemplo, a los alumnos se manera sistemática y les pregunta cómo averiguar la cantidad de • Identificar fuentes de información lógica. reciclaje que se lleva a cabo en su casa. adecuadas de una selección dada. Las respuestas pueden ser: hacer una Seleccionar fuentes encuesta, escribir un diario... apropiadas de • Identificar textos informativos sencillos de información. los que puede extraerse material relevante. Preparación de las tareas Llevar a cabo tareas • Utilizar índices para encontrar información. • Encontrar información en una gama de fuentes, por ejemplo exposiciones de clase, Seleccionar y mapas sencillos, libros de ilustraciones, procesar información internet relevante. • Procesar información sencilla de distintas maneras. Por ejemplo: los niños hacen un Evaluar la diario dibujado de lo que reciclan en casa. información recogida • Identificar fuentes, de ficción y de noy las técnicas ficción, con las que llevar más lejos su utilizadas en ese investigación. proceso. • • • • Utilizar textos de referencia de manera independiente para encontrar información. Elegir técnicas adecuadas para recabar información. Seleccionar y registrar información para un propósito específico de una gama de fuentes. Distinguir entre las pruebas históricas y la prosa de ficción para llevar más lejos su investigación. Evaluar y exponer • Presentar la tarea como contribución a una • Presentar el trabajo y las averiguaciones exposición de clase y hacer presentaciones a sus compañeros de distintas maneras: conclusiones Presentar los hallazgos de forma adecuada y coherente. Presentar conclusiones relevantes respecto de la tarea en cuestión. habladas y escritas sencillas sobre su parte dentro de la actividad de grupo. • • Sacar conclusiones sencillas de sus hallazgos. • Responder a preguntas sencillas sobre lo que han averiguado. • de forma oral, escrita, en formato de póster... Seleccionar y utilizar las formas más adecuadas de presentar sus averiguaciones. Presentar conclusiones claras. 39 Tercer ciclo Los alumnos serán capaces de: • Crear un plan secuencial de cómo enfrentarse a una tarea investigadora específica. • Identificar una serie de fuentes adecuadas de una gama amplia y variada de información de la que puedan extraerse datos relevantes. • • • • • Seleccionar y utilizar fuentes de ficción y de no ficción correctamente. Empezar a evaluar si determinada técnica es adecuada para procesar una información. Empezar a evaluar la fiabilidad de las fuentes de información. Presentar sus propias averiguaciones en un informe con puntos claros. Presentar conclusiones claras y razonadas. Contenidos en Geografía Areas de estudio El mundo que nos rodea Desarrollar la comprensión de nuestro entorno local y más amplio, patrones meteorológicos y cambios estacionales Primer Ciclo • • • • • • • • • Identificar y describir con sencillez elementos físicos fundamentales, por ejemplo un río, una montaña. Reconocer algunas similitudes y diferencias básicas entre el paisaje urbano y el rural. Identificar distintos paisajes naturales (la playa, la montaña...) y darse cuenta de sus diferencias. Identificar las cuatro estaciones del año y sus características principales. Describir las clases principales de meteorología local y cómo influyen en su propia vida. Reconocer algunas diferencias y similitudes básicas entre los patrones meteorológicos locales y los del Reino Unido u otros países europeos, y describir como influyen en la vida de sus habitantes. Apreciar la importancia del agua en nuestra vida cotidiana. Describir en términos sencillos el ciclo del agua en la naturaleza. Ser conscientes de la importancia de los mapas como herramienta para encontrar información. Segundo Ciclo • • • • • • Identificar y describir distintos paisajes del mundo: desierto, selva, regiones polares. Describir y comparar los elementos físicos de distintos paisajes Describir los patrones meteorológicos españoles más importantes, y cómo influyen en su propia vida y en los paisajes Reconocer algunas similitudes y diferencias entre el clima de España y el del Reino Unido y otro países europeos, y describir cómo influyen en su propia vida cotidiana y en la de los demás. Identificar y secuenciar los componentes clave del ciclo del agua Utilizar mapas como una herramienta para ubicar lugares Tercer Ciclo • • • • • • • 40 Identificar, describir y comparar distintos ecosistemas. Comprender las relaciones entre los seres vivos en un ecosistema (cadenas alimentarias). Reconocer las relaciones entre los seres vivos y sus hábitats dentro de un ecosistema. Demostrar cierto conocimiento sobre la meteorología mundial y los climas, y las diferencias entre ellos. Reconocer distintas zonas climáticas y describir cómo estas variaciones en las condiciones climáticas influyen en el paisaje y lo modifican. Reconocer distintos tipos de medio ambientes relacionados con zonas climáticas. Utilizar los mapas como herramientas para ubicar lugares y para recabar información sobre distintos paisajes. Nuestra vida cotidiana Desarrollar la comprensión de nuestra vida diaria y la de los demás • • • • • Describir los elementos de su rutina diaria. Comparar su rutina diaria con la de los niños de otros países e identificar algunas similitudes y diferencias, como la comida o el horario escolar. Identificar el papel de los miembros de la familia y de los amigos en la vida cotidiana. Reconocer el papel de todo el personal escolar, y apreciar la forma en que nos ayudan todos los días. Reconocer su propio papel y el de los demás en casa y en el colegio. • • • • Comparar su rutina diaria con las de los niños de otros países e identificar y describir algunas similitudes y diferencias, como la comida o la organización escolar. Describir el papel de los miembros de la familia en su vida diaria en casa y en el colegio. Reconocer el papel de todo el personal escolar y mostrar respeto y aprecio por cómo nos ayudan todos los días. Reconocer su propio papel y el de los demás en casa y en el colegio y discutir maneras de ayudar y de compartir las tareas. 41 • • • • Reconocer su propio papel como miembros de una comunidad. Comparar su rutina diaria con la de niños de diversos países (incluyendo niños del Tercer Mundo) e identificar y describir algunas similitudes y diferencias. Reconocer y describir diversos factores que influyen en las diferencias entre sus propias vidas y las de la gente de otros países, y, si es posible, empezar a razonar cómo mejorar determinadas condiciones. Reconocer su propio papel y el de los demás en casa, en el colegio y como miembros de una comunidad más amplia, y discutir maneras de ayudar y de compartir las tareas. La compleja vida que nos rodea Desarrollar la comprensión de cómo nuestra vida se ve influida por factores externos • • • • • • • Identificar los rasgos principales de su pueblo o ciudad: edificios importantes, instalaciones para el ocio, etc y el propósito al que sirven Identificar a la gente y las profesiones que proporcionan determinados servicios. Comprender la idea de vecindario e identificar a los vecinos. Hacer observaciones acerca de diferentes medios de transporte utilizados en su entorno cercano y clasificarlos de distintas maneras. Identificar algunos medios de comunicación interpersonal como el teléfono o el correo. Identificar maneras mediante las cuales nos comunicamos a un nivel global: la televisión, los periódicos... Participar en el colegio en fiestas tanto locales como las que se celebran en países de habla inglesa. • o o • • • • • • Leer mapas para: Encontrar los rasgos principales de una determinada ciudad o pueblo. Localizar España y otros países europeos y sus ciudades principales. Seguir un producto desde su fabricación hasta el resultado final, identificando las profesiones involucradas en el proceso. Identificar y describir sencillamente los elementos de la organización política de su localidad. Discutir las ventajas y los inconvenientes de distintos medios de comunicación interpersonal. Comparar distintos medios de comunicación global y describir su eficacia. Mostrar conciencia de la forma como la publicidad influye en lo que compramos. Aprender sobre, y participar en algunas celebraciones culturales de España y de países de habla inglesa. • o o • • • • • • • • 42 Leer mapas para: Encontrar los elementos principales de una ciudad o pueblo en un plano. Localizar países y descubrir más cosas sobre ellos utilizando las leyendas. Identificar distintos tipos de actividad económica: sectores agrícola, industrial y de servicios. Discutir e investigar posibles razones de los recientes cambios en la actividad económica y sus efectos. Identificar y describir elementos de la organización política de España. Identificar diferencias en el desarrollo de distintos países y los factores que influyen en él. Repasar e investigar las reformas y los cambios sufridos por distintos tipos de transportes a lo largo del tiempo, y discutir sus beneficios y sus inconvenientes. Investigar y analizar los cambios sufridos por distintos medios de comunicación interpersonal y global a lo largo del tiempo. Analizar distintos anuncios en distintos medios y comprender que los anuncios pueden influir en lo que compramos. Investigar el origen de un festival cultural concreto, discutir y compararlo con cómo se celebra en diferentes países. El cuidado de • Reconocer cómo puede mejorarse el colegio y el entorno local, por ejemplo recogiendo la nuestro basura. mundo Desarrollar la comprensión de la interacción entre los humanos y el medio ambiente • Identificar objetos que pueden reciclarse y participar activamente en proyectos de reciclaje de toda la clase. • • • • Describir cómo las personas pueden tanto dañar como mejorar el medio ambiente. Evaluar las ventajas y los inconvenientes de distintos medios de transporte y su efecto sobre el medio ambiente. Reconocer cambios en el medio ambiente e identificar su causa: producidos por el hombre (contaminación) o naturales (terremoto). Identificar objetos que se pueden reciclar y participar activamente en proyectos de reciclaje de toda la clase. Identificar e investigar formas en las que los humanos dañan el entorno y discutir cómo mejorar el medio ambiente. • Discutir distintos puntos de vista acerca de la protección de la naturaleza y el medio ambiente. • Diseñar y organizar un proyecto para contribuir a mejorar el medio ambiente. • Para poder cubrir los objetivos se puede enseñar a los alumnos a través de distintos proyectos, utilizando tanto textos de ficción como de no ficción: por ejemplo, comparando su propia localidad con otra en España o en el Reino Unido; analizando la influencia del agua sobre la gente y el medio ambiente, estudiando el reciclaje... 43 FRANJAS DE COMPETENCIA Los objetivos de competencia descritos son para el FINAL de CADA CICLO. Las tres franjas detalladas para cada ciclo corresponden a tres niveles (del más bajo al más alto). Cada uno de los niños que completa el segundo año de cada ciclo debería encajar aproximadamente en una de las tres franjas. La estimación aproximada sería • Franja 1_10% de los niños • Franja 2_70% de los niños • Franja 3_ 20% de los niños Primer Ciclo Franja 1 Los alumnos muestran conocimientos, técnicas y comprensión básicas en estudios a escala local. Reconocen los elementos físicos y humanos principales en su entorno local, y son capaces de identificar los rasgos físicos principales de otras zonas. Franja 2 Los alumnos muestran conocimientos, técnicas y comprensión básicas en estudios a escala local. Reconocen y hacen observaciones sobre los elementos físicos y humanos del entorno local. Muestran conciencia de lugares más allá de su localidad. Empiezan a reconocer cómo la gente influye en el medio ambiente. Utilizan los recursos que se les dan y sus propias observaciones para responder a preguntas sobre lugares y ambientes. Franja 3 Los alumnos muestran conocimientos, técnicas y comprensión en estudios a escala global. Describen elementos físicos y humanos de distintos lugares y hacen observaciones específicas sobre esos lugares. Reconocen cómo la gente influye en el medio ambiente. Utilizan los recursos que se les dan y sus propias observaciones para hacer preguntas y dar respuestas sobre lugares y ambientes. 44 Segundo Ciclo Franja 1 Los alumnos muestran conocimientos básicos, técnicas y comprensión en estudios en torno a diversos lugares y ambientes. Empiezan a describir y a comparar distintos rasgos humanos y físicos de localidades diversas. Son conscientes de que distintos lugares pueden tener características tanto similares como diferentes. Reconocen cómo las personas intentan mejorar y mantener el medio ambiente. Utilizan sus habilidades y distintas fuentes de información para responder a una serie de preguntas de geografía. Franja 2 Los alumnos muestran conocimientos básicos, técnicas y comprensión en estudios en torno a diversos lugares y ambientes. Describen y comparan distintos rasgos humanos y físicos de lugares distintos. Empiezan a reconocer y a describir patrones geográficos y a apreciar la importancia de la zona geográfica general para comprender los lugares. Empiezan a reconocer y a describir procesos físicos y humanos. Comienzan a mostrar comprensión de cómo estos procesos pueden cambiar los rasgos de un lugar, las vidas y actividades de la gente que lo habita. Describen cómo la gente puede tanto mejorar como dañar el medio ambiente. Utilizan técnicas y fuentes de información para responder a una serie de preguntas geográficas y empiezan a utilizar un vocabulario adecuado para comunicar sus hallazgos. Franja 3 Los alumnos muestran sus conocimientos, técnicas y comprensión en estudios en torno a diversos lugares y ambientes. Reconocen y describen patrones geográficos y aprecian la importancia de la zona geográfica general para comprender los lugares. Reconocen y describen procesos físicos y humanos y muestran comprensión de cómo estos procesos pueden cambiar los rasgos de los lugares, y que estos cambios influyen en las vidas y actividades de la gente que los habita. Ofrecen razones para justificar algunas de sus observaciones y juicios sobre lugares y ambientes. Describen cómo la gente puede tanto mejorar como dañar el medio ambiente y explican sus propios puntos de vista sobre ello. Utilizan una gama de técnicas geográficas para ayudarles a investigar lugares y ambientes. Utilizan un vocabulario adecuado para responder a una serie de preguntas geográficas y para comunicar sus hallazgos. Tercer Ciclo Franja 1 Los alumnos muestran conocimientos básicos, técnicas y comprensión en estudios en torno a una serie diversa de lugares y de ambientes en distintas partes del mundo. Empiezan a describir patrones geográficos y procesos físicos y humanos. Empiezan a mostrar comprensión de cómo estos procesos pueden cambiar los rasgos de los lugares y que estos cambios influyen en la vida y las actividades de las personas que los habitan. Sugieren explicaciones de las formas en las que la actividad humana produce cambios en el medio ambiente y de los distintos puntos de vista en torno a este problema. Reconocen cómo la gente intenta proteger el medio ambiente. Empiezan a explorar cuestiones geográficas relevantes y a comunicar sus hallazgos utilizando un vocabulario apropiado. 45 Franja 2 Los alumnos muestran sus conocimientos, técnicas y comprensión en estudios en torno a una gama amplia de lugares y ambientes desde el ámbito local hasta el global. Empiezan a ofrecer explicaciones de patrones geográficos y de una serie de procesos humanos y físicos. Reconocen que estos procesos pueden dar lugar a similitudes o diferencias en los ambientes de distintos lugares y en las vidas de la gente que los habita. Reconocen y sugieren distintos modos de enfocar la protección medioambiental. Sugieren preguntas geográficas relevantes y secuencias de investigación apropiadas utilizando una serie de habilidades y recursos. Presentan sus hallazgos de manera coherente. Franja 3 Los alumnos muestran sus conocimientos, técnicas y comprensión en estudios en torno a una gama amplia de lugares y ambientes desde el ámbito local hasta el global. Describen y ofrecen explicaciones de patrones geográficos y de una serie de procesos humanos y geográficos. Reconocen que estos procesos pueden dar lugar a similitudes y diferencias en los ambientes de distintos lugares y en las vidas de la gente que los habita. Reconocen y describen distintos modos de enfocar la protección medioambiental. Sugieren preguntas geográficas relevantes y secuencias de investigación apropiadas utilizando una serie de habilidades y recursos. Presentan sus hallazgos de manera coherente. 46 Contenidos de Historia Áreas de estudio Personajes y acontecimientos importantes del pasado Desarrollar la comprensión de hechos distintivos del pasado y de la importancia de determinados personajes en la historia El efecto de los cambios sobre nuestro mundo Desarrollar conciencia de los cambios que suceden en nuestras vidas y ser capaces de relacionarlos con el pasado. Ordenar acontecimientos históricos importantes del pasado Desarrollar la comprensión de la relación entre el paso del tiempo y hechos específicos del pasado Primer Ciclo Segundo Ciclo Tercer Ciclo Los alumnos serán capaces de: • Identificar y hablar de personajes y hechos del pasado que les resultan importantes, en relación con su familia o su comunidad. • Escuchar historias que ocurren en el pasado, y describir lo que han aprendido. Los alumnos serán capaces de: • Identificar y discutir sobre la vida de unos pocos hombres y mujeres significativos de la historia de España/Reino Unido y del mundo en general: pintores, gobernantes, exploradores, escritores... • Mostrar que comprenden las características principales de las sociedades estudiadas. Los alumnos serán capaces de: • Hacer y responder a preguntas sobre rasgos característicos: ideas, creencias, actitudes y experiencias de los periodos y sociedades estudiadas. • Demostrar que son conscientes de la diversidad social, cultural, religiosa y étnica de las sociedades estudiadas. • • • • • Identificar cambios que hayan tenido lugar en su propia vida y en las de los demás. Identificar cambios que hayan afectado a su comunidad. Demostrar que son conscientes de la secuencia del año y el orden de los hechos de su vida y de la de los demás: empezar el colegio, los cumpleaños... Utilizar formas adecuadas de describir y medir el tiempo: meses/años, ayer/hoy/mañana, antes/después. Crear una cronología sencilla para mostrar acontecimientos importantes de su propia vida. • • • • • Identificar diferencias entre tipos de vida de distintas épocas. Demostrar que son conscientes de los cambios que han experimentado las casas, la vestimenta y la comida a lo largo del tiempo. • Demostrar que son conscientes de que el pasado puede dividirse en distintos periodos de tiempo. Situar acontecimientos, personajes y cambios en amplios periodos de tiempo. Crear y utilizar cronologías en las que situar acontecimientos importantes de su vida y de la de los demás. • 47 • • • Identificar y describir las razones y los resultados de los acontecimientos históricos, las situaciones y los cambios en los periodos estudiados. Analizar de forma sencilla cómo influye el pasado en los acontecimientos del presente. Utilizar fechas y vocabulario relativo al paso del tiempo, incluyendo antiguo, moderno, AC, DC, siglo y década. Situar acontecimientos, personajes y cambios en su periodo de tiempo correcto, estableciendo relaciones entre ellos. Aumentar la conciencia de que hay distintos periodos de tiempo, reconociendo algunas similitudes y diferencias entre ellos. Evidencia histórica • Desarrollar la comprensión de cómo los artefactos históricos pueden abrirnos una ventana al pasado. • Mostrar artefactos del pasado, describir su utilidad y explicar por qué eran importantes. Comparar y contrastar sus propias vidas con las de otros niños del pasado utilizando fotografías, películas y otras fuentes. • • • Darse cuenta de que aprendemos del pasado gracias a restos y a artefactos. Hacer y responder a preguntas sobre el pasado basadas en observaciones sencillas. Averiguar cosas sobre hechos, personajes y cambios de distintas fuentes de información. Demostrar que son conscientes de las distintas maneras en las que el pasado se representa y se interpreta. • Averiguar cosas sobre hechos, personajes y cambios a partir de fuentes de información que van más allá de simples observaciones, incluyendo fuentes impresas, cdroms, páginas web y visitas a museos y lugares de interés histórico. • Para poder cubrir los contenidos descritos más arriba, se anima a los profesores a elegir temas/proyectos cuidadosamente para que los niños obtengan una visión general de los cambios que se han sucedido a lo largo del tiempo, tengan acceso a la evidencia histórica y oportunidad de practicar sus habilidades de investigación e información. Estos temas podrían incluir: Una estudio de historia local para investigar un hecho o un individuo importante para la zona. Un estudio de Historia del Mundo o de Europa para investigar los rasgos más importantes y el modo de vida de una sociedad del pasado: los romanos, el Antiguo Egipto… Un estudio basado en un periodo específico de la historia (por ejemplo, la época medieval) o una civilización del pasado (los romanos) con efecto directo sobre la historia tanto de España como del Reino Unido. El estudio se centraría en: • Hechos y personajes históricos significativos que hicieron historia en un momento dado del pasado, • Una visión general de la vida cotidiana de hombres, mujeres y niños de distintos sectores sociales, • Similitudes y diferencias entre la historia de España y de Gran Bretaña. 48 FRANJAS DE COMPETENCIA EN HISTORIA Los objetivos de competencia descritos son para el final de CADA ciclo. Las tres franjas detalladas para cada ciclo corresponden a tres niveles (del más bajo al más alto). Cada uno de los niños que completa el segundo año de cada ciclo debería encajar aproximadamente en una de las tres franjas. La estimación aproximada sería • Franja 1_10% de los niños • Franja 2_70% de los niños • Franja 3_ 20% de los niños Primer Ciclo Franja 1 Los alumnos reconocen la diferencia entre el pasado y el presente en sus propias vidas. Comprenden términos básicos acerca del paso del tiempo. Muestran comprensión de episodios concretos en relatos sobre el pasado. Franja 2 Los alumnos reconocen la diferencia entre el pasado y el presente en sus vidas y en las de los demás. Utilizan algunos términos relativos al paso del tiempo. Son capaces de relatar episodios de historias sobre el pasado con algo de ayuda. Pueden responder a preguntas sencillas sobre el pasado. Franja 3 Los alumnos muestran su incipiente sentido de la cronología colocando algunos hechos y objetos ordenadamente y utilizando términos cotidianos sobre el paso del tiempo. Les resultan familiares, y son capaces de relatar, episodios de historias sobre el pasado. Encuentran la respuesta a preguntas sencillas sobre el pasado a partir de fuentes de información. Segundo Ciclo Franja 1 Los alumnos muestran su creciente sentido de la cronología • Comprendiendo términos relativos al paso del tiempo • Colocando hechos importantes en una línea cronológica de su vida • Reconociendo que sus vidas son diferentes a las de las personas que vivían en el pasado. Responden a preguntas sencillas sobre el pasado. Muestran conciencia de aspectos del pasado que han estudiado. 49 Franja 2 Los alumnos muestran su creciente sentido de la cronología: • Utilizando términos relativos al paso del tiempo. • Colocando hechos y objetos en una cronología de sus vidas. • Reconocer de qué manera sus vidas son diferentes a las de la gente del pasado. Observan y utilizan fuentes de información para responder a preguntas sobre el pasado basadas en observaciones sencillas. Muestran conciencia y comprensión de aspectos del pasado, hechos principales y personajes estudiados. Franja 3 Los alumnos muestran una comprensión creciente de la cronología: • Utilizando términos relativos al paso del tiempo. • Colocando hechos y objetos en una línea cronológica de su vida y de la de otras personas. • Dándose cuenta de que el pasado puede dividirse en distintos periodos de tiempo. Manejan fuentes de información que van más allá de la simple observación para responder a preguntas sobre el pasado. Muestran conocimientos y comprensión de ciertos aspectos del pasado, hechos principales y personajes estudiados. Empiezan a reconocer que hay razones que explican por qué la gente del pasado actuó como lo hizo. Tercer Ciclo Franja 1 Los alumnos muestran su creciente comprensión de la cronología utilizando términos relativos al paso del tiempo, dándose cuenta de que el pasado puede dividirse en distintos periodos de tiempo y colocando acontecimientos y objetos en una línea cronológica. Muestran comprensión de aspectos del pasado, acontecimientos principales y personajes de las sociedades que han estudiado. Utilizan fuentes de información que van más allá de la simple observación para responder a preguntas sobre el pasado. Franja 2 Muestran conciencia y comprensión de los acontecimientos principales del pasado y de las sociedades que han estudiado. Pueden identificar rasgos clave, acontecimientos y personajes de distintos periodos. Identifican algunas de las maneras de representar el pasado. Empiezan a seleccionar y a combinar información de distintas fuentes para su trabajo. Franja 3 Demuestran conocimiento de fechas y comprensión de aspectos de la historia que han estudiado. Pueden describir rasgos y hechos característicos, identificar personajes y cambios dentro de y a lo largo de distintos periodos. Muestran cierta comprensión de que determinados aspectos del pasado han sido representados e interpretados de distintas maneras. Empiezan a producir trabajo estructurado utilizando información de distintas fuentes. 50 Arte & Diseño ARTE Y DISEÑO: INTRODUCCIÓN La naturaleza única del arte y el diseño El arte y el diseño tienden a situarse aparte del resto de las áreas curriculares por muchas razones. La principal es que se distingue de otras asignaturas porque los niños comunican sus ideas de una forma muy particular –de forma VISUAL. Sin embargo, esta asignatura a menudo se considera aparte porque se entiende como menos importante que otras áreas curriculares, o simplemente como un tiempo en el que pueden irse terminando otras tareas que se han dejado sin hacer de otras partes del currículum. Si se explotan adecuadamente, el arte y el diseño pueden ofrecer excelentes oportunidades para que los niños se expresen de forma única. No sólo eso: a través del arte y el diseño, pueden desarrollarse determinadas habilidades asociadas más frecuentemente con la lectura y la escritura, las ciencias o la historia, de forma que resultan complementarias de otras asignaturas. ¿Cuáles deberían ser nuestros objetivos? El arte y el diseño deberían ofrecer a los niños la oportunidad de: • Estimular su creatividad y su imaginación a través de experiencias visuales, táctiles y sensoriales • Comprender y responder al mundo de forma individual • Desarrollar su comprensión de la línea, la forma, el color, el tono, la textura, el estampado, la perspectiva, la imagen y los medios de comunicación • Desarrollar su capacidad de utilizar materiales y procesos para transmitir sensaciones, significados e ideas • Explorar las ideas y los significados de la obra de artistas y diseñadores importantes • Aprender cosas acerca de las diferentes funciones del arte y el diseño en sus propias vidas y a lo largo de la historia • Aprender cómo hacer juicios sosegados y tomar decisiones estéticas prácticas • Aprender a hacer críticas constructivas y a aceptar las que les hagan sus compañeros • Involucrarse activamente en darle forma a su colegio, a su casa y a su entorno local ¿Cómo debería progresar la enseñanza del arte y el diseño a través de Primaria? El arte y el diseño deberían ser, ante todo, estimulantes para los niños. El objetivo debería ser desarrollar la imaginación de los niños ofreciéndoles actividades artísticas, artesanales y de diseño que, en los primeros años de primaria, deberían relacionarse con la propia identidad y las experiencias de los niños. 51 Durante el segundo y tercer ciclo de primaria, el profesor debe tener como objetivo el desarrollo de la creatividad y la imaginación del niño, cimentando los conocimientos, las habilidades y la comprensión a través de actividades más complejas. Las experiencias de los niños les ayudan a desarrollar una comprensión más amplia del papel que el arte y el diseño juegan en el mundo. ¿Es conveniente utilizar un libro de texto? Como en todas las asignaturas, los libros de texto pueden suponer una buena fuente de ideas. Sin embargo, la misma naturaleza del arte y el diseño y el hecho de que el acento se ponga en la creatividad y en la necesidad de experimentar con diversas técnicas y materiales, hace que seguir un libro de texto como único sostén constituya una experiencia muy limitada. Con la llegada de internet, es posible encontrar una gran riqueza de información para profesores, estupendos planes para clases y, lo más emocionante, la oportunidad de entrar virtualmente en los museos del mundo. Con semejante tecnología al alcance de la mano parece una lástima concentrar nuestro esfuerzo en un recurso bidimensional de un solo material. Además, si se sigue un enfoque inter-curricular a lo largo de la primaria, podría ser difícil encontrar en un libro de texto el material que necesitamos para complementar un tema. ¿Cómo se pueden desarrollar las destrezas del lenguaje a través del arte y el diseño? Las destrezas del lenguaje forman una parte muy importante del arte y el diseño, especialmente cuando los niños tienen que formarse una opinión crítica. La capacidad de escuchar y de hablar, por ejemplo, se desarrolla a través de actividades tales como: • Practicar con lenguaje funcional, por ejemplo, pidiendo materiales • Discutir los pasos a seguir para realizar una tarea • Evaluar los mejores materiales a utilizar y las técnicas a emplear • Describir un cuadro y dar una respuesta personal ante él • Comparar distintas obras de arte • Hacer juicios sobre el trabajo del propio niño, de un amigo, o de un artista • Evaluar el propio diseño o el de otros niños • Hacer afirmaciones personales sobre la obra de un niño o la vida/obra de un artista La lectura y la escritura pueden desarrollarse a través de actividades como: • Seguir instrucciones para completar una tarea • Investigar información sobre un artista o su obra a partir de textos informativos o de Internet • Escribir biografías cortas de artistas famosos • Dar la propia opinión sobre un cuadro, una escultura, etc., por escrito • Ordenar los pasos a partir de información pictórica o escrita después de realizar la tarea • Hacer afirmaciones personales sobre el propio trabajo o el de un artista 52 Conocimientos y Comprensión Arte & Diseño: contenidos Primer ciclo Segundo ciclo Tercer ciclo Los alumnos serán capaces de: o Identificar elementos táctiles y visuales incluyendo color, estampado, textura, línea y tono, forma y tipo de imagen (fotografía, pintura, collage) • Identificar materiales utilizados en el arte, la artesanía y el diseño. • Ser conscientes de las utilidades básicas del arte en los medios de comunicación. • Ser conscientes de las diferencias y las similitudes entre la obra de unos pocos artistas conocidos. Los alumnos serán capaces de: o Identificar y describir elementos táctiles y visuales incluyendo color, estampado y textura, línea y tono, forma, silueta y espacio, perspectiva, tipo de imagen y medio y cómo se pueden combinar con distintos objetivos. o Identificar materiales utilizados en el arte, la artesanía y el diseño y ser conscientes de cómo pueden crearse efectos diferentes al utilizarlos. o Utilizar sus crecientes conocimientos de medios artísticos entre los que seleccionar el más adecuado para cada tarea. o Identificar y describir las diferencias y similitudes entre las obras de artistas conocidos de distintas épocas. Los artistas serán capaces de: o Identificar y describir elementos táctiles y visuales incluyendo color, estampado y textura, línea y tono, forma, silueta y espacio, perspectiva, tipo de imagen y medio y cómo se pueden combinar y organizar para distintos propósitos. o Identificar materiales, técnicas y procesos utilizados en la creación artística, artesanal y en el diseño, y ser conscientes de cómo pueden crearse efectos diferentes al utilizarlos. o Identificar y describir las diferencias y las similitudes entre la obra de artistas, diseñadores y arquitectos que trabajan en distintas épocas y culturas. 53 ideas Explore and Develop Arte & Diseño: habilidades Primer ciclo Segundo ciclo Los alumnos serán capaces de: • Utilizar observaciones de primera mano, su imaginación y sus experiencias personales como inspiración para sus proyectos y tareas. • Hacer preguntas sobre los puntos de partida de su trabajo. • Recoger información visual para ayudarles a desarrollar sus ideas. Los alumnos serán capaces de: • Utilizar observaciones de primera mano, su imaginación y sus experiencias personales, así como su creciente conciencia del mundo, como inspiración para sus proyectos y tareas. • Hacer preguntas sobre los puntos de partida de sus trabajos. • Buscar y recoger información visual para ayudarles a desarrollar sus ideas. • Probar distintas herramientas de forma libre y espontánea, por ejemplo pintura, ceras y telas. • Observar y dibujar objetos seleccionados del entorno cercano de los niños. • Utilizar líneas libremente para construir formas. • Hacer composiciones sencillas o construir estructuras. • Dibujar, pintar y modelar objetos observados, como casas, barcos o plantas, intentando ser realistas en el color, el detalle y la forma. • Hacer imágenes y objetos a través de la observación basadas en visitas a museos, galerías o parques. • Hacer imágenes basadas en ideas o sentimientos. • Investigar las posibilidades de distintos materiales, basándose en ejemplos como la • • • • • • • Tercer ciclo Los alumnos serán capaces de: • Utilizar observaciones de primera mano, imaginación, experiencias personales y su creciente conciencia del mundo como inspiración para proyectos y tareas. • Evaluar los puntos de partida adecuados para su trabajo y seleccionar ideas que usar en él (por ejemplo: ellos mismos, sus experiencias, historias, objetos naturales y manufacturados y su entorno local). • Buscar y seleccionar información visual para ayudarles a desarrollar sus ideas. • Utilizar una mayor variedad de métodos o Utilizar unos pocos métodos para crear imágenes de forma libre y espontánea pero combinaciones de métodos de forma libre e imaginativa dando pruebas de control sobre dando muestras de mayor control, por ejemplo, mezclando colores para obtener el su trabajo. efecto deseado. • Dibujar, modelar y construir a partir de objetos Observar y dibujar los motivos que se les den observados con mayor detalle. dibujando, pintando y haciendo bocetos. • Controlar líneas para hacer formas mostrando mayor comprensión de la escala y cierta Controlar las líneas para hacer formas mostrando nociones de escala. comprensión de la perspectiva. Crear composiciones o hacer estructuras en 3 • Crear composiciones más complejas y dimensiones. estructuras en 3 dimensiones. Dibujar, pintar y modelar objetos observados • Dibujar, pintar y modelar a partir de motivos como casas, barcos o plantas, intentando ser observados, como casas, barcos, plantas o realistas en el color, el detalle y la forma. personas, intentando ser realistas respecto del espacio, el color y el tono, el detalle, la Hacer algunas imágenes y objetos con forma y la perspectiva. distintos medios, a partir de la observación y • Hacer varias imágenes y objetos con distintos basados en visitas a museos, galerías y medios, a partir de la observación detallada y parques. basados en visitas a museos, galerías y Transmitir emociones, ideas y sentimientos en parques. 2 y 3 dimensiones. 54 • • • • arcilla, el papel maché o la escayola para un proyecto con ayuda del profesor, por ejemplo: el mejor material para construir un huevo de Pascua. Investigar el proceso que implica un diseño – por ejemplo pintar o hacer un collage, y ser capaz de ordenar las instrucciones. Mostrar conciencia creciente de la importancia del color en nuestra vida cotidiana, la manera en la que el color puede representar una atmósfera (por ejemplo, el gris para un día lluvioso) demostrando su creciente conocimientos de los colores primarios y secundarios. Empezar a trabajar solos en un proyecto con la ayuda de un profesor. Modelar objetos en 3 dimensiones. • Investigar las cualidades visuales y táctiles de algunos materiales para encontrar el medio más apropiado a la tarea planteada. • Investigar el proceso que implica un diseño – pintar, hacer collage, esculpir, etc, y ser capaces de plantear una serie de pasos para llevarlo a cabo. • Mostrar conciencia creciente de la importancia del color en nuestra vida cotidiana, de la manera como el color puede representar atmósferas o estados de ánimo y refinar el color mezclando diversas técnicas y demostrando sus conocimientos de los colores primarios, secundarios y terciarios. • Trabajar con éxito solos en un proyecto, con mayor independencia. • Empezar a trabajar en un proyecto en grupo con ayuda de un profesor. • Crear un artefacto en 2 y 3 dimensiones. • Crear un dibujo sencillo a distintas escalas. 55 • Transmitir sentimientos, ideas y emociones, reales e imaginarias, en 2 y 3 dimensiones. • Investigar y combinar las cualidades visuales y táctiles de los materiales con distintos procesos, para encontrar el medio más adecuado de llevar a cabo un proyecto personal. • Investigar las posibilidades de los distintos procesos que implica un diseño: pintar, collage, hacer impresiones, utilizar medios digitales, etc, y decidir los pasos a seguir. • Mostrar mayor conciencia de la importancia del color en nuestra vida cotidiana, de la manera como el color puede representar atmósferas y estados de ánimo y refinar su color mezclando técnicas y demostrando conocimiento de los colores primarios, secundarios y terciarios. Utilizar su creciente conocimiento de la luz y la oscuridad para acentuar la sombra, las zonas de luz, la profundidad y la distancia. • Trabajar con éxito solos en un proyecto. • Trabajar con éxito en un proyecto en grupo. • Crear un artefacto en 2 y 3 dimensiones probando la eficacia de distintos materiales. • Crear un artefacto a distintas escalas. Evaluar y desarrollar ideas • Con ayuda, describir un cuadro o un objeto y dar una respuesta personal sencilla. • Hacer comentarios sencillos sobre el trabajo propio y el de los demás. • Desarrollar respeto por su propio trabajo y el de los demás. • Identificar lo que podrían cambiar en el trabajo que estén haciendo con ayuda del profesor. • Trabajar con los demás, escuchando y respetando las ideas de todos. • Describir un cuadro o un objeto y dar su respuesta personal. • Comentar un producto terminado comparando ideas, métodos y enfoques en su propio trabajo y el de los demás. • Desarrollar respeto por su propio trabajo y el de los demás y aprender cómo dar y recibir críticas constructivas y elogios. • Identificar lo que podrían cambiar en el trabajo que estén haciendo, centrándose en los medios y técnicas utilizados. • Evaluar el propio trabajo y expresar qué cambios podrían realizar en el futuro. • Valorar el entorno natural y fabricado, incluyendo los rasgos distintivos de su localidad. • Trabajar con los demás, escuchando y respetando las ideas de todos y aprendiendo a valorar los distintos intereses del grupo. • Describir un cuadro, un objeto o un diseño arquitectónico dando un juicio personal si resulta apropiado. • Hacer una o dos afirmaciones personales sobre su trabajo o el de un artista o diseñador demostrando su comprensión de los elementos visuales. • Desarrollar respeto por su propio trabajo y el de los demás, y aprender a ofrecer y recibir críticas constructivas y elogios. • Identificar lo que podrían cambiar en el trabajo que estén haciendo, centrándose en los medios y las técnicas utilizadas. • Evaluar su propio trabajo y el de los demás, y expresar lo que podrían cambiar en el futuro. • Valorar el entorno natural y fabricado, incluyendo los rasgos distintivos de su localidad, aprendiendo a evaluar críticamente el papel y la función del artista en ese entorno. • Trabajar con otros, escuchando y respetando las ideas de todos, y aprendiendo a valorar los distintos intereses y los puntos fuertes del grupo. 56 ARTE Y DISEÑO: FRANJAS DE COMPETENCIA Las franjas de competencia descritas son para el FINAL de CADA CICLO. Las tres franjas detalladas para cada ciclo corresponden a tres niveles (del más bajo al más alto). Cada uno de los niños que completa el segundo año de cada ciclo debería encajar en aproximadamente a una de las tres franjas. La estimación aproximada sería • Franja 1_10% de los niños • Franja 2_70% de los niños • Franja 3_ 20% de los niños Primer ciclo Franja 1 Los alumnos responden a los estímulos con ayuda del profesor. Utilizan materiales y procesos diversos para comunicar sus ideas y significados de manera sencilla. Describen lo que piensan o sienten sobre su propio trabajo. Franja 2 Los alumnos responden a los estímulos. Utilizan materiales y procesos para comunicar sus ideas y significados y para elaborar imágenes. Describen los que piensan o sienten sobre su propio trabajo, y hacen comentarios sencillos sobre el trabajo de los demás. Franja 3 Los alumnos responden a los estímulos, examinándolos. Investigan y utilizan materiales y procesos diversos para comunicar sus ideas y significados. Diseñan y elaboran imágenes. Describen lo que piensan o sienten sobre su propio trabajo, y hacen comentarios sencillos sobre el trabajo de los demás. Segundo ciclo Franja 1 Los alumnos responden a los estímulos, examinándolos. Investigan y utilizan materiales y procesos diversos para comunicar sus ideas y significados. Diseñan y elaboran imágenes y crean artefactos. Describen lo que piensan o sienten sobre su propio trabajo, y hacen comentarios sencillos acerca del trabajo de los demás. 57 Franja 2 Los alumnos exploran ideas y estímulos y recogen información visual para su trabajo. Investigan las cualidades de determinados materiales y utilizan diversos procesos para comunicar sus ideas y significados. Diseñan y elaboran imágenes y artefactos. Describen lo que opinan de su propio trabajo y del de los demás y sugieren formas de mejorar el propio trabajo. Comentan las diferencias entre los trabajos de los demás. Franja 3 Los alumnos exploran ideas y estímulos y recogen información visual para su trabajo. Investigan las cualidades de determinados materiales y utilizan diversos procesos para comunicar sus ideas y significados. Diseñan y elaboran imágenes y artefactos con distintos propósitos. Describen lo que opinan sobre su propio trabajo y el de los demás y sugieren formas de mejorar el propio. Comentan las diferencias y similitudes entre el trabajo de los demás y el propio. Tercer ciclo Franja 1 Los alumnos exploran las ideas y los estímulos y recogen información visual y de otro tipo para su trabajo, incluyendo la de contextos históricos y culturales diferentes. Investigan las cualidades táctiles y visuales de determinados materiales y utilizan procesos diversos para comunicar sus ideas y significados. Diseñan y elaboran imágenes y artefactos con distintos propósitos. Describen lo que opinan de su propio trabajo y del de los demás y sugieren maneras de mejorar el trabajo propio. Comentan las diferencias y similitudes entre su propio trabajo y el de los demás. Franja 2 Los alumnos exploran ideas y estímulos y recogen información visual y de otro tipo, incluyendo la de contextos históricos y culturales diferentes para ayudarles a desarrollar su trabajo. Empiezan a utilizar sus crecientes conocimientos y comprensión de los materiales y los procesos para comunicar sus ideas y significados de forma personal a través de imágenes y artefactos. Describen lo que opinan de su propio trabajo y del de los demás y sugieren maneras de adaptar y mejorar el trabajo propio. Comparan y comentan las ideas de los demás y los métodos utilizados por ellos y por los demás. Franja 3 Los alumnos exploran ideas y estímulos y recogen información visual y de otro tipo, incluyendo la de contextos históricos y culturales diferentes, para ayudarles a desarrollar su trabajo. Utilizan sus crecientes conocimientos y su mayor comprensión de los materiales y los procedimientos para comunicar ideas y significados, combinando y organizando lo visual y lo táctil a través de imágenes y artefactos, siguiendo sus propias intenciones. Describen lo que opinan de su propio trabajo y del de los demás y adaptan o mejoran su propio trabajo. Comparan y comentan las ideas, los métodos y los enfoques utilizados en su propio trabajo y en el de los demás. 58 Evaluación La educación se ocupa de aspectos muy diversos del aprendizaje. Tiene que ver no sólo con los conocimientos y las habilidades tales y como los hemos detallado en este currículum integrado, sino también con las actitudes, los valores y los intereses que deben ser estimulados en los niños. La evaluación está ligada a todos estos aspectos de la educación. La evaluación mejorará la calidad del aprendizaje y de la enseñanza siempre que la información recogida tenga un propósito claro, sea recabada de manera sistemática y se utilice adecuadamente. La evaluación es una parte importante e integral del proceso de aprendizaje y de enseñanza, y consta de 5 elementos clave: PLANIFICACIÓN, ENSEÑANZA, CORRECCIÓN, REGISTRO DE LA INFORMACIÓN y EVALUACIÓN. Todos estos elementos se superponen, y no son secuenciales. PLANIFICACIÓN: saber lo que se va a aprender y compartirlo. Los profesores deben tener una idea clara de lo que hay que aprender en los programas de enseñanza que planifican para cada niño, grupos y clases, teniendo en cuenta lo que se ha enseñado antes. Esto es necesario tanto para la enseñanza como para la evaluación eficaz, ya sea el plan para un día, una semana, un mes, o un periodo de tiempo más largo. La planificación debería ser lo suficientemente explícita como para que sea fácil comunicar sus objetivos a los alumnos, los padres, y los demás profesores. Los métodos de evaluación y registro de la información son una parte integral de nuestro trabajo y deberían ser decididos al planificar una unidad de docencia. OBJETIVOS: decidir qué áreas del currículum y qué objetivos se van a incluir en la unidad. OBJETIVOS ESPECÍFICOS: decidir qué es lo que van a ser capaces de hacer/hacer mejor, o qué materia se habrá cubierto al final de la unidad. CLASES: planificar una serie de clases y actividades adecuadas para cumplir estos objetivos. Planificar tareas y marcar expectativas para cada niño y grupos. EVALUACIÓN y REGISTRO DE LA INFORMACIÓN: decidir qué parte del trabajo se evalúa o se examina. Esto indicará lo que debe ser registrado. APUNTES PARA EL DESARROLLO POSTERIOR DEL TEMA: es importante evaluar la adecuación de los contenidos, las actividades y los recursos al completar una unidad que vaya a desarrollarse y mejorarse en los próximos años. ENSEÑANZA: la evaluación como parte de un aprendizaje y una enseñanza efectiva. 59 La evaluación es una parte integral del aprendizaje y se ocupa de cuatro aspectos principales: o Objetivos claros de enseñanza y aprendizaje. o Motivación. o Experiencia previa y capacidades actuales. o Tareas efectivas y métodos de enseñanza flexibles. La enseñanza efectiva asegurará que todos los alumnos reciban tareas que supongan retos, pero retos asequibles, y que tengan la oportunidad de asimilar y poner en práctica con éxito los nuevos conceptos, conocimientos, habilidades y actitudes con los que se están encontrando. Se deber diseñar actividades de evaluación basadas en lo que los niños dicen, escriben y saben hacer, considerando siempre la experiencia particular y las capacidades de los niños en el proyecto bilingüe: o Proponer tareas de evaluación al mismo nivel de dificultad con el que se encuentran en el trabajo diario. o Diferenciación: diseñar las tareas de evaluación para distintos niveles y habilidades. o Exponer a los niños a distintos tipos de situación de examen para que comprendan el procedimiento. o Darles el entrenamiento adecuado para enfrentarse a las situaciones de examen, desarrollando técnicas de estudio y de examen. o Mantener un equilibrio entre las exigencias lingüísticas y el contenido de las tareas de evaluación. o Evaluar no sólo sus conocimientos sino también sus logros en el desarrollo de habilidades científicas e investigadoras. o Ser conscientes de las dificultades que algunos niños tienen para expresar por escrito lo que saben. REGISTRO DE LA INFORMACIÓN: resumir los logros y el progreso. Se debe evaluar a lo largo del año o del ciclo de distintas maneras, manteniendo un registro de los resultados y ejemplos del progreso de los niños. Es importante que el registro se centre en los objetivos de aprendizaje elegidos. El progreso de cada alumno debería actualizarse convenientemente. Se debe registrar: o Información de actividades de un día para otro. o Información de tareas de evaluación y de examen. CORRECCIÓN: ofrecer tanto a niños como a padres información útil acerca de sus progresos. Lo que se aprende de la evaluación va dibujando una imagen de los logros, intereses y aptitudes de cada alumno, que forma la base de la información que se da a sus padres. Contribuye también a una relación de cooperación entre los profesores, los alumnos, los padres y otros involucrados en el aprendizaje de los alumnos. Se debe informar de distintas maneras a lo largo del año: o o Proporcionar información regular y constructiva a los niños, acentuando sus logros y puntos fuertes. Reuniones individuales con padres. 60 o o o o Informes trimestrales. Reuniones generales de padres. Evaluaciones trimestrales de toda la clase. Evaluación general de final de curso: “la memoria” Ayudar a los niños a identificar: o Lo que han aprendido. o Lo que les queda por aprender. o Sus siguientes pasos en el aprendizaje EVALUAR: Utilizar la evaluación para valorar el aprendizaje y la enseñanza. La evaluación en el colegio debería ayudar a comprobar la efectividad de todas las disposiciones tomadas que aseguran que los niños aprendan. Utilizamos distintas herramientas de evaluación para reflejar distintos tipos de actividades realizadas por los niños: Actividades orales o Discusiones con cada niño, con grupos, o con toda la clase. o Hacer preguntas a los alumnos sobre la medida en la que entienden su trabajo. o Leer en alto. o Contar repetidas veces una historia. o Dramatizaciones. o Presentaciones orales. Actividades escritas o Pruebas de “respuestas cortas”. o Escribir trabajos más largos relacionados con su trabajo en lectura y escritura o en otras áreas de conocimiento. o Evitar exámenes de gramática y test de EFL (Inglés como Lengua Extranjera). Actividades prácticas o Planificación y realización de experimentos. o Colaboración en proyectos. o Demostrar que se están poniendo en práctica conocimientos o habilidades. Trabajo diario o Evaluar el esfuerzo y el logro, por ejemplo en los deberes de casa y en los cuadernos. o Auto-evaluación y valoración por parte de los compañeros. Animar a los alumnos a reflexionar sobre su propio trabajo. 61 TableofofContents Contents Table Table of Contents Table of Area of Document Description General Info General Introduction Page 64 Language and Introduction to the teaching of Literacy in the Primary Years Literacy Listening and Speaking Targets Science, Geography and History Science 69 76 Reading and Writing Targets 79 Bands of attainment 99 Resources pages • Ideas on exploiting a fictional text • Template for a phoneme fan • Template for a phoneme wipe-board • List of recommended books for teaching literacy • List of useful websites 103 103 112 113 115 129 Introduction to Science, Geography and History 130 Enquiry Skills and Scientific Skills Science: A subject guide 134 135 Scientific skills targets 137 Science content targets 138 Bands of attainment 142 62 Contents Area of Document Geography and history Description Page Geography and History: a subject guide 147 Enquiry skills targets 148 Geography content targets 149 Geography bands of attainment 153 History content targets 156 History bands of attainment 158 Resources for Recommended websites Science, Geography Recommended books and videos and History 160 Art and Design An introduction to Art and Design 165 Content targets 167 Skills targets 168 Bands of attainment 171 Assessment A crosscurricular approach Useful websites General guidelines on assessment 160 … 173 174 Cross curricular topics • Water • Ancient Egypt • Sharks 177 177 178 180 Working with Information texts 181 63 General Introduction to the M.E.C.D/ British Council Bilingual Project General Introduction to the M.E.C.D/ British Council Bilingual Project 1.1 Project background and objectives The MECD / BC bi-lingual project, initiated in 1996 as a unique experiment within the Spanish state education system, is now well established: the first groups of children aged 11-12 are in their final year of primary education and their eighth year in the project. The formal agreement between the MECD/ BC states that the aim of the project is to provide children from the age of three to sixteen with a bilingual, bi-cultural education through an integrated Spanish /English curriculum based on the Spanish National Curriculum and aspects of the National Curriculum for England and Wales. This integrated curriculum has official recognition (BOE May 2000). The implantation of such a curriculum requires a very different classroom approach from the traditional EFL classroom where the focus is on learning English as a foreign language as opposed to studying areas of the primary curriculum through English. An integrated approach sits very positively within the Directives of the Council of Europe which insists on the need for children to be competent in three European languages by the end of the obligatory period of secondary education and that the learning of the first foreign language should begin in the early years of formal education. The specific objectives of the project are: To promote the acquisition and learning of both languages through an integrated content-based curriculum To encourage awareness of the diversity of both cultures To facilitate the exchange of teachers and children To encourage the use of modern technologies in learning other languages Where appropriate, to promote the certification of studies under both educational systems. 1.2 Rationale : curriculum document In February 2001 a Joint Study Review Team (JSRT) was set up by the Comision de Seguimiento, Project Board of Directors, to evaluate the progress of the project to date. The following conclusions on curriculum content and assessment were reached by the JSRT. There is a need for: a clear delineation in the subjects and contents to be taught in English and the levels to which these will be taught a definition of assessment criteria at the end of each stage of education (infant, primaries two, four and six) which will define the attainment targets for each level within the project 64 This led to the JSRT making the following recommendation: Recommendation 4: Curriculum and Assessment: The joint team recommend that a mixed Spanish working party be formed to work on a realistic development of the core curriculum in English describing which subject areas and contents should be taught in English in the infant and primary stages. In conjunction, the working party would be responsible for establishing criteria and guidelines for assessment. It would be advisable to have both Spanish and UK teachers who have been involved in the project for some time on the team in addition to experts in primary education from the MECD and BC. This led to the following Action Point agreed by the Comision de Seguimiento: Action Point Six: The Comisión de Seguimiento to ratify the appointment of a working party to study the present curriculum (BOE 2002)with a view to specifying content and assessment criteria for the different levels in infant and primary. This should also include guidelines and strong recommendations on the role of class teachers and project teachers for a joint methodological approach and suggestions for a logical approach to time allocation. This document should also include a comprehensive list of resources (books, materials, equipment) which are recommended for the success of the project at each stage. 1.3 Constitution of the working party The working party was constituted in October 2001 with the objective of producing a document on guidelines for an infant curriculum and assessment criteria for this level to be ratified by the Comisión de Seguimiento by June 2002: to be followed by a curriculum for primaries 1-4 by September 2002 and primaries 5-6 by June 2003. The team consists of six teachers in the project, three Spanish, three British: all six have worked in the project for more than three years. The other two members of the team have the responsibility for the management of the project and are members of the Comisión de Seguimiento. 1.4 Approach adopted by the working party The members of the working party consulted primary departments in project schools on subject areas being delivered in English, approaches to literacy and science, geography, history and art, attainment levels, ways of assessing the children, resources, time allocation, project co-ordination and roles of teachers involved in the project. 65 In addition, in the period November 2002 to March 2003 the team visited 18 project schools in order to gain a more in-depth picture of the areas listed above and to look for examples of best practice. The final document has been carefully compiled taking into account evidence given form project schools and models of best practice seen on visits. Both the Spanish and English curricula were studied in depth by working party members in order to produce a Spanish/English integrated Curriculum integrating both contents and methodological approaches. 1.5 Core compulsory elements of the curriculum guidelines and allocation of time to English The three areas which must be taught in English and in which targets must be reached and children evaluated are: Language and Literacy Science, Geography and History Art and Design In order to reach the targets set for the end of each cycle, and so that children will be able to function effectively at secondary school, a minimum of 40% of the timetable (10 of the 25 sessions) must be dedicated to English. Combinations such as these below are suggested to total 10 sessions: Language and Literacy – 4 or 5 sessions Science, Geography and History – 2, 3 or 4 sessions Art and Design – 1 or 2 sessions There is no focus in this document on teaching Physical Education though English in primary as evidence gathered from the schools clearly indicates that the development of English language through PE is extremely limited after the initial three year infant stage. If classes are given in PE these should be over and above the sessions detailed above. Mathematics does not appear as core subject in the primary document although it is considered to be an integral part of the infant guidelines: this is because the approaches to teaching formal mathematical skills are radically different in the two languages. However, concepts such as time, measurement size, shape, volume and language of mathematics introduced in infants (more, less, etc.) should continue to be developed as and when they appear in any subject or topic. Drama is obviously a key area in the development of the child, allowing for both the development of communication and creativity. As such, it is a core subject in the curriculum. It is included in the section on language and literacy but, as occurs in the Spanish curriculum, art sessions can also be used to develop drama activities. 66 1.6 Roles of teachers in the project The project is most successful in schools where it is already perceived as an integrated project in every sense of the word. This means that co.ordination between all members of staff is essential, both within each cycles, across cycles and clearly at the transition stage between infants and first cycle. Where teachers are being given time together to plan and co-ordinate, it is noticeable that the standards being achieved are very much higher. Spanish class teacher and project teacher must plan closely together to ensure that the integrated curriculum is covered in the most efficient way in the time allocated (see section 1.5). It is an advantage to have two teachers in a classroom if both are supporting each other in the delivery of either part of the curriculum. It is not however essential in the primary classroom and the timetable might be better organised by using the fact that are “·extra” members of staff to organise some sessions, bith Spanish and English, in smaller groups. The prject teachers, as qualified teachers, are able to work I the classroom on their own. It is not essential for every class to be taught by a “native” teacher every year. There are an increasing number of “project” teaschers who are not “native” speakers but who are bilingual or with a very high level of English. In addition, each year there are more Spanish teachers, usually codigo 99, who have an excellent standard of English. All three “categories” are equally responsible for delivering the English part of the project. It is not more than four groups/two year levels. Both Spanish teachers of English and “project” teachers are able to deliver all areas of the curriculum. It is neither necessary nor advisable that only the “project” teachers be teaching the language and literacy. Many Spanish teachers of English have either attended literacy courses or have been on a study visit to Liverpool. Following curriculum guidelines, they can also be responsible for the language/literacy area of the project. 1.7 Attainment targets All teachers at the end of each cycle must consider the individual attainment level of each child. Attainment targets as described for Language and Literacy, Science, Geography and History. Unless there are extenuating circumstances there should be a clear picture for each class of: 10% at band 1 70% at band 2 20% at band 3 67 for each of the areas above. If these targets are not being achieved then this should lead to a school management examination of a) the number of hours being spant on the English part of the curriculum b) methodological approach and use of resources c) co.ordination and continuity in the project d) the need to challenge children more and raise standards of expectation. The team working on these guidelines would appreciate feedback. It is a developing curriculum wich will change according to comments received and obviously in line with any changes in the Spanish curriculum. General Introduction to the M.E.C.D/ British Council Bilingual Project 68 Language and Literacy INTRODUCTION TO THE TEACHING OF LITERACY IN PRIMARY YEARS What is Literacy? Literacy is much more than just the teaching of the mechanics of reading. Literacy involves the four skills of language: understanding, speaking, reading and writing. A balance of these provide the child with a greater chance of survival in English and encourages self-esteem, self-identity and emotional development. Literacy enables access to both fiction and non-fiction materials that will shape and develop the child intellectually. In addition, bi-literacy gives children access to different social and cultural worlds. Furthermore, as children become more confident and literate, their knowledge of, and control over the language become more individual and personalised. How should Literacy be developed within a whole-school context? Being able to read and communicate with fluency and enjoyment in English are skills which need to be developed throughout Primary. A whole school policy on Literacy must be established - this should include careful planning and co-ordination between levels and cycles. Where should Literacy be taught? A daily focus on Literacy is essential but does not have to be confined to The Literacy Hour. Language and literacy should also be developed in geography, history, science and art. How should Literacy be organised in a classroom context? The teacher’s role in Primary is to teach the necessary literacy skills to motivate the children to become confident and independent readers and communicators. The teaching of literacy skills should be planned to ensure that speaking, listening, reading and writing are worked in a balanced and integrated way within the classroom. How do we encourage active listening? Listening with confidence depends upon the knowledge and experience of the children as well as their motivation and involvement. They listen best when the information is meaningful and interesting to them, and has a clear purpose. o Read good stories with rhythm, rhyme and repetition. o Choose texts, fiction and non-fiction, with the children’s interests in mind o Give good visual support to help understanding. 69 o o Use gesture and facial expression to aid understanding. Tell the children to respond in a specific way to what they hear; total physical response is still important in first cycle. In the 2nd and 3rd cycles children can be asked to listen for, and later recall particular information, often to make a choice or decision upon what has been heard. How do we encourage speaking? o Recounts: These are simple retellings of experiences. To begin with, photographs or children’s drawings in sequence can be used as props to elicit sentences describing a shared activity. 2nd and 3rd cycles oral recounts will precede written work describing shared experiences e. g. a school trip. o o o o o Reporting news: It is easier if the children can draw or paint their news first. In Year One the teacher can provide a news framework with small diagrams illustrating when? who? where? and what? questions. The children can then draw the “answers” and use this as a framework to make a sentence with teacher support. There is not time to do this with every child, so a news rota is a good idea. A cardboard box can be made into a stimulating prop for giving news or weather reports. In the second cycle, children can report events with less prompting, and in the third cycle this can lead to oral presentations and performing reports as if on the television news. These can be videoed and the children can then evaluate their own and each others performances. Retelling stories: At first children re-tell stories with very structured, repetitive language, and with help from the teacher. During the first cycle they gradually use less support and more improvisation. Story props such as magnet board figures, puppets, masks and hats are all useful. Look at the class list to make sure everyone gets a turn. In second and third cycles children will be working towards being able to write a simple summary of a story. It is important to practice this orally first. Reciting poems, songs and chants: Children should have a growing repertoire of poems, songs and chants they have learnt by heart, using music and gestures to help remember the words and make them more meaningful. Practising these regularly improves the children’s self-esteem by giving them confidence in using English. They also improve their knowledge of the rhymes, rhythms and sounds of the language. The older primary children can be motivated by exploiting pop songs and songs from the latest films. Role-play and drama : When working on a story text use role-play to explore situations, characters and emotions with improvisation. The use of puppets and masks can encourage the more reluctant speakers to participate. After dramatising a story, children will often find a related reading or writing activity more stimulating and achievable because they have acted out situations and have a greater understanding of the text. Children should also be given the opportunity to improvise role-play and play with puppets in an unstructured setting. Pretend telephones are a useful prop for dialogues. The children will be more able to improvise in English in the second cycle, and in the third cycle improvising in character can be the basis for scripting their own plays . The children enjoy performing in public, and during rehearsals they can learn chunks of useful language in context. Talking about themselves and their daily lives: Learning to describe appearance, family and pets is all easier if the children can bring in photographs. These can then be made into books. Older children can extend this talking about themselves into written work. If a link can be established with English speaking children in another school, pupils can then write to exchange information. 70 o o Functional English: Children should learn useful phrases about their daily routine. It is easier to insist on certain requests being made always in English if they are prominently displayed in the classroom with illustrations if necessary. With constant practice children can assimilate useful patterns of language so that they can begin to make up their own original functional phrases . e.g. Can I….. Questioning and eliciting: Children need to be able to respond to more formal questions so that they can relate to other adults, such as visitors to the school. Understanding and using question forms can be practised in a fun way with a game or a rhyme .e.g. What’s your name? Where do you live? What’s your number? What’s your address? Mary-Jane Down the lane Cucumber Watercress This can be practised with puppets and then the replies can be changed by the children to give true answers about themselves. o Oral Presentations: From second cycle children can prepare oral presentations related to topic work. They can research a topic and then prepare a draft to be corrected by the teacher. They can practise at home and then give the talk to the rest of the class. Group evaluation of these presentations is valuable as it involves class discussion of speaking skills. o How do we teach reading and writing? In the daily literacy hour we can focus upon a fiction or a non-fiction text. In the Resources Pages at the end of the section on Language and Literacy there is a detailed example of how to exploit a fictional story to teach reading and writing, and various examples of how to use and make non-fiction texts. How do we teach knowledge about the language? o Phonics The teaching of phonics and spelling needs to be done systematically and should whenever possible, come from work on a text rather than be studied in isolation. The school should agree on targets for each year and each term and revise these regularly. The order you choose for teaching phonemes and spellings depends upon the children’s previous knowledge, the language taught elsewhere in the curriculum and on the texts and graded readers available in each school. Useful lists of the most common words can be found in the guides of reading schemes and from the English national curriculum website : www.nc.uk.net This is written for children living in England, but can be adapted to our needs. o Spelling Learning spellings for some kind of test can be introduced in year two. These can be selected from words with spelling similarities, common irregular words, or topic vocabulary. Children can be encouraged to learn how to study and remember words. Later in primary, work on spellings can be related to dictionary work and working on the glossary of information books. 71 o o o Sentence structure and grammar The children should use familiar grammatical structures correctly in shared writing, and can begin by putting words from familiar phrases in order. We are aiming for fluency, and initially do not focus upon the formal aspects of grammar. In second cycle the children are introduced to formal grammar in Spanish and it is a good idea to co-ordinate this teaching with the Spanish teacher, in order to activate the children’s previous knowledge. Grammatical awareness can be taught in an experimental and investigative way. e.g. In the second cycle children can investigate past tense verbs by collating them from different story books and then classifying them according to whether they are regular or irregular. The regular verbs can then be classified into three groups depending on the pronunciation of the –ed ending. Children can also experiment by taking a verb out of a sentence to see if it still makes sense, or substituting one verb for another to see how it affects the meaning. In the third cycle students need to be consciously aware of all the grammar structures they have acquired in Primary, so that they are confident in approaching formal grammar structures and can easily demonstrate what they know when they begin secondary education. Punctuation Pupils should be taught to recognise the importance and purpose of capital letters, full stops, commas, question marks, exclamation marks and inverted commas and be able to demonstrate when reading aloud how punctuation affects the way a passage is read. They can be shown in supported writing where to punctuate and be encouraged to do so in imaginative and personal writing. Reflecting on how an author has used punctuation can provide the children with a motivating context to approach punctuation in their own writing. Vocabulary The children can be encouraged to use a wider range of vocabulary through creating and referring to class and personal word banks and transferring their knowledge from other areas of the curriculum. They also need to use simple mono-lingual dictionaries and other reference books when writing. How do we motivate children to enjoy reading? The focus in primary continues to be on “real” books (storybooks and information texts), and it is important to establish a good class library with resources which are not only colourful and attractive, but of a suitable cognitive and interest level for the children. All reading activities should be highly stimulating and enjoyable for the children. In addition to teacher directed activities, the children should have the opportunity to read for pleasure in unstructured activities. Not all books in the reading corner have to be exploited for teaching. Some books should be read for fun and other lower level books should be available for easy reading. This can increase self-esteem and heighten enjoyment. All children should have access to a comfortable, attractive reading area somewhere in the school. They should be able to choose from a range of stories, poems, plays and non-fiction texts and be able to select books to read at home on a regular basis.Being able to choose is very important. Having access to books with the text recorded on tape can be enjoyable for children to listen to, as well as aiding them to read aloud more confidently and fluently. As well as reading alone or with friends, children of all ages love to listen to stories being read by an adult, so establishing a story time can be a positive step in promoting reading. Sometimes a book can just be read, while on other occasions the text will be exploited over a period of time for optimum learning. Reading games, whether they are aimed at word, sentence or text level can be fun for children, and give them an opportunity to read for meaning /infer meaning outside the context of the text. 72 As children develop a greater understanding of the world through the subjects of science, geography and history, they can be taught how useful and enjoyable it can be to refer to non-fiction texts. The teacher can plan activities to encourage pupils to use these texts efficiently, and as they progress through primary education they should become aware of how stimulating and useful information texts can be, since they have used them in meaningful contexts. Drama forms an integral part of language development, and is an excellent tool to support development in all four modes of language. Generally, children participate with enthusiasm in improvisations of stories, familiar situations and the acting out of a scientific process, e.g. the circulatory system. In doing so, their understanding of a text increases and they become more efficient in communicating orally and in written form. Learning about authors, poets and illustrators can stimulate the children's interest in reading their works and using ideas from them in their own writing. Whilst a visit from a well-known writer would be highly stimulating, this is difficult to achieve. However, using video documentaries and providing access to the relevant internet sites are constructive steps to promoting reading for enjoyment. Beginning in the first cycle, children can be encouraged to keep their own record of the books they have read. During the second cycle they can write a brief summary of books they have read, and begin to express an opinion about them. By the time children reach the third cycle, they should have been given sufficient access to good quality texts to have begun to develop their own literary tastes. How do we encourage personal and imaginative writing? At all stages the children should both participate in structured, teacher guided writing and also have the opportunity to write for pleasure in unstructured activities. Whenever possible, there should be an area in the classroom specifically for writing. It could be near the reading area and provide word books, dictionaries and word family charts, as well as a range of writing materials and paper .The children should be able to engage in free expression in written form. As they gain confidence children can be encouraged to model their writing on familiar texts and use stimuli like story starters which may help to develop their writing further. By the time children reach the third cycle, personal research projects provide ideal opportunities for pupils to write for pleasure and purpose, and allow them to utilise the many writing skills taught and acquired throughout primary. Teacher guided writing activities are essential at all stages. Through discussing the mechanics of writing at word, sentence and text level as a class or group, before and after individual writing, the children are able to adopt new skills . They also learn how to evaluate their own work, and consider ways to improve it. Children should always be given the opportunity to discuss their ideas for personal and imaginative writing. Recounting an event to the class, a group or a friend can help pupils to construct their piece of writing, whether it is a sentence in year one, a short paragraph, or a longer piece of writing in the third cycle. From discussion, pupils in the second and third cycles will be able to make notes and create a plan for their writing before starting the task, thus allowing them to form a clear structure before writing. This can be done in a small group, in pairs or individually. Imaginative writing can often be based on a good quality text. If children have enjoyed reading a story, play or poem they can base their own writing upon a similar structure, retell the story in a different setting, or give the text a different ending. The teacher shows the pupils techniques 73 used by the author or poet and encourages them to use these in their own work. Dramatising situations, creating word banks and displaying rules for writing in the classroom area are all stimulating and effective ways of preparing our pupils to become confident, efficient writers. Ideas for Guided Writing o Elicit a text from the children and involve them in making corrections. o Make notes from a talk and then use these as a basis for writing. o Use a labelled diagram or tabulated information as a basis for writing. o Use an author as a model. o Write up procedures, eliciting key topic vocabulary and essential verbs before starting. o Provide descriptive writing activities, creating a word bank of adjectives before starting o Sequence sentences in a text o Order words in a sentence o Provide shared writing opportunities, where the class is divided into groups to write different sections of a story or a play script. o Write a summary of a story or information text which has been previously worked on in class. o Answer questions about short texts. o Formulate questions, e.g. elicit areas to be investigated at the start of a topic. How do we teach writing for different purposes? By the third cycle children will be expected to write for different purposes. They will practise writing: formal and informal letters, news reports, scientific experiments, recipes, lists, stories, cartoons, dialogues, instructions, and explanations. Therefore it is important to gradually introduce the children to different forms of functional writing throughout the two previous cycles of primary. To communicate within the school they can write letters, notes, and messages and create posters. Work in Geography, History and Science will provide a basis and a vocabulary suitable for more factual work. In literacy sessions children need to become familiar with these different formats and registers and begin to think about the purpose and the target audience. How do we approach non-fiction? Children need to be introduced to non-fiction books right from the start. There should be a good selection of non-fiction books in the reading area, with some books made by the children. We can use these to familiarise the children with the features of information texts, to learn to look for information, and as models to make their own books. Information books are an important element of literacy work, and can be used for teaching at text, sentence and word level. In the primary stage, children need to learn how to read for information and write for practical purposes. In the first cycle they can begin to look things up in informational or reference texts and start to use the contents and index. During the second cycle, they should, with teacher guidance, be selecting appropriate texts to find and use specific information and using these texts as a model for their own writing. They can start to create contents and indexes when writing their own fact books and class information books. They should also be introduced to the use of a dictionary and shown how to use alphabetical order to find words, so that in later stages of Primary, they can find the meanings of words with independence. 74 For more ideas on information texts go to the section: Cross-Curricular Topics How do we teach handwriting? Children can be taught English style letter formation and print in the English lesson or equally, they can use Spanish style cursive right from the start. They easily adapt from one style to another. Teachers sometimes worry excessively about these details and a whole-school handwriting policy is a good plan to remove unnecessary conflict. The upper case/lower case debate is perhaps more significant as the children would appear to make quicker progress in reading if they can learn lower case letters from Infants, and not just the capital letters. Whatever the school policy on handwriting, teachers must always check that the children use a comfortable pencil grip and have good posture in writing sessions. How do we involve parents in the teaching of reading? o Termly parents meetings are a good opportunity to explain our reading methods and give parents ideas of how they can help. o Parents could also be given a pamphlet explaining some of the differences between reading in English and Spanish, saying how their children learn to read in English, and how they can help. o If graded readers are used, tapes can be made to be sent home with the books.Word boxes and spellings can also be taken home to involve the parents in the learning process. What can we use to help us teach literacy? Literacy Toolkit Pointer to use when referring to big books Acetate sheets for using when writing over a book e.g. inventing characters’ thoughts in thought bubbles Post-it notes for covering up words/phrases and pictures Selection of ready-made blank cards for writing key vocabulary A good selection of story and non-fiction books in big book format with at least 6 small books for guided reading. This selection should include poems, rhymes and graded readers e.g. Oxford Reading Tree and Oxford Literacy Web, Cambridge Readers…. A wide selection of fiction/ non-fiction books which are at a number of levels Alphabet and sounds display Word walls, word pockets, word banks, key word sheets, word boxes (chosen words on card to be worked on at school or at home) Phonics fans and wipe boards (see resource pages and Progression in Phonics ISBN 0193122375 ) Book-based games Story props e.g. favourite character figures/puppets/ dressing up clothes/ masks Commercial videos and cassettes/ recordings of children reading or singing A selection of books made by individuals and classes 75 LISTENING AND SPEAKING TARGETS – First, Second and Third Cycles These targets are separated into listening and speaking, reading and writing. However, work in these skills will be integrated in the teaching of literacy. The targets listed for each cycle are those which the children are expected to know by the END OF EACH CYCLE. LISTENING First Cycle Second Cycle Third Cycle To listen, understand and respond to others, To listen, understand and respond appropriately To listen, understand and respond to others, children will be able to: to others, children will be able to: children will be able to: • Sit comfortably and sustain • Sustain their attention. • Sustain their attention. concentration, responding with interest • Listen and respond appropriately • Listen and respond appropriately throughout the session. individually and in groups to the teacher individually and in groups to the teacher giving explanations, presentations and giving detailed explanations, • Listen and respond appropriately individually and in groups to the teacher telling stories. presentations and telling stories. e.g. and peers giving explanations, describing how a model works. • Listen and respond appropriately to presentations and telling stories. recordings. • Listen and respond appropriately to • Listen to each others’ responses. recordings. • Listen for specific information and • Listen for specific information. identify key points in discussion. • Listen for specific information, identify key points in discussion and evaluate • Ask questions to clarify their • Recall and re-present important features what they hear. understanding . of an argument, talk, reading, or video. • Recall and re-present important features • Identify and respond to sound patterns in • Ask relevant questions (with help) to of an argument, talk, reading, or video. the language. clarify understanding and extend ideas. Identify features of different types of • Ask relevant questions to clarify • Show that they know, understand and texts, and language used for a specific understanding and extend ideas. can use the following terms: rhyme, purpose. rhythm, sound, low or high voice. • Identify features of different types of texts, and identify the purpose. E.g. to • Show recognition of a few features of • Listen and respond to others persuade, instruct or entertain. different types of texts (e.g. story, poem, appropriately, taking into account what information) • Listen and respond to others they say. appropriately, taking into account what • Listen to grammatically Standard English they say. and be exposed to different standard accents, ( different teachers, recordings and videos.) 76 SPEAKING First Cycle Second Cycle Third Cycle To speak with growing confidence in a range of To speak clearly and with growing confidence, To speak with growing confidence in a range of contexts, children will be encouraged to: children should be encouraged to: contexts, children will be encouraged to: • Speak audibly and clearly . • Speak audibly with clear diction. • Speak audibly and clearly . • Read aloud and recite rhymes, chants • Read aloud and recite rhymes, chants • Read aloud and recite rhymes ,chants and songs. and songs. and songs. • Re-tell stories with less support and • Choose and use relevant vocabulary and • Re-tell stories and use improvisation. begin to use improvisation. phrases. • Choose and use relevant vocabulary. • Choose and use relevant vocabulary. • Attempt to organise what they say with • Use question forms correctly. • Practise question forms. the use of simple, familiar structures. • Focus on the main point and reply to • Reply to questions appropriately and use • Focus upon what is being asked and questions appropriately using because… because… respond appropriately . • Organise what they say. • Use vocabulary and syntax to express • Begin to describe experiences, ideas and • Use vocabulary and syntax to express more complex ideas. feelings with help from the teacher. more complex ideas. • Describe experiences and feelings with • Help to tell stories with predictable • Speak in a range of contexts, adapting help from the teacher. structures and patterned language. what they say to purpose and audience. • Make a short oral presentation to the • Re-tell stories with less support and use • Describe experiences and feelings. class, giving an introduction and an improvisation. • Perform oral presentations to the class, ending. The teacher will help with • Communicate with the class teacher and giving an introduction and an conclusion. preparation of this. peers using their increasing knowledge of English as well as familiar phrases. • Show that they can understand and use the following terms: soft, slow, loud, quick, clear and voice. 77 GROUP DISCUSSION AND INTERACTION First Cycle Second Cycle Third Cycle To join in as members of a group the children will To talk effectively as members of a group, To talk effectively as members of a group, be encouraged to: children will be able to: children will be able to: • Take turns in speaking and not to • Make contributions relevant to the topic • Make contributions relevant to the topic interrupt others in the group. and take turns in discussion. and take turns in discussion. • Relate their contributions to what has • Convey ideas and share experiences. • Convey ideas and share experiences. gone on before. • Make plans, investigate, predict, explain, • Give reasons for opinions and actions. report, evaluate select and sort. • Speak up clearly. • Make plans, investigate, predict, explain, • Begin to convey ideas and share report, evaluate select and sort. experiences. • Make plans and investigate (e.g. do a simple experiment with predictions and reporting back. ) DRAMA First Cycle Second Cycle Third Cycle To participate in a range of drama activities the children will be encouraged to: • Use language and actions to describe situations, characters and emotions. • Work on role play and use puppets to dramatise stories, using pair work for short dialogues. • Watch performances and with support, comment constructively on them . To participate in a wide range of drama activities To participate in a wide range of drama activities and to evaluate their own and others’ and to evaluate their own and others’ contributions, children will be encouraged to: contributions, children will be encouraged to: • Use language and actions to explore and convey situations, characters and • Use language and actions to explore and emotions. convey situations, characters and emotions. • Improvise dialogue, create and sustain roles. • Improvise dialogue, create and sustain roles. • Begin to devise and script dialogues. • Devise and script plays. • Present drama to others. • Present drama to others. • Watch performances and with support, • Watch performances and, comment comment constructively on them . constructively on them . 78 READING AND WRITING TARGETS – YEAR 1 These targets are separated into reading and writing. Work in these skills will be integrated into other curricular areas as well as the teaching of literacy. The targets listed are according to EACH YEAR GROUP and children are expected to reach these by the END OF EACH YEAR. Text level work Sentence level work Word level work Pupils should be able to: Pupils should be able to: Develop an awareness of the grammar of a simple sentence. Pupils should be able to: From Infants: practise and secure alphabetical letter knowledge (including letter sounds and alphabetical order). Fiction and Poetry Reading Comprehension Reinforce and apply their word-level skills through shared and guided reading. Use phonological awareness, contextual, grammatical and graphic knowledge to work out and begin to predict the meanings of unfamiliar words and to start to make sense of what they read. Read familiar, short, simple stories and poems independently, to point while reading and make correspondence between words said and read. Choose and read familiar books with understanding and attention. Empathise with story settings and incidents. Recite stories and rhymes with predictable and repeating patterns, experimenting with patterns orally by substituting words and playing with rhyme. Re-enact stories in a variety of ways, becoming aware of characters and dialogue through roleplay using dolls or puppets. Read with appropriate expression and intonation, From Infants: practise and secure the ability to e.g. in reading to others, or to dolls, puppets. rhyme, and to relate this to spelling patterns through: With teacher support, write captions and simple sentences, and to re-read, recognising whether • Exploring and playing with rhyming or not they make sense, e.g. missing words, patterns wrong word order. • Generating rhyming strings e.g. FAT, HAT, CAT. Begin to investigate the sort of words that fit in sentences. From Infants: practise and secure the ability to hear initial and final phonemes e.g. FIT, MAT, Recognise full stops and capital letters when PAN. reading, and name them correctly. Identify letter names Begin using the term sentence to identify Identify, spelling and reading of initial, final sentences in text. and medial letter sounds in simple words. e.g s-a-t Recognise that a line of writing is not necessarily the same as a sentence. Investigate, read and spell words ending in ff, ll, ss, ck, ng and begin to discriminate, read and Begin using full stops to demarcate sentences. spell words with initial consonant clusters. E.g. bl, cr, tr, str. Use a capital letter for the personal pronoun I ,for names and for the start of a sentence. For guided reading, read on sight high Begin to recognise the function of question frequency words specific to graded books. marks. Read on sight other familiar words e.g. children’s names, equipment labels, 79 classroom captions. Identify and discuss characters, e.g. appearance and behaviour, to speculate about how they might behave (prediction) and talk about how they are described in the text, e.g. Mum was cross! Begin to recognise common spelling patterns e.g. s for plurals, -ed past tense and -ing present tense endings. Writing Composition Through shared reading and guided writing, apply phonological, graphic and sight vocabulary to spell basic words accurately. Learn new words from reading and shared experiences, and make collections of personal interest or key words and words linked to topics being studied. Use word banks, word sheets. Use simple rhymes and patterned stories as models for their own writing. Be familiar with the terms letter sound and letter name. Make simple storybooks with sentences, modelling them on basic text conventions, e.g. cover, author’s name, title, layout. Non-fiction Reading Comprehension Read and use captions, e.g. labels around the school, on equipment. Read and follow simple instructions, e.g. for classroom routines, lists for groups in workbooks. Predict what a given book might be about from a brief look at both front and back covers, including blurb, title, illustration; discuss what it might tell in advance of reading and check to see if it does. Writing Composition Choose and write appropriate captions for their own work, e.g. displays, in class books. Make simple lists for practical purposes, e.g. shopping list. Help to create and draw simple instructions and labels for everyday classroom use, e.g. equipment. 80 READING AND WRITING TARGETS – YEAR 2 Text level work Sentence level work Word level work Pupils will be able to: Pupils will be able to: Use awareness of simple grammar of a sentence to decipher new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read. Pupils will be able to: From year 1 Secure knowledge of alphabet names and sounds and alphabetical order. Fiction and Poetry Reading Comprehension Reinforce and apply their word-level skills through Predict words from preceding words in sentences and investigate sorts of words that fit in shared and guided reading. sentences. Use phonological, contextual, grammatical and graphic knowledge to work out, predict and check Recognise full stops and capital letters when reading and understand how they affect the way a the meanings of unfamiliar words and to make sense of what they read. passage is read. Read with sufficient concentration to complete a text and to identify preferences . Re-tell stories orally and give the main points in sequence. Begin to use titles, cover pages, pictures and blurbs to predict the content of unfamiliar stories. Read a variety of poems on similar themes, e.g. families, school, food. Collect class and individual favourite poems for class collections, participate in reading aloud. Writing Composition Through shared and guided writing, apply phonological, graphic knowledge and sight vocabulary to spell words accurately. Read and spell words containing the digraphs ch, th, sh, wh and ph. Learn the common spelling patterns for each of the long vowel phonemes: ee, ai, ie, oa, oo (long as in moon)and ar, oy, ow. Identify phonemes (units of sound) in speech and writing. Continue demarcating sentences in writing, ending a sentence with a full stop. Blend phonemes for reading. Recognise and identify words in singular and plural form. Spell some common irregular words. Learn new words from reading and linked to particular topics and make collections of personal interest or significant words. Break down words into phonemes for spelling. Use the term sentence appropriately to identify sentences in text, i.e. those demarcated by capital Read on sight extended range of high frequency letters and full stops. and familiar words matched to the abilities of reading groups. Use capital letters for the personal pronoun ‘I’ for names, the start of a sentence and other common Recognise words by common spelling patterns. uses, e.g. book titles, emphasis. From year 1: Investigate and learn spellings of Add question marks to questions and begin to use verbs with ed (past tense) -ing (present tense) inverted commas. endings. Learn the terms vowel and consonant and be 81 Write stories using simple settings, e.g. based on previous reading. completely familiar with the terms letter sound and letter name. Non-Fiction Reading Comprehension Recognise that non-fiction books on similar themes can give different information and present similar information in different ways. Identify simple questions and use text to find answers. Locate parts of text that give particular information including labelled diagrams and charts, e.g. Parts of a flower. Writing Composition Write simple reports about topics or personal experiences. Make group/class books e.g. Our day at school. Use the language and features of non-fiction texts, e.g. labelled diagrams, contents to make class books. 82 READING AND WRITING TARGETS – YEAR 3 Text level work Sentence level work Word level work Pupils will be able to: Pupils will be able to: Pupils will be able to: Fiction and Poetry Grammatical awareness Identify phonemes in speech and writing. Reading and comprehension Reinforce and apply their word level skills through shared and guided reading. Use an awareness of grammar to decipher new or unfamiliar words, e.g. to predict from the text, to read on, leave a gap and re-read. Blend phonemes for reading. Use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read. Revise alphabet sound and names. Read aloud with intonation and expression appropriate to the grammar and punctuation (sentences, speech marks, exclamation marks, and Revise alphabet order and start to use this to look up information e.g. to make a vocabulary book. commas to mark pauses). Compare books by the same author to evaluate and form preferences, giving reasons. Explore the function of verbs. • Notice that sentences cannot make sense without them. • Collect examples from their own reading. • Be aware of verb tenses and identify present tense and past tense. • Use the term verb appropriately. Collect class and individual favourite poems for class anthologies, and participate in reading them aloud. Write character profiles, e.g. simple descriptions, posters, passports, using key words and phrases Explore the function of adjectives. that describe or are spoken by the characters in the • Discuss and define what they have in text. common. Use story settings from reading to write a different • Collect and classify examples from their story in the same setting. own reading. e.g. for colours, sizes, moods. • Experiment with the impact of different Read, respond imaginatively, recommend and adjectives in shared writing. collect examples of poems. • Use the term adjective appropriately. Writing Composition Apply phonological, graphic knowledge and sight vocabulary to spell words accurately in shared and • • Extend knowledge of plural nouns Recognise the use of singular and plural forms in speech and through shared 83 Break down words into phonemes for spelling. Revise the common spelling patterns for each of the long vowel phonemes. Understand and use vowel and consonant To read and spell words containing the digraphs: ch, th, sh, wh, and ph. To know the common spelling patterns for vowel phonemes :air, or, and er. To spell words with common prefixes. e.g. un-,dis- to indicate the negative. To spell words with common suffixes. e.g. –ful, -ly. To spell common irregular words. Spelling strategies To identify mis-spelt words in their own writing, keep a guided writing. Write about significant incidents from known stories. Write stories using simple settings, e.g. based on previous reading • • reading. Transform sentences from singular to plural and vice versa, noting which words have to change and which do not. Recognise the terms singular and plural. list and learn to spell them. Learn new spellings with “look, say, cover, write, check” strategy. Study at home for regular spelling tests. Vocabulary Collect examples and notice the differences st nd rd between verbs in the 1 2 and 3 persons. E.g. I / For guided reading, to read on sight high frequency words likely to occur in graded texts and matched to the Use a story structure to write about own experience we do, you /you do, he/ she does / they do. ability of reading groups. in a similar form. Be aware of the need for grammatical agreement in Read new words from topic work. Use language of time to structure a sequence of speech and writing, matching verbs to nouns / events, e.g. After that…, suddenly… pronouns correctly, e.g. I am, the children are. Practise using simple gender forms , e.g. his / her Non Fiction in context. Reading comprehension Understand the distinction between fact and fiction, Find examples, in fiction and non- fiction, of words and use the terms fact, fiction and non-fiction and phrases that link sentences, e.g. after, appropriately. during, before, then, next, after a while. Pose questions and record these in writing prior to reading non-fiction to find answers. Use a contents page and index to find way about text. Investigate through reading how words and phrases can signal time sequences. E.g. first, then, after Sentence construction and punctuation Skim-read title, contents page, illustrations, chapter Demarcate the end of a sentence with a full-stop headings and sub headings to speculate what a and the start of a new one with a capital letter. book might be about. Write in complete sentences. Use dictionaries and glossaries to locate words by using initial letter. Recognise and take account of commas and exclamation marks in reading aloud with Understand that dictionaries and glossaries give appropriate expression. definitions and explanations. Use commas to separate items in a list. Read flow charts and cyclical diagrams that explain a process. Identify speech marks in reading, understand their purpose. Writing Composition Make class dictionaries and glossaries of special Investigate and recognise a range of other ways of interest words, giving explanations and definitions, presenting texts, e.g. speech bubbles, enlarged, 84 e.g. topics, poems, derived from stories. bold or italicised print, captions, headings and subheadings. Explore purposes and collect examples. Use the terms speech marks, comma, full-stop, Write non-fiction texts using texts read as models for own writing, e.g. use of headings, sub-headings, exclamation mark and question mark. captions Begin to use the above correctly in their own writing. Re-read own writing for sense and punctuation. Revise knowledge about other uses of capitalisation, e.g. for names headings, titles, emphasis and begin to use in own writing. Use a variety of organisational devices, e.g. arrows, lines, boxes, keys, to indicate sequences and relationships. Begin to turn statements into questions, learning a range of question words: what, where, when and who, and to add question marks. 85 READING AND WRITING TARGETS – YEAR 4 Text level work Sentence level work Word level work Pupils will be able to: Pupils will be able to: Pupils will be able to: Fiction and Poetry Reading Comprehension Grammatical awareness Identify phonemes in speech and writing. Use an awareness of grammar to decipher new or unfamiliar words. e.g. to predict from the text, read on, leave a gap and return, to use these strategies in conjunction with knowledge of phonemes, word recognition, graphic knowledge and context when reading. Blend phonemes for reading. Compare a range of story settings, and select words and phrases that describe scenes. Recognise how dialogue is presented in stories, e.g. through statements, questions, exclamations; and recognise how paragraphing is used to organise dialogue. Identify pronouns and understand their functions in sentences through: Be aware of different voices in stories using • Noticing in speech and reading how they dramatised readings, showing differences between stand in place of nouns. the narrator and different characters used. E.g. • Substituting pronouns for common nouns puppets to represent stories and proper nouns in their own writing. • Distinguishing personal pronouns, e.g. I, Read, prepare and present simple play scripts, e.g. you, him and it and possessive pronouns, by looking at dialogue, stage directions, layout of e.g. my, yours, hers. text in prose and play scripts. • Investigate how pronouns are used to mark Read about authors from information on book gender: he, she, they, etc. covers, e.g. other books written, whether the author is alive or dead and who the publisher is. Extend knowledge of verbs. • Revise work from year 3. Identify and discuss patterns of rhythm, rhyme and • Classify into regular and irregular past other features of sound in different poems. tenses. • Explore different pronunciations of –ed Comment on and recognise when the reading words. aloud of a poem makes sense and is effective. • Learn and use most frequently used present and past tense verbs. Identify and discuss favourite poems and poets, • Use verb tenses with increasing accuracy using appropriate terms, i.e. poet, poem, verse, in speaking and writing . rhyme etc. • Use present tense for instructions, directions and explanations 86 Spell words containing each of the long vowel phonemes. Spelling strategies Identify misspelled words in their own writing, keep lists and learn to spell them. Build from other words with similar patterns and meanings. Spell by analogy with other known words. e. g. light and fright. Use word banks and dictionaries. Practise new spellings by “look, say, cover, write, check” strategy. Spelling conventions and rules Investigate how the spellings of verbs alter when ing is added. Investigate spelling pattern –i.e. as in bottle, little. Recognise and spell common prefixes and how these influence meanings. e.g. un-, de-, dis-, re-, pre-. Writing Composition Plan a simple structure for story writing, considering how to capture points in a few words that can be elaborated later; discuss different methods of planning. Describe and sequence key incidents in a variety of ways, e.g. by listing, charting, mapping, making simple storyboards. Create word banks associated with a topic by brainstorming, word association etc. Use reading as a model to write own passage of dialogue. Develop the use of settings in stories by writing short descriptions of known places. Begin to write portraits of characters, using story text to describe behaviour and characteristics, and present portraits in a variety of ways, e.g. as posters, labelled diagrams, letters to friends about them Investigate and collect sentences/phrases for story openings and endings, and use some of these formal elements in retelling and story writing. • • Use the past tense for narration. Use the verbs To Be and Have Got in context. • • • Extend knowledge of adjectives. Revise the work from year 3. Experiment with deleting and substituting adjectives and noticing effect on meaning. Examine comparative and superlative adjectives. Compare adjectives on a scale of intensity. • • • • • Extend knowledge of plurals Understand the term collective noun and collect examples Use the terms singular and plural appropriately. Sentence construction and punctuation Use speech marks correctly in writing. Note where commas occur in reading and to discuss their functions in helping the reader. Use the term comma appropriately in relation to reading. Identify possessive apostrophes in reading and Write simple play scripts based on own reading and understand to whom or what they refer. oral work. Turn statements into questions, noticing how the word order changes. Begin to structure stories into paragraphs to show the beginning, middle and the end. Non- Fiction Reading Comprehension Discuss what definitions are and explore some simple definitions in dictionaries. Use a variety of simple organisational devices, e.g. arrows, lines, boxes, keys to indicate sequences and relationships. st nd rd Revise work on verbs in 1 , 2 and 3 person. • Discuss the purposes for which each can be used: relating to different types of text, st e.g. 1 person for diaries, personal letters; 87 Use knowledge of prefixes to generate new words from root words, especially antonyms. e.g. happy /sad, appear/ disappear. Learn how words change when er, est and y are added. Investigate and identify basic rules for changing the spelling of nouns when s is added. Use the terms singular and plural appropriately. Use the apostrophe to spell shortened forms of words. e.g. don’t ,can’t. Spell regular verb endings –s, -ed, -ing. Spell common irregular tense changes . e.g. go/ went, ,can /could.. Vocabulary extension. Collect new words from reading and topics and create ways of categorising them. e.g. personal dictionaries and glossaries. Understand the purpose and organisation of the dictionary. Match definitions with words and infer the meaning of unknown words from context. Define familiar vocabulary in their own words. Collect / classify words with common roots. Split familiar oral and written compound words into their component parts. e.g. policeman, playground. nd Understand the distinction between fact and fiction and use appropriately the terms, fact, fiction and non-fiction. Identify differences in the style and structure of fiction and non-fiction writing. Locate information, using contents, index, headings, sub-headings, page numbers and bibliographies. Identify the different purposes of instructional texts, e.g. recipes, route finders, timetables etc. Read and follow simple instructions. • rd 2 person for instructions, directions; 3 person for narrative, recounts. Understand the need for grammatical agreement. Recognise different conjunctions for joining sentences together, e.g. then, when, if, so, while. Investigate through reading how words and phrases can signal time sequences and use in writing: first, then, after… . Summarise orally in one sentence the content of a passage or text, and the main point it is making. Writing Composition Produce simple flow charts or diagrams that explain a process. Make simple notes from non-fiction texts to use in subsequent writing, e.g. key words and phrases, page references, headings… Make a simple record of information from texts read e.g. by completing a chart of information discovered, by listing key words Begin to write non-chronological reports from known texts read, using notes made to organise and present ideas. write for a known audience, e.g. peers, teacher, parent. Begin to write instructions, e.g. recipes, rules for playing games, using a range of organisational devises, e.g. lists, dashes, commas for lists in sentences, and recognise the importance of correct sequence. Use IT to bring to a published form. 88 Investigate common vocabulary for introducing and concluding dialogue.. e.g. said, replied, asked. Collect examples from reading. Generate synonyms for high frequency words READING AND WRITING TARGETS – YEAR 5 Text level work Sentence level work Word level work Pupils will be able to: Pupils will be able to: Pupils will be able to: Fiction and Poetry Grammatical awareness Reading Comprehension To re-read own writing and begin to identify errors. Read and spell words through: Identifying phonemes in speech and writing. Investigate the styles and voices of traditional story language and collect examples, e.g. story openings and endings; scene openers list, compare and use in own writing. To understand that some words can be changed in particular ways and others cannot, e.g. changing verb endings, adding comparative endings, pluralisation and that these are important clues for identifying word classes. Refer to significant aspects of the text, e.g. opening, build up, atmosphere, and to know language is Revise work on pronouns from Y4 used to create these, e.g. use of adjectives for description. Investigate verb tenses: (past, present and future) Identify typical story themes, e.g. good over evil, • Compare sentences from narrative and weak over strong, trials and forfeits information texts, e.g. narrative in past tense and explanations in present, Identify and discuss main and recurring characters, Forecasts in the future. Develop evaluate their behaviour and justify views. awareness of how tense relates to purpose and structure of text. Choose and prepare poems for performance, • To understand the term tense (i.e. that it identifying appropriate expression, tone, volume refers to time) in relation to verbs and use it and use of voices and other sounds. appropriately. • Learn and use the verbs To be and have Prepare, read and perform play scripts and got. compare organisation of scripts with stories. • Use Going to + verb • Use can / could Chart the build up of a play scene, e.g.how scenes • To revise and extend work on adjectives start, how dialogue is expressed, and how scenes from Y4 are concluded. • Relating them to suffixes which indicate degrees of intensity (e.g. –ish, -er, .est) 89 Blending phonemes for reading. Segmenting words into phonemes for spelling. Correct reading and spelling of words from Y4. Spelling strategies Identify misspelled words in their own writing, keep lists and learn to spell them. Build from other words with similar patterns and meanings. Spell by analogy with other known words. e. g. cough and trough. Use word banks and dictionaries. Practise new spellings by “look, say, cover, write, check” strategy. Spelling conventions and rules To spell two-syllable words containing double consonants. e.g. bubble, kettle. To investigate, spell and read words with silent Compare and contrast works by the same author, e.g. different stories, sequels using same characters in new setting, stories sharing similar themes. Writing Composition Use different ways of planning stories, e.g. brainstorming, notes, diagrams. • Relating them to adverbs which indicate degrees of intensity.(e.g. very, quite, more, most) Sentence construction and punctuation To identify the common punctuation marks including commas, semi-colons colons, dashes, Write character sketches, focussing on small details hyphens, speech marks, and to respond to them to evoke sympathy or dislike. appropriately when reading. Write a story plan for own myth, fable or traditional To practice using commas to mark grammatical tale, using story theme from reading but substituting boundaries in their own writing, and to recognise different characters or changing the setting. how commas, connectives and full-stops are used to join and separate clauses. Write alternative sequels to traditional stories using same characters and settings, identifying typical To become aware of how the grammar of a phrases and expressions from story and use these sentence alters when the sentence type is altered, to help structure the writing. when, e.g. a statement is made into a question, a question becomes an order, a positive statement is Use paragraphs in story writing to organise and made negative, noting, e.g. sequence the narrative. • The order of the words; • Verb tenses; Collect suitable words and phrases, in order to write • Additions and/ or deletions of words; poems and short descriptions; design simple • changes to punctuation; patterns with words, use repetitive phrases; write imaginative comparisons. To use the apostrophe to mark possession Invent calligrams and a range of shape poems, through: selecting appropriate words and careful • Identifying possessive apostrophes in presentations. Build up class collections. reading and to whom or what they refer. • Distinguish between uses of apostrophe for Write simple play scripts based on own reading and contraction and possession. oral work. Write book reviews for a specified audience, based on evaluations of plot, characters and language. letters. E.g. knee, write, knot. To distinguish the spelling and meaning of common homophones. e. g. to / too /two. To recognise and spell the prefixes mis-, non-,ex-, co-,anti-. Revise basic rules for changing the spelling of nouns when s is added. To recognise and spell common suffixes and how these influence meaning. e.g.-ly, -ful,-less. Know that –ll in full becomes-l when used as a suffix. Recognise that words ending in a single consonant preceded by a short vowel double the consonant before adding –ing etc. e.g. sitting, wetter, hummed. Recognise that c is usually soft when followed by i or e. e.g. circus. Revise how words change when- er,-- est and -y are added. Investigate what happens to words ending in f when suffixes are added. To understand how diminutives are formed. e.g. suffixes -ette, prefixes mini-, adjectives little, nouns piglet and nicknames . Vocabulary extension Search for, collect, and define new words from reading and topic work and create ways of categorising them. e.g. personal dictionaries and glossaries. Non- Fiction Reading Comprehension Identify different types of text, e.g. their content, 90 structure, vocabulary, style, layout and purpose Organise words or information alphabetically using the first 2 letters. Recognise how written instructions are organised, e.g. lists, numbered points, diagrams and arrows, bullet points which support the reader in gaining information efficiently. Collect / classify words with common roots. Learn more compound words. e.g. policeman playground. Compare the way information is presented, e.g. by comparing a variety of information texts including IT-based sources. Study examples of common vocabulary for introducing and concluding dialogue. E.g. said, asked. Read information passages and identify main points or gist of text e.g. by noting or underlining key words or phrases, listing the key points covered. Practice using alternatives to said when retelling stories. To use the term synonym. Read examples of letters written for a range of purposes, e.g. to recount, explain, complain, congratulate etc. and understand form and layout , including use of paragraphs, and ways of starting and ending the letter. To use synonyms and other alternative words/ phrases that express same or similar meaning. Write simple definitions of familiar words. Scan indexes, directories and IT sources to locate information quickly and accurately. To investigate and collect “false friends”, words which appear to be similar in English and Spanish, but which have very different meanings. e. g. exit / exito, pretend / pretender. Locate books by classification in class or school libraries where possible Identify the main features of newspapers, including layout range of information, organisation of articles, advertisements and headlines Predict newspaper stories from the evidence of headlines, making notes then checking against the original Identify the features of instructional texts including: Noting the intended outcome at the beginning Listing materials or ingredients Clearly set out sequential stages Language of commands, e.g. imperative verbs 91 Writing Composition Make clear notes through: Discussing the purpose of note making and looking at simple examples Identifying the purpose for which particular notes will be used Identify key words, phrases or sentences in reading Make use of simple formats to capture key points, e.g. flow cart, for and against columns, matrices to complete in writing or on screen Write letters, notes and messages linked to work in other subjects to communicate within school, e.g. recycling, rules of politeness etc. Use IT to bring to published form to audience, discussing relevance of layout, font etc. Experiment with recounting the same event in a variety of ways, e.g. in story form, a letter, a news report Organise letters into simple paragraphs Summarise in writing the content of a passage or text and the main point it is making Write newspaper style reports, e.g. about school events or an incident from a story, including: Composing headlines Using IT to draft and layout reports Organising writing into paragraphs 92 READING AND WRITING TARGETS – YEAR 6 Text level work Sentence level work Word level work Pupils will be able to: Fiction and Poetry Pupils will be able to: Grammatical awareness Pupils will be able to: Read and spell words through: To discuss, proof read and edit their own writing for Use phonic/ spelling knowledge as a cue, together with graphic, grammatical and contextual clarity and correctness. Identify social, moral or cultural issues in stories, knowledge when reading unfamiliar texts. e.g. the dilemmas faced by characters and how To be aware that their own writing can be adapted they deal with them. Correct reading and spelling of high frequency for different readers and purposes by changing words from Y5. vocabulary, tone and sentence structures to suit, Read stories from other cultures and discuss e.g. simplifying for young readers. Spelling strategies similarities and differences in time, place customs, relationships etc. Identify misspelled words in their own writing, keep Revise and extend the work on verb tenses from lists and learn to spell them. Y5 focusing on: Understand how settings influence events in stories • Tenses: past, present, future; investigate and how they affect characters’ behaviour. Use known spellings as a basis for spelling other how different tenses are formed by using words with similar patterns or related meanings. auxiliary verbs e.g. have, was, shall, will. Understand that the use of expressive and • Forms: active, interrogative, imperative; st nd rd descriptive language can create moods, arouse Build up spellings by syllabic parts using known • Person: 1 , 2 3 ,. identify and classify prefixes, suffixes and letter strings. expectations, build tension and describe attitudes examples from reading; experiment with and emotions. transforming tense/ form/person in these Build words from other known words and show an examples. Explore narrative order, identifying and mapping awareness of the meaning or derivations of words. out the main stages of the story, i.e. introductions- Revise use of verbs to be and have got. Spell by analogy with other known words. e. g. build ups- climaxes or conflicts- resolutions. light, fright. Identify typical story themes, e.g. good over evil, Use of Must / mustn’t weak over strong, trials and forfeits Use dictionaries and IT spell checks. Reading Comprehension To identify adverbs and understand their functions Practise new spellings by look, say, cover, write, Identify and discuss main and recurring characters, in sentences through: check strategy. evaluate their behaviour and justify views. • Noticing when they occur in sentences and how they are used to qualify the meanings Choose and prepare poems for recital, recognising of verbs; Spelling conventions and rules rhyme, rhythm, alliteration and other patterns of • Collecting and classifying examples of sounds that create effects. adverbs, e.g. for speed: Swiftly, rapidly, 93 sluggishly; for light: brilliantly, dimly. Understand the following terms and identify them in poems: verse, chorus, rhyme, rhythm and To revise work on apostrophes from Y5 alliteration. • Understand the basic rules for Describe how a poet does or does not use rhyme, apostrophising singular nouns e.g. the e.g. every alternate line, rhyming couplets, no man’s hat; for plural nouns ending in “s” rhyme, other rhyming patterns. e.g. the doctors' surgery and for irregular plural nouns e.g. men’s room, children’s Prepare, read and perform play scripts and playground. compare organisation of scripts with stories. • Begin to use the apostrophe correctly in their own writing. Chart the build up of a play scene, e.g. how scenes start, how dialogue is expressed, and how scenes Sentence construction and punctuation are concluded. Revise work from Y5 on sentence type . Changing Find out about popular authors and writers and use a statement into a question, a question into an this information to select reading material by order and a positive statement into a negative. favourite writers. Describe and review own reading habits and widen reading experience. Writing Composition Use different ways of planning stories, e.g. brainstorming, notes, and diagrams. Write openings to stories linked to or arising from reading, focussing on language to create effects, e.g. building tension, suspense, creating moods, setting scenes. To identify the imperative form in instructional writing and the past tense in recounts and use this awareness when writing for these purposes. Recognise and use prepositions of place and time. Use: There is /there are, There was/ there were Revise and reinforce earlier work on word roots, prefixes and suffixes, investigate links between meaning and spelling. Use the terms prefix and suffix. Revise prefixes: mis-,non-, ex-, co- ,anti- and use knowledge of these to generate words from root words .e.g. mislead, mistake , misplace. Collect and investigate the meanings and spellings of words with the following prefixes: auto-, bi-, trans-, tele-, circum-. Revise and spell common suffixes e.g.-ly, -ful,less. Use their knowledge of suffixes to generate new words from root words .e.g. hope /hopeful / hopeless. Recognise and spell suffixes –al,-ary, -ic,-ship, hood, -ness, -ment, -ate, ify. Range of suffixes that can be added to nouns and verbs to make adjectives e.g. washable, childlike. Explore and discuss gender words including –ess suffix. Revise rules for pluralisation. Develop use of settings in own writing, making appropriate use of adjectives and figurative language, e.g. similes Words ending in modifying e drop e when adding ing. E.g. taking. Words ending in a modifying e keep e when adding a suffix beginning with a consonant. e.g. hopeful. Lovely. Write character sketches, focussing on small details to evoke sympathy or dislike. Write a story plan for own myth, fable or traditional tale, using story theme from reading but substituting different characters or changing the Words ending in y preceded by a consonant change to ie when adding a suffix. E.g. flies, tried- 94 setting. except for the suffixes ly or ing. I before e except after c. Note and learn exceptions. e.g. receive. Write an alternative ending for a known story. Write alternative sequels to traditional stories using same characters and settings, identifying typical phrases and expressions from story and using these to help structure the writing. Vocabulary extension Search for, collect, and define new words from reading and topic work and create ways of categorising them. e.g. personal dictionaries and glossaries. Use paragraphs in story writing to organise and sequence the narrative. Use mono-lingual and bi-lingual dictionaries to learn or check spellings and definitions of words. Collect suitable words and phrases, in order to write poems and short descriptions; design simple patterns with words, use repetitive phrases; write imaginative comparisons using similes. Infer the meaning of unknown words from context, and generate a range of possible meanings. Invent calligrams and a range of shape poems, selecting appropriate words and careful presentations. Build up class collections. Write their own definitions of words, developing precision and accuracy in expression. Write simple play scripts based on own reading and oral work. Understand the purpose and organisation of the thesaurus, and make use of it to find synonyms. Write book reviews for a specified audience, based on evaluations of plot, characters and language. Use adverbs to qualify verbs in writing dialogue. E.g. timidly, excitedly Use the thesaurus to extend vocabulary. Non- Fiction Collect synonyms which will be useful in writing dialogue. E.g. shouted, cried yelled. Use in writing. Reading Comprehension Identify different types of text, e.g. their content, structure, vocabulary, style, layout and purpose Explain differences between synonyms. E.g. angry, frustrated, upset. Order sets to identify shades of meaning. Organise words or information alphabetically using the first 3 letters. Recognise how written instructions are organised, e.g. lists, numbered points, diagrams and arrows, bullet points which support the reader in gaining information efficiently. Explore opposites, e.g. light / heavy, rude / polite. Compare the way information is presented, and evaluate its effectiveness e.g. by comparing a variety of information texts including IT-based sources. Explore homonyms which have the same spelling but different meaning. Explain how they can be 95 distinguished in context. E.g. form (shape or document). Read information passages and summarise the main points. Practise and extend vocabulary through inventing word games such as puns, riddles and crosswords. Read, compare and evaluate examples of discussions and arguments, e.g. letters to press, articles of current issues, e.g. animal welfare, environmental issues Collect and classify a range of idiomatic phrases, clichés, and metaphorical expressions . Look at examples of persuasive writing to investigate how style and vocabulary are used to convince the intended reader. Collect and classify common expressions from reading and own experience .e.g. ways of expressing surprise. apology, greeting, warning, thanking etc. Understand and use the terms fact and opinion, and begin to distinguish the two when reading. Practice extending and compounding words through adding parts .e.g.-ful,-ly, Ive, -tion, -ic, -ist. Prepare for factual research by reviewing what is known, what is needed, what is available, and where one might search. Identify how and why paragraphs are used to organise and sequence information. Identify the key features of explanatory texts: Purpose: to explain a process or to answer a question Structure: Introduction followed by explanations organised in paragraphs Presentation: Use of diagrams and other illustrations Read examples of letters written for a range of purposes, e.g. to recount, explain, complain, congratulate etc. and understand form and layout, including use of paragraphs, and ways of starting and ending the letter. Scan indexes, directories and IT sources to locate information quickly and accurately. Evaluate advertisements for their impact, appeal and honesty, focussing mainly on how information 96 about the product is presented. Locate books by classification in class or school libraries where possible Identify the main features of newspapers, including layout, range of information, organisation of articles, advertisements and headlines Predict newspaper stories from the evidence of headlines, making notes then checking against the original Identify the features of instructional texts including: Noting the intended outcome at the beginning Listing materials or ingredients Clearly set out sequential stages Language of commands, e.g. imperative verbs Writing Composition Make clear notes through: Discussing the purpose of note making and looking at simple examples Identifying the purpose for which particular notes will be used Identify key words, phrases or sentences in reading Explore ways of writing ideas and messages in shortened form, e.g. notes, lists, headlines, to understand that some words are more essential to meaning than others Make use of simple formats to capture key points, e.g. flow chart, for and against columns, matrices to complete in writing or on screen Fill out brief notes into connected prose 97 Collect information from a variety of sources and present it in one simple format such as a wall chart or labelled diagram Use IT to bring to published form to audience, discussing relevance of layout, font etc. Experiment with recounting the same event in a variety of ways, e.g. in story form, a letter, a news report Organise letters into simple paragraphs Summarise in writing the key ideas from a paragraph, a chapter or a leaflet. Write newspaper style reports, e.g. about school events or an incident from a story, including: Composing headlines Using IT to draft and layout reports Organising writing into paragraphs Write clear instructions using conventions learned from reading. Improve the cohesion of written instructions through the use of link phrases and organisational devises like sub headings and numbering Assemble and sequence points in order to plan the presentation of a point of view, e.g. on school rules Present a point of view in writing, e.g. in the form of a letter, a report, or a script, linking points persuasively. Design an advertisement such as a poster or radio jingle on paper or screen. 98 BANDS OF ATTAINMENT – FIRST, SECOND AND THIRD CYCLES The bands of attainment described are for the end of the EACH cycle and are organised as follows: • Listening and Speaking • Reading and Writing There are three bands for each cycle (Band 1 being the lowest). Each child finishing the second year of the each cycle should broadly fit into one of the three bands. Approximate estimations would be: • Band 1 _10% of children • Band 2 _70% of children • Band 3 _20% of children ___________________________________________________ Listening and Speaking: First Cycle Band 1 Pupils use English to communicate their immediate concerns. They listen to the teacher and respond appropriately on most occasions. They communicate with others to convey simple meanings, using a few words and simple, familiar phrases. They help to tell stories with predictable structures and patterned language. Band 2 Pupils usually listen carefully and respond appropriately to what has been said before, particularly where the topics are familiar to them. They begin to share their ideas and experiences, using familiar simple structures more confidently. They speak audibly and clearly. They can provide more details when asked in order to extend their ideas, choosing relevant vocabulary and phrases. They retell stories with support. They begin to use language and actions to describe situations, characters and emotions. Band 3 Pupils begin to show confidence in talking and listening particularly when topics are familiar to them. Through relevant responses and questioning, they convey that they listen carefully. They communicate their experiences, ideas and opinions to others, using their increasing knowledge of English, as well as familiar phrases. They speak audibly and with clear diction. They retell stories with less support, and in improvisations they begin to use language and actions to describe situations, characters and emotions. 99 Reading and Writing: First Cycle Band 1 Pupils recognise familiar words in simple texts. They use their knowledge of phonics, as well as contextual cues to read texts, and to establish meaning when reading aloud. Their writing conveys meaning through familiar words and simple phrases. In these activities, pupils will often require teacher support. In their reading and writing pupils begin to show awareness of how capital letters and full stops are used. They begin to express opinions about major events or ideas in stories, poems and non - fiction texts. Band 2 Pupils recognise a wider range of familiar words in simple texts. They use phonetic, graphic, syntactic and contextual cues to attack unfamiliar words and to establish meaning when reading aloud. They express opinions related to major events and ideas in stories, poems and nonfiction texts. Pupils’ writing communicates meaning, and appropriate and interesting vocabulary is used. Their writing is organised in a series of sentences with fairly accurate use of capital letters and full stops, and simple, familiar grammatical structures are used. Familiar monosyllabic words are generally spelled accurately. Pupils use word banks, phonics walls, picture dictionaries and other resources to attempt to write less common words. In their reading and writing pupils show an awareness of typical features of different types of text. Band 3 Pupils read a wider range of texts with increasing accuracy and understanding. In shared and independent reading they choose and use phonetic, graphic, syntactic and contextual cues to attack unfamiliar words and to establish meaning. In shared reading they convey understanding of the main points and express preferences when responding to fiction and non - fiction texts. In shared writing they organise their work in a sequence of sentences and a broader range of interesting vocabulary and structures are used. Pupils continue to use word banks, phonics walls, simple dictionaries and other resources to spell less familiar words, but they generally spell common words accurately. Sentences are punctuated with capital letters and full stops, and question marks are used appropriately. In their reading and writing pupils begin to show awareness of how commas and inverted commas are used. Informational writing conveys understanding and appropriate use of contents page, index, labelled diagrams and charts. __________________________________________________________________________________________________________________ Listening and Speaking: Second Cycle Band 1 Pupils usually listen carefully and respond appropriately to what has been said before, particularly where the topics are familiar to them. They respond correctly to questions and begin to use familiar simple structures more confidently. They usually speak audibly and clearly, choosing relevant vocabulary and phrases. They can use simple language to describe situations, characters and emotions. Band 2 Pupils begin to show confidence in talking and listening particularly when using familiar language from literacy work or topics. They begin to formulate questions correctly and show by their responses and questions that they have understood what they have heard. They are able to communicate their experiences, ideas and opinions to others. They speak audibly and with clear diction. They give oral recounts with less support, and in improvisations they use language to describe situations, characters and emotions. 100 Band 3 Pupils listen and talk in a variety of contexts with increasing confidence. Through relevant responses and questioning, they convey that they listen carefully. They communicate their experiences, ideas and opinions to others, using their increasing knowledge of English, as well as familiar phrases. They begin to adapt what they say to the needs of the listener. They speak audibly and with clear diction. Pupils are beginning to show awareness of grammatically Standard English . They give oral recounts with less support, and in improvisations they use language and actions to describe situations, characters and emotions. Reading and Writing: Second Cycle Band 1 Pupils´ reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They recognise a wide range of familiar words in simple texts and use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning. In writing they organise their work in a sequence of sentences and a broad range of vocabulary and structures are used. Pupils continue to use word banks, phonics walls, dictionaries and other resources to spell less familiar words, but they generally spell common words accurately. Sentences are punctuated with capital letters and full stops. Question marks, exclamation marks, commas and inverted commas are often used appropriately. Band 2 Pupils read a range of texts with increasing fluency and accuracy. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. Pupils use their knowledge of the alphabet to locate books and find information. Pupils writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Pupils demonstrate an accurate use of : capital letters, full stops, question marks, exclamation marks, commas and inverted commas. The basic grammatical structure of simple sentences is usually correct. Spelling of familiar words is usually accurate. Band 3 Pupils read a range of texts fluently and accurately. In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters. They refer to the text when explaining their views. They locate and use ideas and information. Pupils´ writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. The basic grammatical structure of sentences is usually correct. Spelling is increasingly accurate. The basic grammatical structure of simple sentences is usually correct. _________________________________________________________________________________________________ Listening and Speaking: Third Cycle Band 1 Pupils talk and listen confidently particularly when using familiar language. In discussion they show an understanding of the main points. They can share their ideas and experiences, using familiar simple structures more confidently. They speak audibly and clearly. They are able to formulate questions and reply correctly. They show an awareness of the grammar of standard English and are beginning to use different tenses appropriately. 101 Band 2 Pupils talk and listen with confidence in an increasing range of contexts, including some of a formal nature. They are increasingly able to adapt their talk to the purpose and convey facts and ideas clearly. In discussion they listen carefully and make contributions and ask questions that are responsive to others’ ideas and views. They use appropriately the basic features of standard English grammar. Band 3 Pupils talk and listen confidently in a wide range of contexts, including some that are of a formal nature. Their talk is adapted to the purpose; developing ideas thoughtfully, describing events and conveying their opinions clearly. Their talk engages the attention of the listener. In discussion, they listen carefully, making contributions and asking questions that are responsive to others’ ideas and views. They use appropriately many of the features of standard English grammar. Reading and Writing: Third Cycle Band 1 Pupils read a range of texts fluently and accurately. In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters. They refer to the text when explaining their views. They locate and use ideas and information. Pupils´ writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. The basic grammatical structure of sentences is usually correct. Spelling is increasingly accurate. The basic grammatical structure of simple sentences is usually correct. Band 2 Pupils show understanding of a range of texts, selecting key points and using inference and deduction where appropriate. In their responses, they identify key features, themes and characters and select sentences, phrases and relevant information to support their views. Pupils retrieve and collate information from a range of sources. Pupils´ writing in a range of forms is thoughtful and interesting. Ideas are developed and organised appropriately for the purpose of the reader. Vocabulary choices are becoming more adventurous. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Punctuation within a sentence is usually accurate. Texts are organised into paragraphs. Band 3 In reading and discussing a range of texts, pupils comment on their significance and effect. They give personal responses to literary texts, referring to aspects of language, structure and themes in justifying their views. They summarise a range of information from different sources. Pupils writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. . Spelling, including that of polysyllabic words which conform to regular patterns, is generally accurate. Punctuation within a sentence is usually accurate. Texts are organised into paragraphs. 102 RESOURCES PAGES Reading and writing: ideas on exploiting a fictional text The aim of this section of the Curriculum Framework is to offer ideas on how to use a fictional text within the Literacy Hour focusing principally on the areas of reading and writing. The book My cat likes to hide in boxes by Eve Sutton, published by Puffin has been selected because it is available in every project school in both big book format and guided reader form. Before looking at a series of lesson plans based on My cat likes to hide in boxes, it is worth considering some general points which need to be thought about when planning a unit of work for the Literacy Hour. • • • • • • • • • • Relevance of text – does it fit in with the overall aim of the teacher/teachers? Does the level of language in the book match the children’s cognitive level? Does the text contain patterned language or rhyme? Timing – how many hours will be needed to complete the activities? Will the children know how long they have to do a task? Balance between text, sentence and word level work – will the planned activities reflect this? Balance between whole class teaching and group work – Will there be sufficient activities for children to work more independently and in smaller guided groups? Importance of including listening and speaking – although the major focus may be on reading and writing, will the activities allow for oral and aural work? Coordination – will more than one teacher be involved in the planning/teaching of the unit of work? Will there be cross-curricular links? Class dynamics? – will the unit be taught with one teacher and the whole class or half the class (desdobles). Will there be another present in the class? Resources – which resources will have to be made up? Who will make them up? Which resources could be recycled from other literacy projects? Differentiation – how will the activities be adapted for different ability groups? Assessment – what will be assessed? What form will assessment take? 103 My cat likes to hide in boxes can be exploited in a variety of ways and at a number of different levels for teaching Literacy. In the following pages a series of lessons aimed at Year 2 (primer ciclo) have been presented with the focus being on the development of reading and writing at text, sentence and word level. The following plan is of course, only a suggestion of how the book can be used and should be adapted according to each class’ needs and general level. In this sample unit of work it was decided that it would be taught over four 1-hourly lessons within the Literacy class with possible extensions in Knowledge and Understanding of the World, Drama and Art. In each lesson the general aims for text, sentence and word are stated at the top of the page. These aims will later be used as the basis of informal assessment. The balance between text, sentence and word level work is evident over the whole unit of work rather than each separate class since some classes may be used to focus on one particular area of reading and writing, e.g. writing a new class book. The unit has been designed to be taught with a whole class. Obviously, some teachers will be fortunate enough to have small numbers of children within a class or, indeed, half classes. Some project teachers may also have the help of another English specialist in the classroom. However, according to the information we have received from project schools, the majority of Literacy teaching is done with the whole class and with the project teaching delivering the lesson on their own ,although their may be another adult present helping with discipline. Obviously, teachers who are lucky enough to have smaller classes may want to change some of the contents of the unit of work focussing perhaps more on several group activities within a class. The activities have been divided into: Whole class skills work Guided group activities Independent group tasks Plenary session Some of the resources mentioned can be found in photocopiable form at the at the end of this section. 104 Unit of Work: My Cat Likes To Hide In Boxes (By Eve Sutton) Text: My Cat Likes to Hide in Boxes Author: Eve Sutton Text Level Day 1 Sentence Level Word Level Aim: to use rhymes and patterned stories as Aim: to write captions and simple sentences and Aim: to identify phonemes in initial position models for their own writing to re-read recognising whether they make sense or have words missing Guided Group Work Independent Group Work Plenary Whole Class Work Look at the cover of the book. Identify author, title and The class is going to (Photocopiable sheet available at Range of children present illustrator. Predict what is going to happen in the story. Read make a class book end of section) their work. Listen to the text to children. based on My Cat likes to All children to work individually to sentences which match hide in Boxes. Each draw their particular the pictures. Do they Put magnetic letters with the beginning sounds of the group will take it in turns pet/friend/member of the family and make sense? Read one countries on a magnetic board. Elicit responses from to create some pages something they like to do a lot. They out again making a children paying particular attention to Japan, Spain, Greece. for the book. begin with two model answers and deliberate mistake. What’s have to draw a suitable illustration wrong? Ask children if they remember what each cat from a certain Teacher presents a for each. Then they continue country liked doing? (Accept oral or physical response) model for writing, e.g. drawing family, animals etc.. and But my _________ likes write sentence/caption to match (as modelled orally in whole class Ask children if they have a pet or friend who likes doing to _________ session). something a lot. Teacher shows a picture of a pet/ friend doing something they like and models through speech how the idea can be put into a sentence. Children talk in pairs about what their friend/ pet does a lot. Listen to responses and help to construct correct oral responses. Resources: Big book: My Cat Likes to Hide in Boxes, book pointer, magnetic letters, magnetic board or laminated letters and blue tack, blank big book, photocopies for independent writing activities. 105 Text: My Cat Likes to Hide in Boxes Author: Eve Sutton Text Level Day 2 Sentence Level Word Level Aim: to use rhymes and patterned stories as Aim: to write simple sentences and to check they Aim: to recognise the initial blends of words fr/ models for their own writing make sense. To read sentences and relate them sp/gr/ to an illustration Whole Class Work Guided Group Work Independent Group Work Plenary Have a bag with the different cats The class is going to make a class Children work individually to write Children display their ‘cat’ and put from the book coloured and book based on My Cat likes to hide sentence(s) to match picture from their matching sentence on the floor laminated. Using a puppet of an in Boxes. Each group will take it in the book that will give the reader a along with a selection of others by alien who can’t speak English very turns to create some pages for the little more info. about the cat (as children. They show their cat modelled in whole class session). well and certainly not Spanish, book. chosen from the story and other present the puppet with the cats. children must see if they can pick out Start saying: The cat from Fr…and Teacher presents a model for the sentence written by child. get the children to complete the writing, e.g. Teacher can guide and maybe elicit But my _________ likes to corrections from rest of class. word. _________ Look closely at the illustrations in the book. Where does my cat like to hide each time? We know it’s in boxes but what else could we say to give the reader more detail? E.g. the colour/ shape/ size of the box. Show a variety of sentences about the boxes shown in the book and get children to say which one is appropriate for each illustration Resources: My Cat Likes to Hide in Boxes Big Book, coloured and laminated pictures of the different cats, sentences on card describing different boxes, class big book, strips of card for writing extended sentences. 106 Text: My Cat Likes to Hide in Boxes Author: Eve Sutton Text Level Day 3 Sentence Level Word Level Aim: to use rhymes and patterned stories as Aim: to write simple sentences and to check they Aim: to generate words containing the different models for their own writing make sense. spelling patterns for the same vowel phoneme (ai/ a_e,) To recognise words that have the same rime. Whole Class Work Guided Group Work Write the word Spain on the board. Children suggest what has the same middle sound. Put suggestions on post-its. Put up more suggestions if children not forthcoming! See if children can see a pattern emerging i.e. ai, a_e. Mix up words, say them orally and get children to point to the correct sound pocket. The class is going to make a class book based on My Cat likes to hide in Boxes. Each group will take it in turns to create some pages for the book. Take out bag with the cats in it and this time also have another bag with the objects associated with the cats,e.g. aeroplane, fan, police hat etc…children match the two sets. Take away the pictures and replace with text. Do the activity again this time only with text i.e. Cat from Spain ----Flew an aeroplane. Draw children’s attention to the rhyming words to help them match the sentences. Teacher presents a model for writing, e.g. The 1. __from 2._______ The teacher may need to give some help in form of cards which have suggestions of what to put for 1. and 2. Independent Work Group Plenary Target range of children to read out their completed Differentiated through sentences. Have they response Photocopiable sheet available managed to rhyme the number with the final at the end of the section word? Upper ability: Children do the second half of Re-read missing out some words. What’s wrong? How the worksheet where they have to connect the words that could we fix it? (go back ,reread, correct). rhyme and underline the particular part of the word which rhymes Medium ability: Children do the second part of the worksheet but only have to match the words which rhyme. Resources: My Cat Likes to Hide in Boxes Big Book, post-it notes, poly pockets for sound pockets, coloured and laminated pictures of the different cats, coloured and laminated pictures of key objects in book, sentences from book enlarged and on strips of card, photocopies of worksheets for matching rhyming words 107 Text: My Cat Likes to Hide in Boxes Author: Eve Sutton Text Level Day 4 Sentence Level Word Level Aim: to use rhymes and patterned stories as models for their own Aim: recognise the critical features Aim: to blend phonemes for reading (ai,a_e) writing of sentences – full stops and capital letters. To be familiar with the term sentence Whole Class Work Guided Group Work Put a word containing ai or a_e on the board e.g. The class is going to make a class book based on My Cat P l a n e likes to hide in Boxes. Each (If using a_e make sure to put a line linking the two to remind group will take it in turns to create some pages for the children) then put sound buttons beneath each sound Then get children to come out and press the sound buttons in order book. to read the whole word Teacher presents a model for Enlarge, display and re-read some of later pages from text with writing, e.g. some words covered. Whole class strategy check: what could it be? The 1. __from 2._______ Why? (Key Points: using pic./initial sound/context/re-reading for sense). How many sentences can you see/count on the page? The teacher may need to give Display sets of cards which have the 2 ‘halves’ of sentences on some help in form of cards which have suggestions of them. Refer back to children’s ideas from Monday. (Writing own version in what to put for 1. and 2. similar style)Teacher demo. with opening statement (e.g. My dog likes to bury bones). Then continue to teacher demo. What could come next if we are to keep in same style? (The dog from number 8 likes to jump at the gate but…my dog..). Repeat with next idea and re-read. Choose 1 to add to shared writing. 108 Independent Work Group Plenary Photocopiable sheet available at the end of this section) Children work in pairs to read and match the countries with their respective cats. They are given the countries in a box and have to use all cues modelled in the whole class session to help them. Children show how the class book is progressing especially the new pages which concentrate on rhyme. Think of a title page and illustration. Unit of Work (Year 2): My Cat Likes To Hide In Boxes (By Eve Sutton) Possible areas for extension of the unit of work: Geography- focusing on the geographical aspect of the book and the idea of national costumes Drama: acting out the book as it is or adapting it according to the class book Mathematics: doing a class survey about peoples’ likes/ dislikes and representing results in various types of graphs (bar graph/ pie chart …) Art and Design: designing a national costume for a made up land including focus on materials and textures. 109 Name:____________________________________ Class:___________ Write the correct word in the sentences below: Greece Spain 1. The cat from _______________________ waved a big, blue fan. 2. The cat from _______________________ joined the police! Norway 3. The cat from _______________________ got stuck in the doorway. 4. The cat from _______________________ played the violin. Brazil 5. The cat from _______________________ caught a very bad chill. 6. The cat from ______________________ liked to sing and dance. Berlin 7. The cat from ______________________ flew an aeroplane. Japan Match the words that rhyme then underline the part of the word that sounds the same. Spain Brazil Berlin Greece Japan France Norway fan dance aeroplane doorway violin chill Police 110 Name________________________________Class:_________________ My Cat Likes to Hide in Boxes By Eve Sutton My cat likes to eat fish. My cat likes to sleep in its basket. 111 Template for Phonic Fan – put your own phoneme sounds in the circles. 112 Template for Phonic Wipe-board – 3 sounds 113 Template for Phonic Wipe-Board - 4 sounds 114 RECOMMENDED BOOKS AND WEBSITES These lists are not exhaustive and schools may have many other equivalent texts that fit the criteria. The suggested texts represent the level of challenge appropriate to most children in a year group. For more extensive lists of books and their appropriate level consult Book Bands for Guided Reading produced by the UK Reading Recovery National Network www.ioe.ac.uk/cdl/readrec.html The texts mentioned below may be used in timetabled time for teacher-led reading, independent reading, for reading at home and for independent reading during the literacy hour. Year 1: fiction Whilst year 1 children may not be able to read these texts independently, they will be able to take part in shared reading and understand what is being read. After a text has been introduced many children may attempt subsequently to read it independently. Suggested criteria for choice: Texts which: make demands on young readers’ developing phonological knowledge, sight vocabulary and decoding skills; present features of language and techniques that are used for effect, e.g. humour, repetition, rhyme; include words, ideas and pictures which help children to begin to understand characters and events, and how authors describe them; engage the readers’ interest and relate to imagined and familiar experiences; use large, clear type. Suggested texts: Beck, Ian Blackstone, Stella Body, W & Cullimore, S Brown, Ruth Browne, Anthony Butterworth, N & Inkpen, M Carle, Eric Casey, Patricia Dale, Penny Picture Book Who are you? Late Again, Mai-Ling? A Dark, Dark Tale I Like Books Jasper’s Beanstalk Have You Seen My Cat? My Cat Jack Ten in the Bed 115 Fleming, Denise Grejniec, Michael Grindley, Sally Hawkins, Colin Hill, Eric Martin, Bill McDonnell, Flora Miller, Virginia Murphy, Mary Nicholls, Judith Prater, John Rathman, Peggy Souhami, Jessica Umansky, K & Chamberlain, Margaret Walsh, Melanie Watanabe, Shigeo Wildsmith, Brian Williams, Sue In the Tall, Tall Grass What Do You Like? Knock Knock Who’s There? What’s the Time, Mr Wolf? Where’s Spot? Brown Bear, Brown Bear, What do you See? I Love Animals Say Please I Like it When Snail Song On Friday Something Funny Happened Goodnight Gorilla Old MacDonald Pass the Jam, Jim Do Pigs Have Stripes? How Do I Put It On? Cat on the Mat I Went Walking Year 1: non-fiction All books selected for use in Year 1 should provide: accurate information; well written, clearly presented texts; consistent use of non-fiction book organisational features, e.g. contents page, index, glossary; use a range of features to present and explain information, e.g. simple charts, diagrams, labels, captions. Types and features of texts chosen for use in Year 1: 1. 2. 3. 4. 5. word books with picture word match; books about basic concepts; alphabet books; simple picture dictionaries; first person reports; question and answer formats; descriptions. 116 Suggested texts: Anholt, Catherine Baker, Susan Bryant-Mole, Karen Bunting, Jane Burningham, John Jenkins, Rhonda MacKinnon, Debbie McDonnell, Flora Micklethwait, Lucy Micklethwait, Lucy Morris, Jackie Nicholson, Sue Patilla, Peter Sieveking, Anthea Thorburn, P Tofts, Hannah Tofts, Hannah Yorke, Jane Yorke, Jane One, Two, Three, Count with Me Day and Night Images: Clothes My First ABC Book First Steps My Body What Shape? ABC I-spy: Alphabet in Art I-spy: Numbers in Art Bears, Bears and More Bears A Day at Greenhill My First Counting Book What’s Inside? Picture Words I Eat Fruit I Eat Vegetables My First Look at Counting My First Look at Time Year 2: fiction Extracts can be taken from these books to exploit in class and they are not all intended for independent reading Suggested criteria for choice: Texts which: reflect the demands of children’s phonological knowledge and sight vocabulary; provide models of good literacy language, rhythm, rhyme and sequence; offer a wide range of stories which are set in the context of real and imagined worlds and other cultures; include accessible and familiar themes and subjects, as well as those that are more distant from children’s experience or make use of fantasy; include both well-established and recent fiction written in a range of styles and techniques; engage the interest of young readers. Suggested texts: Ahlberg, Allan and Janet Akass, Susan Alborough, Jez Andrae, Giles and Wojtowycz, David Burningham, John Funnybones Magic Coat Where’s My Teddy? Rumble in the Jungle The Shopping Basket 117 Carle, Eric Dodds, Siobhan Farjeon, Eleanor and Mortimer, Anne Foster, John Geraghty, Paul Hallworth, Grace Hutchins, Pat Hutchins, Pat Keats, Ezra Jack Magee, Wes McNaughton, Colin Rowe, John Seuss, Dr Simon, Francesca Smee, Nicola Smith, Brenda Smith, Brian Sutton, Eve Vipont, Elfrida Waddell, Martin Waddell, Martin Wilson, Robin A The Very Hungry Caterpillar Grandad Pot Cats Sleep Anywhere Size Poems Slobcat Down by the River Titch Don’t Forget the Bacon The Snowy Day Missing Bear Suddenly! Can you Spot the SpottyDog Green Eggs and Ham What’s That Noise? Charlie’s Choice Wake up, Charlie Dragon! Do You Know What Grandad Did? My Cat Likes to Hide in Boxes The Elephant and the Bad Baby The Pig in the Pond Owl Babies Harry’s Elephant Year 2: non-fiction All books selected for use for Year 2 should provide: accurate information; well written, clearly presented texts; consistent use of some or all non-fiction book organisational features, e.g. contents page, index, glossary; use a range of features to present and explain information, e.g. simple charts, captions, headings and supportive illustration. Types and features of texts chosen for use in year 2: • alphabet book; • picture dictionary with simple spelling checklist; • non-chronological and chronologically organised texts; • range of print scripts, fonts and sizes; various textual layouts, e.g. lists, labels • charts, headers, simple sentences and captions containing common vocabulary; • various illustrative forms, e.g. photographs, drawings, charts, diagrams. 118 Suggested texts: Axworthy, Annie Bryant-Mole, Karen Butterfield, Moira Clark, Dorothy Ehlbert, Louis Gibson, Ray Godwin, Sam Gore, Sheila and Pragoff, Fione Humphrey, Paul Lapage, Ginny Ling, Mary Ling, Mary Macro, C and Hartley, K Micklethwait, Lucy Perols, S Powell, Jillian Robinson, Claire Taylor, Geraldine Theodorou, Rod Yorke, Jane Guess What I’ll Be Tools Who Am I? Big & Bulky Grandpa’s Handkerchief Eating the Alphabet I can draw animals The Drop Goes Plop My Cake Look out on the road Emergency Dictionary Diggers and Dumpers Frog Ladybird Child’s Book of Play in Art Colours Who are You? Penguin Picture Dictionary Big and Small Pets Year 3: fiction Extracts can be taken from these books to exploit in class and they are not all intended for independent reading Suggested criteria for choice: Texts which: make demands on children’s developing vocabulary, and their ability to read complex sentences; require reading to be sustained; show how authors portray characters, setting and plot through dialogue, action and interaction; include traditional and classic stories and poems, as well as texts which include challenging themes; represent a range of techniques and styles and also draw on those of other cultures. 119 Suggested texts: Ahlberg, Allan Cook, Helen and Styles, Morag Craig, Helen Evans, Gregory Foster, John Gates, Susan Geras, Adele Gliori, Debi Hughes, Shirley Impey, Rose Inkpen, Mick Inkpen, Mick King-Smith, Dick Kuskin, Karla Mark, Jan Martin, Francesca McKee, David Moon, Pat Nichols, Grace Pitcher, Caroline Rawnsley, Irene Rayner, Shoo Rice, John Ross, Tony Snell, Gordon Velthuijs, Max Wilkinson, Tony Ms Cliff the Climber Don’t Do That! The Town House and the Country Mouse Owl in the House A Red Poetry Paintbox Beware The Killer Coat Chalk and Cheese Mr Bear Babysits Chips and Jessie Too Many Babies Kipper’s Birthday Nothing Happy Mouseday James and the Rain A Worm’s Eye View The Honey Hunters Elmer Ben’s Bear Asana and the Animals The Snow Whale Jungle Shorts The Ginger Ninja Down at Dinosaur Fair Lazy Jack Lottie’s Letter Frog and The Stranger Hector The Rat Year 3: non-fiction All books at this stage should provide: accurate information; well written clearly presented texts; consistent use of some or all non-fiction book organisational features, e.g. contents page, index, glossary; use a range of features to present and explain information, e.g. simple charts, diagrams and labels, captions, headings and supportive illustration. 120 Types and features of texts chosen for use in year 3: • non-chronological texts; • chronological texts, e.g. life cycles and timelines; • simple explanations, instructions; • different books on the same topic; • dictionary with simple definitions; • various additional non-fiction organisational features, e.g. head words and glossary. Suggested texts: Black, Christine Bryant-Mole, Karen Cox, Kath Cromwell, Sharon De Bouchony, A Goldsmith, E Henry, S Jago, Jill Langran, Ann Ling, Mary Ling, Mary Mettler, Rene Moignot, Daniel (illus) O’Neill, Amanda Root, Betty Royston, Angela Royston, Angela Savage, Stephen Shuter, Jane Stanfield, Jeff Tuxworth, Nicola Wallace, Karen Watson, Carol Watts, Barrie Wood, Jenny Chicken and Egg Food – discovered through History School How do I Know it’s Yukky? Vincent van Gogh My First Oxford Dictionary How Babies Grow Kijo The Baby Gorilla Has it Gone Off? In the Sea Wild Animal Go-Around The Egg Let’s Look at Animals Underground Spiders Have Webs – I wonder why spiders spin webs My First Dictionary Mouse Tractors Blackbird Shops, Picture the Past School Flying Machines Red Fox Vet Spider’s Web Buddhism – Our culture 121 Year 4: fiction Extracts can be taken from these books to exploit in class and they are not all intended for independent reading Suggested criteria for choice: Texts which: include more complex structures and figurative language; include characterisation and events which challenge pupils’ understanding of theme; include stories and poems with more sustained plots, descriptions and interactions; require a deeper response, for example drawing more extensively on skills of inference and deduction; represent a range of genres, for example traditional stories and stories from other cultures. Suggested texts: Agard, John Andersen, Hans Christian Benjamin, Floella Binch, Caroline Cameron, Ann Carpenter, Humphrey Cresswell, Helen Dahl, Roald Doherty, Berlie Fine, Ann French, Fiona French, Vivian and Korky, Paul Geras, Adele Heide, Florence Parry Hughes, Ted James, Simon King-Smith, Dick McGaughrean, Geraldine Medlicott, Mary Nimmo, Jenny Onyefulu, Obi Padt and Freeman We Animals Would Like a Word With You Steadfast Tin Soldier Skip Across the Ocean Hue Boy The Julian Stories Mr Majeika A Gift From Winklesea The Magic Finger Willa and Old Miss Annie The Diary of a Killer Cat Little Inchkin Aesop’s Funky Fables The Six Swan Brothers The Shrinking of Treehorn The Iron Man Dear Greenpeace George Speaks Daedalus and Icarus The King with Dirty Feet and other Stories The Owl Tree Chinye Shanti the Zebra 122 Pearce, Phillippa Rosen, Michael Rosselson, Leon Souhami, Jessica Toksvig, Sandi Tomlinson, Jill Whelehan, Dennis Mrs Cockle’s Cat Moving Rosa’s Singing Grandfather Rama and the Demon King Unusual Day The Owl Who Was Afraid of the Dark The Dad Library Year 4: non-fiction All books selected for use this stage should provide; accurate information; well written, clearly presented texts in a variety of layouts; consistent use of non-fiction book organisational features e.g. contents page, index, glossary, subheadings; use a range of features to present and explain information; technical and specialist vocabulary within subject specialisms, where appropriate; opportunities for sustained reading. Types and features of texts chosen for use in year 4: • varied non-fiction organisational features and print styles; • paragraphing of blocks of text; • a range of formats and notations, e.g. charts, lists, tables, plans and numbered bullet points, dictionary with more detailed information, thesaurus. Suggested texts: Amos, Janine Bennett, Paul Bloomfield, Leam Brassey, Richard Child’s World Croser, Josephine Dunbar, James French, Vivian French, Vivian Gardner, Faye Kalman, Bobbie Kalman, Bobbie Macdonald, Fiona Animals in Danger Eating Collins Junior Thesaurus Look into their Eyes All Kinds of Animals Which is Which? Making Puppets Spider Watching Whale Journey School Life in Grandma’s Day Bears A Koala is not a Bear Houses & Homes 123 Morgan, Michaels Powell, Jillian Purkis, Sally Sansome, Rosemary So, Sungway Taylor, Barbara Wallace, Karen Wardley, R Introductory Encyclopedia of British Wild Animals Spring on the Farm Food – A sense of History The Oxford Illustrated Junior Dictionary C is for China Where People Shop Think of an Eel First Dictionary Year 5: fiction Extracts can be taken from these books to exploit in class and they are not all intended for independent reading Suggested criteria for choice: Texts which: make demands on children’s growing understanding of how characters and plots are developed and paced throughout a book; provide a variety of approaches to telling a narrative; exemplify a wide range of more complex structures ideas and underlying themes, sometimes set in different times, worlds and cultures; engage the interest of children through style and content. Suggested texts: Agard, John and Nicholls, Grace Ahlberg, Allan and Janet Aiken, Joan Aston, Charles Binch, Caroline Branford, Henrietta Cresswell, Helen Cross, Gillian Crossley-Holland, Kevin Fine, Anne Foster, John Gavin, Jamila Goodhart, Pippa Grahame, Kenneth Jaffrey, Madhur Jeffers, Susan A Caribbean Dozen The Clothes Horse and other Stories Fox Hounds Wind Cat Sea Mice The Boy Who Was a Bear Gregory Cool Spacebaby The Sea Piper The Crazy Shoe Shuffle Storm The Angel of Nitshill Road Dragon Poems Our Favourite Stories Flow The Reluctant Dragon Robi Dobi Brother Eagle, Sister Sky 124 Leeson, Robert MacLachlan, Patricia Masters, Anthony Mayo, Margaret Morpurgo, Michael Murphy, Jill Nimmo, Jenny Scieszka, Jon Steptoe, John Stevenson, Robert Louis Thomas, Frances Trivizas, Eugene Wilson, Jacqueline Wilson, Jacqueline Smart Girls Sarah, Plain and Tall Ghost Blades The Orchard Book of Creation Stories The Butterfly Lion The Worst Witch The Dragon’s Child The True Story of the Three Little Pigs Mufaro’s Beautiful Daughters A Child’s Garden of Verses Mr Bear and the Bear The Three Little Wolves and the Big Bad Pig Cliffhanger The Suitcase Kid Year 5: non-fiction All books selected for use this level should provide: accurate information; well written, clearly presented texts in a variety of layouts; consistent use of non-fiction book organisational features, e.g. contents page, index, glossary, subheadings; use a range of features to present and explain information; technical and specialist vocabulary within subject specialisms, where appropriate; opportunities for sustained reading. Types and features of texts chosen for use in year 5: varied presentations of key points, supported by longer blocks of text; different writing forms, e.g. report, instruction, argument. Suggested texts: Armstrong, S Barton, Miles Bingham, Caroline Bingham, Jane Burns, Peggy First Encyclopaedia of Science Why Do People Harm Animals? Racing Car – and other speed machines Illustrated Thesaurus Writers – Famous Lives 125 Chrisp, Peter Evans, Mark Greenway, T Lapage, Ginny Malam, John Manning, Mick Moses, Brian Parker, Steve Parker, Steve Pipes, Rose Royston, Angela Suthering, Jane Tahta, Sophy Tames, Richard Taylor, Barbara Whittle, Fran Wood, Richard A Tudor School How to Look after your Pet Puppy The Really Hairy Scary Spider Collins Junior Dictionary Roald Dahl A Ruined House A Tudor Warship Making Tracks I Wonder Why Tunnels are Round? Rainforests A First Look at Birds Children’s Quick and Easy Cook Book Usborne Children’s Atlas of Britain & Northern Ireland What do we know – Tudors and Stuarts About the Weather Simple Machines – Design and Make Kitchens through the Ages Year 6: fiction Extracts can be taken from these books to exploit in class and they are not all intended for independent reading Suggested criteria for choice: Texts which: challenge children’s understanding of author techniques and narrative devices; make increased demands on children’s ability to sustain their reading; provide a range of settings in terms of time and place; represent a range of genres, including science fiction, historical fiction, myth, classic texts and contemporary stories and poems; include significant authors, both contemporary and well established. Suggested texts: Ahlberg, Allan Bawden, Nina Berry, James Byars, Betsy Causley, Charles Cresswell, Helen The Giant Baby The Peppermint Pig A Thief in the Village and other Stories The Midnight Fox Figgie Hobbin, Poems for Children Moondial 126 Crossley-Holland, Kevin Doherty, Berlie Howarth, Lesley Hughes, Ted Ibbotson, Eva Kipling, Rudyard Lewis, C S Longfellow, Henry W McKay, Hilary Moore, Christopher Morpurgo, Michael Nicholls, Judith Norriss, Andrew Noyes, Alfred Pullman, Philip Ridley, Phillip Rowling, J K Turnbull, Ann White, E B Wilde, Oscar Wilson, Jacqueline The Green Children Children of Winter Maphead The Iron Woman The Secret of Platform 13 Just So Stories The Lion, the Witch and the Wardrobe Hiawatha The Exiles Ishtar and Tammuz Grania O’Malley Earthways Earthwise Matt’s Million The Highwayman The Firework Maker’s Daughter Krindlekrax Harry Potter and the Philosopher’s Stone Pigeon Summer Charlotte’s Web The Happy Prince and other stories The Lottie Project Year 6: non-fiction All books selected for use this level should provide: accurate information; well written, clearly presented texts in a variety of layouts; consistent use of non-fiction book organisational features, e.g. contents page, use a range of features to present and explain information; technical and specialist vocabulary within subject specialisms, where appropriate; opportunities for sustained reading. Types and features of texts chosen for use in year 6: range of presentations and notations; thematically and conventionally organised encyclopaedia. 127 index, glossary, subheadings; Suggested texts: Armstrong, S, Ed Bateman, Dick Benjamin, Floella Bevan, Finn Bingham, Jane Bischoff-Mierch, Andrea and Michael Copey, Susan Elizabeth Dahl, Roald Doney, Meryl Ganeri, Anita Hawkins, Joyce Hooper, Meredith McLaughlin, P and McLeod, I Morris, Neil Parker, Steve Parker, Steve Redmond, Ian Scoones, Simon Steele, Phillip Walker, Jane Watt, Fiona Weigand, Patrick First Encyclopaedia of Science Oxford Children’s A-Z of Geography Coming to England Mighty Mountains – Landscapes and Legends Illustrated Thesaurus Do you know the Difference? Wild Animals Children Just like Me Revolting Recipes TV Puppets From Reed Pen to Word Processor The Oxford School Dictionary The Pebble in my Pocket In Other Words Mountain Ranges The World’s Top Ten Animal Autopsy – An approach to Zoology Human Body Gorilla A Family from Japan Black Holes Volcanoes Pasta and Pizza for Beginners Oxford Junior Atlas 128 RECOMMENDED WEBSITES This list contains only a tiny fraction of websites available to teachers. We would recommend each school compiles its own list of websites and that this list is added to frequently. Educational Organisations and institutions www.dfes.gov.uk www.nc.uk.net www.ioe.ac.uk/cdl/readrec.html www.literacytrust.org.uk www.standards.dfes.gov.uk General Websites www.primaryresources.co.uk www.schoolzone.co.uk www.vtf.ngfl.gov.uk www.naturegrid.org.uk www.atozteacherstuff.com www.teachervision.com www.proteacher.com www.teachingideas.co.uk www.bbc.co.uk/education www.eagle.ca www.educate.org.uk www.teachingideas.co.uk www.home.freeuk.net/elloughton13/index.htm 129 Science, geography and history SCIENCE, GEOGRAPHY AND HISTORY: AN INTRODUCTION The subjects Science, Geography and History bring together the main ways in which pupils learn about the world. Studying Science, Geography and History involves learning about the social and physical conditions that influence, or have influenced our lives and those of our communities. The acquisition of scientific, geographic and historical knowledge is a process which every generation undergoes in order to understand their present situation and ideally to better it. It is our role as teachers to develop pupils’ knowledge and understanding of the important principles and ideas of social subjects and science. It is also fundamental that a range of skills are taught so that children can enhance their capacity to think critically and solve problems within social and scientific contexts. Finally, as teachers our aim must be to structure pupils' learning so that they are able to develop informed values about both their familiar and wider environment through real life meaningful experiences. SCIENCE, GEOGRAPHY AND HISTORY: FREQUENTLY ASKED QUESTIONS How much time should be spent teaching these areas? The following core curriculum has been designed to be covered in at least three sessions a week. Most children in the project receive five sessions a week of what is collectively known at the moment as Knowledge and Understanding of the World and these are often divided into 3 sessions in English and 2 sessions in Spanish. How can we cover all of the contents of Science, Geography and History in both languages in each cycle? The six years of Primary Education in Spain are grouped into three cycles. Each cycle is two years. The first years of each cycle cycle ( Years 1, 3 and 5) are based on new targets and contents while the second second years ( Years 2, 4 and 6) highlight revision and consolidation of what occasionss during has been taught. The contents are arranged in a cyclical pattern so that the same topics are approached on different occasion Primary. They start with the most basic and significant significant aspects for children and move to more detailed and complex content. From the blocks of targets presented in this document, teachers should choose what to teach in each year of the cycle, so that by the end of the cycle all of them have been covered. It is important that by the end of each cycle children have approached the contents of science, history and geography in English and in Spanish in an organised and coherent way. This will ensure that specific concepts and general knowledge have been covered in both languages. Clearly, some areas of the Spanish curriculum are best taught in Spanish. e.g. the Spanish town hall (el Ayuntamiento) or Spanish regional organisation (las Comunidades Autónomas). 130 There are different ways of dividing science, geography and history between the two languages. The following examples show three possibilities although of course, other combinations are possible. Example 1: Divide the number of topics into two blocks: English and Spanish, then swap them over in year 2. e.g. Children learn about water in English in yr 1 and in Spanish in yr 2. Example 2: Teach the same topic in both languages at the same time. There is a danger that this becomes unnecessarily repetitive and boring for the children, so decide which aspects are to be taught in each language. Spanish could be used to introduce a topic and English to develop it, or the other way round. e.g. Children learn the classification of animals in Spanish and then develop an English project about one of the animal- e.g. sharks. Example 3: Vary the length of time devoted to a topic. If a topic has already been covered extensively in the first year of a cycle, it could be revised as a mini-topic in the second year. e.g. Children do a major project about plants in year 3 and in year 4 they make a mini-book about the lifecycle of a plant of their choice, revising the knowledge and vocabulary previously studied. How should Science, Geography and History be co-ordinated? At the beginning of the school year ,all of the teachers involved in the teaching of these 3 subjects through English and Spanish need to discuss, and reach an agreement about the contents to be covered in each language. It is very important to clarify WHAT is going to be taught in each language and HOW the contents are going to be distributed throughout the cycle. When designing topics for Science, Geography and History, it is not necessary to follow the groupings and order presented in the blocks of targets. Topics can follow children’s interests and link-up with other areas of the curriculum. Concrete examples of cross-curricular documents can be found in the section entitled: Cross- Curricular Approaches. 131 Cycle agreements: 1. WHAT is going to be taught? English Spanish 2. HOW to distribute it? Year 1 input Design of topic units Year 2 input Evaluation and feedback Up-date and re-cycle 132 What are the main differences between the Spanish and the British approaches to Science, Geography and History? There are differences both in approach and in content. The Spanish curriculum contains a broader content of information to be learnt. The Science contents relate more to Biology than to Physics (physical processes) or chemistry (materials and their properties). In the first cycle, Geography and History contents focus upon the local environment. In the second and third cycles these contents widen slightly to include some information about Europe. In the British curricula, more importance is given to basic Physics and chemistry. In Geography and History, British children study not only the local environment , but also other parts of the world. In the Spanish system there is a greater emphasis upon knowledge and study skills (reading, gleaning information, classifying, summarising or memorising) The British system however, puts the emphasis more on investigation and understanding through personal discovery e.g. The children are taught the concept of a “fair test” and they learn to devise their own experiments and to draw conclusions. We aim to give the children the benefit of the best of both systems. We must try to integrate as much as possible from both approaches. How can literacy skills be developed through Science, Geography or History? Oral work Oral work forms the basis for most Science, Geography and History classes. This oral work will have to be guided in the first cycle but should gradually become more independent throughout primary. Oral work is very important in the planning and reporting of tasks. Group discussions are needed to elicit the questions to be investigated, the design of experiments and the drawing of conclusions. Group discussions are necessary at every stage to: • elicit the questions to be investigated, then • design experiments and finally • draw conclusions. Practical Activities Hands on activities with practical equipment provide good opportunities for using language in clear context. These activities motivate the children to listen carefully and follow simple instructions Recording Follow up reading and writing activities provide good opportunities for consolidating language; labelling diagrams, recording results and writing up procedures. These activities simultaneously develop language and knowledge and understanding. Information Children should have the opportunity to develop reference skills in English and to make their own information books. 133 For more details on how to work with information texts go to the section on crosscurricular approaches. SCIENCE, GEOGRAPHY AND HISTORY: ENQUIRY SKILLS AND SCIENTIFIC SKILLS Enquiry skills are those skills needed to think, investigate, formulate questions and discover the world. These skills can be developed through practical classroom experiments in science, geography and history. However, not all science experiments lend themselves to classroom experimentation. It may therefore be necessary to look for other kinds of investigation to develop these skills. Which activities develop enquiry and scientific skills? Science, Geography and History stimulate children’s curiosity about the world around them and encourage them to explore phenomena. children take part in activities through which they develop attitudes, processes, skills knowledge and understanding. These activities can be divided into different categories: • • • • • • • Research - Looking for information, reading ,selecting and summarising. Sources could include information books, children’s encyclopaedias, videos and the computer. E.g. Investigate sharks, volcanoes and Ancient Egypt. Analysing and reasoning - Analysing information, establishing links, causes and consequences. e.g. waste and environmental damage. Basic skills - Selecting equipment, measuring and recording. e. g. make a graph, make a map ,measure temperature. Observation - Use appropriate senses to describe, sort and classify. e.g. What type of tree is it? Make careful observations over time. E.g. How does a bean shoot develop? How does a silkworm grow? How does rainfall vary? Exploration - “Try and see” activities. E.g. static electricity. What happens if you rub a balloon on your jumper and try to pick up bits of paper? Illustration - Do a whole class demonstration. E.g. boil water and observe the condensation on a cold glass to illustrate the water cycle. Or children dramatise how something works. E.g. Act out how the ear detects sounds.. Investigation - Children design experiments. They ask questions, predict outcomes, plan, test, and communicate findings. E.g. What affects the rate at which sugar dissolves? Which paper bag is the strongest? 134 • • • Classifying and identifying - e.g. How can we group these invertebrates? How can we classify these rocks? Pattern seeking - e.g. Which things float and which sink? Which side of the tree does the moss grow on? Evaluation - Checking results, confirming information, showing understanding. 135 A SUBJECT GUIDE: SCIENCE Most Science topics lend themselves to practical hands-on experiments. We should use these opportunities to develop Scientific Skills. If experiments are not possible in a certain topic, then enquiry skills can be developed through other kinds of investigation as suggested above.. Elements of discovery may come into Geography and History, but experiments will usually arise from the study in Science of: o The Human body and health o Living things o Materials and their properties o Physical processes How do we plan, carry out and report on experiments? To teach children to investigate through experiments we have to provide them with opportunities for practical experiences,. However, it is essential that we carefully structure our teaching to allow them to discover things for themselves. The objective of practical activities is that the children learn by doing, so they should not be told the results or the conclusions before they start. An experiment is an investigation, not a demonstration . For example: When investigating electrical circuits, the teacher can provide groups with : a battery, wires, crocodile clips and a bulb and then leave the children to discover for themselves how to make the bulb light. The British curricula put the emphasis on investigation. To design their own experiments and evaluate the results, the children need to understand the concept of a “fair test”. i.e. change one factor and observe or measure the effect whilst keeping other factors the same. For example: Children study plants and how they grow. Instead of telling the children in advance that plants need light to grow, this can be treated as a hypothesis to be tested and the teacher can introduce the idea of a “fair test.” Some plants can be kept in the light, and some in the dark , but then the teacher can ask :”Can the plants in the dark still breathe ?Are they the same type of plants? Are they getting exactly the same amount of water? Is this a fair test?” etc. The children can record the results pictorially. The teacher may then follow the children’s suggestions for testing different hypotheses. Children will need help at first ,but throughout primary they should become increasingly competent at : formulating questions, designing tests, making predictions, measuring results, recording results and drawing conclusions. For more ideas for recording results see information from the Science Course March 2003. 136 SCIENTIFIC SKILLS TARGETS Scientific Skills Targets First cycle Second cycle Third cycle Preparing for Pupils will be able to: Pupils will be able to: Pupils will be able to: tasks. • • Ask questions and suggest ways of answering them with experiments. • Make predictions and recognise when a test is unfair. • Suggest questions for exploration and decide how they might find an answer. • Make reasoned predictions about a possible outcome. • Suggest ways of making a test fair by changing one factor while keeping other factors the same. Understanding the task • and planning a practical activity. Predicting. Undertaking fair testing. Carrying out tasks. • Observing and measuring. Recording findings in a variety of ways. • Reviewing and • reporting on tasks. Understand questions. How ?Why? and What happens if? Help to plan an experiment and make predictions about results Carry out simple observations and • Follow simple instructions. measurements. • Use equipment and techniques to make Record observations in a simple form: drawings, observations and measurements. pictograms and block graphs. • Record findings in a range of ways: drawings, pictograms, block graphs, and tables. • • Make simple comparisons and answer simple questions about results. • • • Do guided writing to report investigations • Answer simple questions, make comparisons and recognise simple relationships. Draw conclusions. Reporting and presenting. Interpreting and evaluating results and processes. 137 • • Follow more complex instructions. Select and use appropriate measurement devices or make observations. Record findings in a greater range of ways: drawings, pictograms, diagrams, block graphs , line graphs and, where possible, ICT. Write a short report of an investigation. Draw on scientific knowledge to make explanations and answer questions. Make comparisons and identify simple patterns. SCIENCE CONTENT TARGETS First cycle The Human Body and Health • Identify the main external parts of the body and features. • Identify some internal organs, their location and main functions. Developing an • Recognise some simple differences between understanding of babies, children, adults and elderly people. main body • Compare and contrast themselves now from features, nutrition when they were babies e.g. growing up, teeth, and how to keep abilities. healthy • Recognise the senses, their function, and organs. • Recognise that we have bones and muscles, and how they support our bodies and help us move. • Understand that humans need food and water to stay alive. • Classify foods according to their origin i.e. animal, plants and minerals. • Recognise the importance of exercise and a healthy diet to look after our body. • Be aware of health problems as a consequence of not looking after ourselves properly. e.g. Cold, tummy ache, tooth decay • Understand the importance of observing basic safety rules at home, at school, on the street… • Recognise the importance of relating to other people, expressing emotions and treating others sensitively Second cycle • Identify the external parts of the body and features. • Identify the five senses and how they work • Use senses to discover and describe the environment: shapes, sizes, colours, smells, tastes… • Identify main organs and basic functions: • Bones and muscles • Brain and nerves • Digestive system • Respiratory system • Circulatory system • Excretory system • Outline the processes of digestion, breathing and blood circulation. • Identify main nutrients in food. • Recognise functions of teeth and how to care for them. • Design a healthy diet . • Understand the importance of a healthy diet. Recognise main meals of the day and the differences between British and Spanish meals – timetables, typical foods or drinks… • Identify different ways to store and preserve food. • Differentiate healthy and unhealthy habits to look after our senses, bones, muscles, respiratory and circulatory systems. • Recognise the importance of sports and physical exercise. Identify safety rules when playing sports, at home, in the school or on the street 138 Third cycle • Recognise main elements in the Nervous System: brain, senses, nerves and neurons. • Describe the Nervous System looking at stimulus and reaction. • Recognise the main organs in the Digestive system and their functions. • Describe the process of digestion • Classify food according to its nutrients • Compare different healthy diets according to age and activity. • Recognise main organs and substances in the Respiratory, Circulatory and Excretory Systems. • Describe the processes of breathing, blood circulation and excretion. • Identify main bones, muscles and joints and their functions. • Understand how the human body moves. • Identify the main organs in the Reproductive System. • Understand main stages of the human life cycle. • Develop an awareness of puberty-related changes. • Recognise physical and sexual differences and changes in humans and develop a respectful attitude for every human being. • Learn about factors that contribute to good heath including diet, exercise, hygiene, safe use of medicines and harmful effects of other substances. • Take responsibility for their own health and safety. Living Things • Developing an understanding of the life processes of animals and plants and their importance for humans • • • • • • • • • • • • • Understand differences between living and non-living things Understand that animals move feed, grow, use their senses and reproduce. Identify what animals need to stay alive: water and food Recognise and compare main external parts of animals’ bodies Classify animals depending on their relation to humans: wild or domestic. Understand how seasonal changes influence animal and plant lives. Understand basic stages of plant life cycles Understand the importance of soil, sunlight and water for plants Recognise the main parts of a flowering plant Classify plants in relation with humans: wild or cultivated, plants we eat or we don’t. Understand the importance of animals and plants for humans Find out about different animals and plants in the local environment Establish links between different animals and plants and their habitats Develop a caring behaviour towards living things in their local environment • Understand that nutrition, movement, growth and reproduction are common life processes for humans and animals. • Recognise how animal and plant behaviour is influenced by seasonal changes. • Understand differences between vertebrates and invertebrates. • Recognise and compare basic features of different vertebrates: movement, senses, birth, nutrition, external features, reproduction • Identify some of the common members of the five vertebrate groups. • Understand how locally occurring animals and plants can be identified and assigned to groups. • Find out about the main stages in the life cycle of some animals/insects e.g butterflies or frogs. • Understand that nutrition, growth and reproduction are common life processes for plants • Understand the effect of light, air, water and temperature on plant growth. • Classify plants according to the type of stem: tree, bush, grass. • Identify main parts of the plant and the flower and their functions. • Identify main benefits that humans get from animals and plants • Understand how animals and plants interact with the habitat • Order living things in simple food chains. • Develop a responsible attitude towards animals and plants. 139 • Classify living things as: animals, plants and micro-organisms. • Recognize main groups of invertebrates. • Classify vertebrates into mammals, birds, fish, reptiles and amphibians. • Find out about the five groups of vertebrates including how they are born, grow, use their senses, move, eat, breathe and reproduce. • Recognise the main distinguishing features of the major groups of flowering and non- flowering plants. • Understand how plants make their own food and how they breathe and reproduce. • Investigate the specific conditions necessary for the growth of different plants. • Identify micro-organisms as living things. • Recognise the main distinguishing features of micro-organisms. • Recognise beneficial or harmful properties of micro-organisms. • Understand links between life processes in animals and plants and the environments in which they are found. • Understand how animals and plants in different habitats are suited to their environment. • Understand inherited and environmental causes of variation. • Make food chains to show the feeding relationships in a habitat and predict consequences of changes. • Identify living things that are rare or extinct. Materials and their properties Developing an understanding of different materials, their properties and uses Physical Processes Understand the basic properties of materials: Understand how materials can be grouped: • Classify materials and objects according to their • Explore and recognise similarities and similarities and differences. differences between materials by using senses. • Classify materials according to their origin, natural or manufactured. • Sort objects into groups on the basis of simple material properties like roughness, • Relate properties of materials and uses. hardness, shininess, ability to float or • Investigate basic properties of solids, liquids and transparency. gases as exemplified by water. • Recognise common types of materials: • Classify most common minerals and rocks. metal, plastic, wood, paper, rock. Understand basic changes in materials: • Recognise that some materials are found • Investigate which everyday substances dissolve in naturally. water. • Find out about different uses of a variety of • Recognise that materials can change in a desirable materials according to their properties. or an undesirable way. Develop an awareness of changing materials: • Investigate how everyday materials can change by • Find out how the shapes of some objects heating or cooling. can be changed by some processes – • Relate changes of state to the water cycle. squashing, bending, twisting, stretching, etc. • Understand that when new materials are formed, • Explore and describe how some everyday the change is permanent materials change when heating or cooling – • Investigate how rusting can be controlled. chocolate, water, bread, etc. Have a basic knowledge of forces and motions: • Find out and describe the movement of familiar things – fast, slow, changing direction, etc. Developing an • Identify pushes and pulls as forces. understanding • Identify what makes things move. of physical Have a basic knowledge of electricity: processes, • Identify everyday appliances that use electricity. light, sound and • Develop an awareness of simple circuits forces. involving batteries, wires, bulbs and switches . Have a basic knowledge of light and sound: • Identify different light sources. Have a basic understanding of Forces and Energy: • Identify the range of energy sources used in school and at home • Identify the sources of energy used by a variety of models and machines. • Understand how forces can affect the movement and shape of objects. • Investigate the effect of friction on the movement of objects. • Identify most common tools and machines and how they help us. 140 Understand the properties of materials: • Identify general properties of materials: hardness, flexibility, mass, volume, strength and magnetic behaviour. • Recognise differences between solids, liquids and gases in terms of ease of flow and maintenance of shape and volume: • Identify and use simple tools to measure mass and volume. • Classify a wider number of minerals and rocks on the basis of characteristics : appearance, texture and permeability. • Identify physical changes in minerals and rocks. Understand changes in materials: • Recognise physical changes in the environment and their causes: mixture, dissolving, stretching, contraction, melting, boiling, freezing . • Burning materials and baking results in the formation of new materials. • Identify chemical changes in living things: photosynthesis, digestion, fermentation. Separating mixtures of materials. • How to separate solid particles of different sizes by sieving. • Understand that some solids dissolve in water to give solutions, others do not. • How to separate insoluble solids from liquid by filtering. Understanding Forces and Energy: • Identify the effect of forces: movement, strain and transformation. • Understand that magnets and magnetic materials exert a force of attraction and repulsion. • Understand that objects are pulled downwards because of the gravitational attraction between them and the Earth. • Classify energy sources in to renewable and nonrenewable. • Identify different sound sources. • Identify different kinds of sounds Have a basic understanding of electricity: • Know about the safe use of mains electricity and its associated dangers. • Construct simple circuits using simple components. • Classify materials as insulators or conductors. • Investigate the effects of varying current in a circuit . Have a basic understanding of sound: • Understand that sound is produced when objects vibrate. • Investigate how sound travels through a variety of materials. A basic understanding of light: • Explore how light passes through some materials and not others. • Find out how shadows are formed. • Investigate the reflection of light from mirrors and shiny surfaces. A basic understanding of the Earth and beyond: • The Sun, Earth and Moon are spherical. • The position of the Sun appears to change during the day, how shadows change as this happens. • How day and night are related to the spin of the Earth on its own axis. • Understand that the Earth orbits the Sun once a year, causing variations in seasons, and that the Moon orbits the Earth. • Identify the main elements of the Solar system. 141 • Understand how energy can be transformed through generators and motors. • Recognise basic elements in machines: cables, light bulb, batteries, motor… • Identify different machines and their uses in modern technology. Understanding electricity: Simple circuits • To construct circuits with simple components: battery, wires, and switches to make electrical devices work (buzzers, motors) • Understand how changing the number components (batteries, bulbs and wires) in a circuit can make bulbs brighter or dimmer. • How to represent series circuits by drawings and conventional symbols. Understanding sound: • Identify sources of sound – vibrations.- and how they are transmitted. • Identify main qualities of sounds: intensity and pitch. • How to change the pitch and loudness of sound in musical instruments. • Recognise sound phenomena: echo and reverberation. Understanding light: • The sources of light and how it travels. • The reflection of light from mirrors and lenses. • Light can be broken down into different colours. SCIENCE BANDS OF ATTAINMENT The bands of attainment described are for the end of the EACH cycle. The three bands described for each cycle correspond to three levels (from the lowest to the highest). Each child finishing the second year of each cycle should fit broadly into one of the three bands. Approximate estimations would be: • Band 1 - 10% of children • Band 2 - 70% of children • Band 3 - 20% of children SCIENTIFIC SKILLS First Cycle Band 1 Children describe or respond appropriately to simple features of objects, living things and events they observe, communicating their findings in simple ways (Talking, drawing , through simple charts.) Band 2 Children respond to suggestions about how to find things out. They use simple texts and equipment, with help, to find information, observe and compare. They describe their observations using basic vocabulary and record them through drawings, simple charts, etc. Band 3 Children respond to suggestions about how to find things out and, with help, make their own suggestions about how to collect data to answer questions. They use simple texts and equipment to find information, observe and compare. They describe their observations using scientific vocabulary and record them through tables, charts, etc. They answer simple questions about results. 142 Second Cycle Band 1 Children respond to suggestions about how to find things out and, with help, make their own suggestions about how to collect data to answer questions. They use simple texts and equipment to find information, observe and compare. They describe their observations using scientific vocabulary and record them through tables, charts, etc. They answer simple questions about results. Band 2 Children respond to suggestions and put forward their own ideas about how to find the answer to a question. They recognise why it is important to collect data to answer questions. They use simple texts to find information. They make observations and measure quantities (length or mass) using simple equipment. They carry out a fair test with some help . They record their observations in a variety of ways. They provide simple explanations for observations. They report investigations using simple scientific vocabulary and begin to draw conclusions. Band 3 Children respond to suggestions and put forward their own ideas about how to find the answer to a question. They recognise why it is important to collect data to answer questions. They use simple texts to find information. They make relevant observations and measure quantities (length or mass) using a range of simple equipment. They carry out a fair test with some help. They record their observations in a variety of ways. They report investigations using simple scientific vocabulary and begin to draw conclusions and provide explanations for observations. Third Cycle Band 1 Children respond to suggestions and put forward their own ideas about how to find the answer to a question. They recognise why it is important to collect data to answer questions. They use simple texts to find information. They make relevant observations and measure quantities (length or mass) using a range of simple equipment. They carry out a fair test with some help. They record their observations in a variety of ways. They report investigations using simple scientific vocabulary and begin to draw conclusions and provide explanations for observations. Band 2 Children recognise that scientific ideas are based on evidence. In their own investigative work, they decide on an appropriate approach to answer a question. Where appropriate they describe or show in the way they perform their task, how to vary one factor while keeping the others the same. They make predictions and select information from sources provided for them. They select and use appropriate equipment and measurement devices, and record results in a variety of ways. They begin to relate their conclusions to scientific knowledge and understanding, and to communicate them with appropriate scientific language. They suggest improvements in their work, giving reasons. Band 3 Children recognise that scientific ideas are based on evidence. In their own investigative work, they decide on an appropriate approach to answer a question. When an investigation involves a fair test, they identify key areas to be considered. They make predictions and select information from a range of sources. They select and use appropriate equipment and measurement devices, and record results in a variety of ways. They make more complex explanations for 143 observations. They draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding, and to communicate them with appropriate scientific language. They suggest improvements in their work, giving reasons. SCIENCE CONTENTS First Cycle Band 1 Children show an awareness of main body features and how we look after our bodies. They identify living and non-living things. They understand that things move by pushing or pulling. They identify most frequent materials, tools and machines in their daily life. Band 2 Children recognise some internal organs in the body and their functions. They show an awareness of the different origins of food and how food and exercise help us keep healthy. They recognise differences between living and non-living things. They show an awareness of basic features of animals and plants and how they grow and develop in different environments. They show a basic knowledge of forces, light and sound. They recognise common materials and identify their characteristics and uses. They show an awareness of how simple devices work and the kind of energy they use. Band 3 Children identify some internal organs in the body and explain their functions. They classify food according to its origin. They understand how food and exercise help us to keep healthy. They explain differences between living and non-living things. They identify main parts of animals and plants and show an awareness of what they need to grow. They show an awareness of basic animals and plants life processes. They recognise changes in materials, for example in water. They identify the Sun, Moon and Earth and relate their movements to days and nights. They can make simple classifications of different materials according to their characteristics and uses. They recognise some machines and devices and the kind of energy they use. Second Cycle Band 1 Children show an awareness of the 5 senses and the main organs in the human body. They show an understanding of the processes of digestion, breathing, blood circulation and the functions of bones and muscles. They identify basic nutritional, hygienic and sleeping habits. They understand the differences between living and non living beings. They recognise and name external parts of animals’ bodies and plants. They describe the basic conditions that animals and plants need in order to survive. They recognise that living things are found in different environments. They identify the Sun, Moon and Earth and relate their movements to day and night. They communicate observations of changes in light, sound or movement that result from actions (for example switching on 144 a simple electrical circuit). They show an awareness of how some machines and devices work and the kind of energy they use. They can make simple classifications of different materials according to their properties and uses. Band 2 Children identify the 5 senses, and show an awareness of how they work. They recognise the main internal organs in the body and their functions. They show an understanding of the processes of digestion, breathing and blood circulation and how bones, muscles, and nerves work. They understand how a healthy diet, hygiene and sleeping habits are related to health. They sort living things into groups (vertebrates and invertebrates, trees, bushes and grasses).They communicate basic observations of a range of animals and plants in terms of life processes (how they are born, grow up or reproduce ). They identify ways in which an animal is suited to its environment. They identify the main elements of the Solar System. They show an awareness of the consequences of the Earth’s movements. They can explain in simple words how some machines and devices work and the kinds of energy they use. They begin to make simple generalisations about physical phenomena .They describe a variety of ways of sorting materials into groups according to their properties. Band 3 Children identify the 5 senses, their functions and how they work. They recognise some internal organs in the body and their functions. They show an understanding of how bones, muscles and nerves work. They show an understanding of the processes of digestion, breathing and blood circulation. They define a healthy diet and explain how hygiene, exercise and rest contribute to good health. They sort living things into groups and describe the basis for their groupings ( five groups of vertebrates, invertebrates, trees, bushes and grasses).They show an understanding of a range of animals and plants in terms of life processes (how they are born, grow up or reproduce ). They describe interactions between animals and plants in the environment (food chains…). They identify main elements of the Solar System. They use simple models to explain the effects caused by the Earth’s movements (days, nights, seasons). They explain how some machines and devices work and the kinds of energy they use. They begin to make simple generalisations about physical phenomena. They link cause and effect in simple explanations. They describe differences between the properties of different materials. Third Cycle Band 1 Children identify internal organs in the body and their functions including skeleton, muscles and joints. They show an understanding of the nervous system and the processes of digestion, breathing, blood circulation and reproduction. They relate factors such as diet, exercise and hygiene to good health. They sort living things into groups and describe the basis for these groupings ( five groups of vertebrates, invertebrates, plants and micro-organisms). They identify the main parts of animals and plants and their functions in terms of life processes. They show understanding about interactions between animals and plants in the environment (food chains…). They show understanding about basic physical phenomena such as energy and forces, electricity, light, sound and magnetism. They begin to make simple generalisations about physical phenomena. They link cause and effect in simple explanations. They describe differences between the properties of different materials. Band 2 Children describe the processes of digestion, breathing, blood circulation, reproduction and identify which organs play a role in each process. They show an understanding of how the nervous system works. They understand the function of body fluids. They identify external and internal features of animals and 145 plants. They use keys to help them classify living things within vertebrates, invertebrates and micro-organisms. They describe feeding relationships using food chains and terms such as predator and prey. They understand the relationship between living things and the environment. They demonstrate knowledge and understanding of physical processes. They describe and explain physical phenomena. They make generalisations about physical phenomena. They use physical ideas to explain simple phenomena. They demonstrate knowledge and understanding of materials and their properties. They describe differences between the properties of different materials and explain how these differences are used to classify substances. They use scientific terms like condensation or evaporation to describe changes. Band 3 Children demonstrate an increasing knowledge and understanding of the human body. They describe the main functions of the organs of the human body and explain how these are essential. They describe the main stages of the human life cycle. They describe and identify the main functions of external and internal features of animals and plants. They describe the main stages of animal life cycles and flowering plants and point out similarities between them. They recognise that there is a great variety of living things and understand the importance of classification. They explain that different organisms are found in different habitats because of differences in environmental factors. They demonstrate knowledge and understanding of physical processes. They use ideas to explain how to make a range of changes. They use some abstract ideas in descriptions of familiar phenomena. They demonstrate an increasing knowledge and understanding of materials and their properties. They describe some metallic properties and use these properties to distinguish metals from other solids. They identify a range of contexts in which changes to materials take place. 146 A SUBJECT GUIDE :GEOGRAPHY AND HISTORY The Social Subjects: Geography and History Geography and History play an important role in the development of pupils’ understanding of their own place in the world. In the process of learning about their local community and the wider environment, the present as well as the past, pupils develop skills that are important for later life. As they learn to investigate, process and evaluate information and evidence, they gradually develop informed attitudes about the world around them. By developing a broader knowledge of the world and society, children will become more able to evaluate situations from a variety of viewpoints. The ability to empathise and think critically will in turn increase the children’s awareness of their own attitudes and values and their respect for others. As in any subject area, it is essential that pupils gradually take on more responsibility for aspects of their own learning and to recognise their strengths and weaknesses. The ability to think critically, to work independently and also as part of a team will prepare them for many situations in later life. The guidelines on the following pages are designed to provide a balance between knowledge acquisition and skills such as investigating and evaluating, which prove vital in pupils´ understanding of the world around them and their place in it. In the first cycle of primary education, History and Geography are presented in a more global form but as clear subject areas in the middle and upper stages of primary. In years one and two the children are introduced to simple research techniques in guided learning situations in order to build a firm foundation for future learning and more independent research later on. Just as the content targets become more challenging, the ability to plan and carry out enquiry tasks and reach clear conclusions increases. The following guidelines plan to ensure that every child is given the opportunity to develop their knowledge and skills systematically with coherence, continuity and progression from year one through to year six. 147 ENQUIRY SKILLS FOR GEOGRAPHY AND HISTORY First cycle Preparing for tasks Planning tasks systematically and in a logical manner. Selecting appropriate sources of information. Second cycle Pupils will be able to: Pupils will be able to: • Suggest (with guidance) • Ask appropriate questions and suggest ways appropriate ways of approaching specific tasks of approaching and solving problems e.g. Children are asked how we can find out the • Identify appropriate sources of information amount they recycle at home. Possible answers from a given range. may be conducting a survey, using a diary etc. • Identify simple information texts from which relevant material can be gathered. Carrying out tasks • Use contents and index pages to source information. • Find information from a range of sources e.g. displays, simple maps, picture books, internet • Process simple information in a variety of ways Evaluating information e.g. Children keep a pictorial diary of what and gathered and the how much they recycle at home. techniques used in the process. • Identify fiction and non-fiction sources to further their enquiry. • Selecting and processing relevant information. • • Present work by contributing to a class display and give simple oral and written accounts of their part in the class activity. • Draw simple conclusions from their findings. • Answer simple questions about what they have found out. • Reviewing and reporting on tasks Presenting findings in an appropriate and coherent way. Presenting conclusions that are relevant to the original task set • • • • Third cycle Pupils will be able to: • Create a sequential plan of how to tackle a specific enquiry task. • Identify a number of appropriate sources from a wide and varied range of information, from which relevant data may be gathered. Use reference texts independently to source information Choose appropriate information gathering techniques. Select and record information for a specific purpose from a range of sources. Distinguish between factual evidence and fictional prose to further their enquiry. • Present work and findings to peers in a variety of ways i.e. orally, written, in poster form Select and use the most appropriate forms to present their findings. Present clear conclusions. • 148 • • • Select and use fiction and non fiction resources accordingly. Begin to evaluate the appropriateness of techniques used in processing information. Begin to evaluate the reliability of sources of information. Present findings in a report with clear key points. Present clear conclusions with reasons. Geography content targets Areas of study The world around us Developing an understanding of our local and wider environment, weather patterns and seasonal changes Our daily lives Developing an understanding of the everyday lives of ourselves and others First cycle • Identify and simply describe major local physical features, e.g. River, mountain. • Recognise somebasic similarities and differences between urban and rural landscapes. • Identify various natural landscapes (seaside, mountain...) and appreciate the differences between them. • Identify the four seasons of the year and their main characteristics. • Describe the main types of local weather, and how these affect their own lives • Recognise some basic similarities and differences between local weather patterns and those in UK or other European countries, and describe how these affect people’s daily lives. • Appreciate the importance of water in our daily lives. • Describe in simple terms the water cycle in nature. • Be aware of the importance of maps as a tool to get information. • Describe the features of their daily routine. • Compare their daily routines with children in other countries, and identify some similarities and differences. e.g. food we eat, school timetable • Identify the roles of family members and friends in their daily lives. • Recognise the roles of all school staff, and appreciate how they help us on a daily basis. • Recognise their own and others’ roles in the home and at schol. Second cycle • • • • • • • • • • Third cycle Identify and describe different landscapes around the world: desert, rainforest, Polar Regions. Describe and make comparisons between the physical features of different landscapes Describe the main types of Spanish weather, and how these affect their own lives and landscapes Recognise some similarities and differences between Spanish weather patterns and those in UK or other European countries, and describe how these affect their own and other people’s daily lives. Identify and sequence the key components of the water cycle Use maps as a tool to find locations • Identify, describe and make comparisons between different ecosystems. • Understand relationships between living creatures in an ecosystem (food chains). • Recognise relationships between living creatures and their habitat in ecosystems. • Show a developing awareness and understanding of world weather and climate and the differences between them. • Recognise different climatic zones and describe how these varying weather conditions affect or change the landscape. • Recognise different types of biomes in relation to the climatic zones • Use maps as a tool to find locations and to get information about different landscapes Compare their daily routines with children in other countries and identify and describe some similarities and differences e.g. food, school organization. Describe the roles of family members and friends in their daily lives at home and at work. Recognise the roles of all school staff, and show respect and appreciation for how they help us on a daily basis. Recognise their own and other’s roles in the • Recognise their own role as a member of a community. • Compare their daily routines with children in a variety of countries (including third word countries) and identify and describe some similarities and differences. • Recognise and describe various factors influencing the differences between their lives with those of people in other countries, and where appropriate begin to reason how certain conditions may be bettered. 149 The busy life around us Developing an understanding of how outside factors influence our lives • Identify the main features of their village/town/city e.g. important buildings, leisure facilities etc. and the purpose that they serve. • Identify people and professions involved in providing local services • understand the notion of neighbourhood and identify their neighbours • Make observations about different forms of transport used in their local environment and classify them in different ways • identify some means of interpersonal communication e.g. telephone, post • Identify ways in which we communicate on a more global level i.e. television, newspaper. • Participate in local festivities and those celebrated in the school from English speaking countries. • o o • • • • • • home and school and discuss ways of helping and sharing duties. • Recognise their own and other’s roles in the home, school and as a member of the wider community and discuss ways of helping and sharing duties. Read maps to: Find the main features of a particular village, town or city. Locate Spain and other European countries and their main cities. Follow a product from its manufacture to end result, identifying professions involved in the process. Identify and describe simply the features of the political organisation of their locality. Discuss the pros and cons of different means of interpersonal communication. Compare different means of global communication and describe the effectiveness of these. Show an awareness of how publicity influences what we buy. Develop a growing awareness of, and participate in some important cultural celebrations of Spain and other English speaking countries • Read maps to: o Find main features on a town or city plan o Locate countries and find out more about them using keys • Identify the various types of economic activity i.e. agricultural, industrial and service sectors. • Discuss and research possible reasons for the recent changes in types of economic activity and the effect of such changes. • Identify and describe features of the political organisation in Spain. • Identify differences in development between countries and factors that influence development. • Review and research the reforms and changes to different types of transport over time, and discuss the benefits and disadvantages of these. • Research and analyse the changes of types of interpersonal and global communication over time. • Analyse different advertisements in different media and understand that adverts may affect what we buy • Research the origin of a specific cultural festival and discuss and compare how it is celebrated in different countries. 150 Caring for our • Recognise how the school and local environment world Developing an understanding of the interaction between humans and the earth’s natural environment may be improved e.g. litter being picked up • Identify items that can be recycled and actively participate in class recycling projects. • • • • Describe how people can both improve and damage the environment. Assess the pros and cons of different forms of transport and their effect on the environment. Recognise changes in the environment and identify their cause: man-made (pollution) or natural (earthquake, flood) Identify items that can be recycled and actively participation in recycling projects • Identify and research ways in which humans cause damage to the environment and discuss how improvements can be made. • Discuss different approaches to protecting nature and managing the environment. • Design and organise a project to help improve the environment. In order to cover the targets pupils may be taught through different projects and using both/ether fiction and /or non-fiction texts e.g. contrasting their own locality with another in Spain or the UK, water and its effects on people and the environment, recycling…. 151 GEOGRAPHY BANDS OF ATTAINMENT The attainment targets described are for the end of EACH cycle. The three bands detailed for each cycle correspond to three levels (from the lowest to the highest). Each child finishing the second year of each cycle should broadly fit into one of the three bands. Approximate estimations would be: • Band 1 _10% of children • Band 2 _70% of children • Band 3 _20% of children First Cycle Band 1 Pupils show basic knowledge, skills and understanding in studies at a local scale. They recognise the main physical and human features in the local environment and can identify the major physical features of other areas. Band 2 Pupils show their knowledge, skills and understanding in studies at a local scale. They recognise and make observations about physical and human features of the local environment. They show an awareness of places beyond their locality. They begin to recognise how people affect the environment. They use resources that are given to them and their own observations to respond to questions about places and environments. Band 3 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe human and physical features in different places and make observations about those features that give places their character. They recognise how people affect the environment. They use resources that are given to them and their own observations to ask and respond to questions about places and environments. Second Cycle Band 1 Pupils show basic knowledge, skills and understanding in studies of a range of places and environments. They begin to describe and make comparisons between the physical and human features of different localities. They are aware that different places may have both similar and different characteristics. They recognise how people seek to improve and sustain environments. They use skills and sources of evidence to respond to a range of geographical questions. 152 Band 2 Pupils show their knowledge, skills and understanding in studies of a range of places and environments. They describe and make comparisons between the physical and human features of different places. They begin to recognise and describe geographical patterns and to appreciate the importance of wider geographical location in understanding places. They begin to recognise and describe physical and human processes .They are beginning to show understanding of how these processes can change the feature of places and the lives and activities of people living there. They describe how people can both improve or damage the environment. They use skills and sources of evidence to respond to a range of geographical questions and begin to use appropriate vocabulary to communicate their findings. Band 3 Pupils show their knowledge, skills and understanding in studies of a range of places and environments. They recognise and describe geographical patterns and appreciate the importance of wider geographical location in understanding places. They recognise and describe physical and human processes and show understanding of how these processes can change the feature of places and that these changes affect the lives and activities of people living there. They offer reasons for some of their observations and judgments about places and environments. They describe how people can both improve or damage the environment and explain their own point of views about it. They use a range of geographical skills to help them investigate places and environments. They use appropriate vocabulary to respond to a range of geographical questions and to communicate their findings. Third Cycle Band 1 Pupils show basic knowledge, skills and understanding in studies of a range of places and environments in different parts of the world. They begin to describe geographical patterns and physical and human processes. They begin to show understanding of how these processes can change the feature of places and that these changes affect the lives and activities of people living there. They suggest explanations for the ways in which human activities cause changes to the environment and the different views people hold about them. They recognise how people try to sustain the environment. They begin to explore relevant geographical questions and communicate their findings using appropriate vocabulary. Band 2 Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments from local to global. They begin to offer explanations for geographical patterns and for a range of physical and human processes. They recognise that these processes can lead to similarities and differences in the environments of different places and in the lives of people who live there. They recognise and suggest different approaches to managing environments. They suggest relevant geographical questions and appropriate sequences of investigation using a range of skills and sources. They present their findings in a coherent way. Band 3 Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments from local to global. They describe and offer explanations for geographical patterns and for a range of physical and human processes . They recognise that these processes can lead to similarities and differences in the environments of different places and in the lives of people who live there. They recognise and describe different approaches to managing environments. They suggest relevant geographical questions and appropriate sequences of investigation using a range of skills and sources. They present their findings in a coherent way. 153 History Content Targets Areas of study Important people and events in the past Developing an understanding of distinctive events in the past and the importance of certain people in history. First Cycle Second Cycle Third Cycle Pupils will be able to: • Identify and talk about people and events in the past that are important to them, in relation to their family or community. • Listen to stories that are set in the past, and describe what they have learned. Pupils will be able to: • Identify and discuss the lives of a few significant men and women in the history of Spain/UK and the wider world. e.g. artists, rulers, explorers, writers. • Show understanding of main characteristics of the societies studied. Pupils will be able to: • Ask and answer questions about characteristic features: ideas, beliefs, attitudes and experiences from the periods and societies studied. • Show an awareness of the social, cultural, religious and ethnic diversity of the societies studied. The effect of change in our world • Developing an awareness of changes taking place in our lives and being able to relate this to the past.. • Sequencing important events in the past • Developing an understanding of relationship between time and specific events in the past. • • Historical Evidence • Developing an understanding of how historical objects can give us insight into the past. • Identify changes that have had an effect on their own and on others’ lives. Identify changes that have had an effect on their community. • • Show an awareness of annual patterns and the sequence of events in their own and others’ lives e.g. starting school, birthdays... Use appropriate ways of describing and measuring time. E.g. months / days, yesterday/ tomorrow, before / after. Create a simple timeline to show important events in their own lives. • Show objects from the past, describe their use and explain why they were important . Compare and contrast their lives with other children from the past using photographs, films and other sources. • • • • • Identify differences between ways of life at different times. Show an awareness on changes on houses, clothes and food over time. • Show an awareness that the past can be divided into different periods of time. Place events, people and changes into large periods of time. Create and use timelines to place important events in their own and other people’s lives. • Realise that we learn about History from remains and artefacts. Ask and answer questions about the past on the basis of simple observations. Find out about events, people and changes from different sources of information. 154 • Identify and describe reasons for and results of historical events, situations and changes in the periods studied. Analyse in a simple way how the past influences actual events. Use dates and vocabulary relating to the passing of time, including ancient, modern, BC, AD, century and decade. • Place events, people and changes into correct periods of time, establishing relations among them. • Increase awareness of the different periods of time, recognising some similarities and differences between them. • Show an awareness of the different ways in which the past is represented and interpreted. • Find out about events, people and changes from sources of information that go beyond simple observations, including printed sources, cd-roms, Internet and visits to museums and sites. In order to cover the above content targets, teachers are encouraged to choose topics/ projects carefully so that children will have an overall view of the changes over time, access to historical evidence and opportunities to practise their enquiry and reporting skills. These topics may include: A local History study to investigate on a significant event or individual for the locality. A European or World History study on the key features and way of life of a past society, e.g. Romans, Ancient Egypt,… A History study based on an specific period of time ( e.g. Medieval Times ) or a civilization from the past ( e.g. Romans ) with a direct effect on the History of both Spain and Britain. The study would focus on: • significant events and individuals who shaped the History in a certain time in the past , • an overview of the everyday lives of men, women and children from different sections of society, • similarities and differences in both Spanish and British History. 155 HISTORY BANDS OF ATTAINMENT The attainment targets described are for the end of EACH cycle. The three bands detailed for each cycle correspond to three levels (from the lowest to the highest). Each child finishing the second year of each cycle should broadly fit into one of the three bands. Approximate estimations would be: • Band 1 _10% of children • Band 2 _70% of children • Band 3 _20% of children First Cycle Band 1 Pupils recognise the distinction between present and past in their lives. They understand basic terms about the passing of time. They show an understanding of episodes from stories about the past. Band 2 Pupils recognise the distinction between present and past in their own and other people’s lives. They use some terms related to the passing of time. They can recount episodes from stories about the past with some help. They can answer some simple questions about the past. Band 3 Pupils show their emerging sense of chronology by placing a few events and objects in order and by using everyday terms about the passing of time. They are familiar with and can recount episodes from stories about the past. They find answers to some simple questions about the past from sources of information. Second Cycle Band 1 Pupils show their developing sense of chronology by: • Understanding terms concerned with the passing of time. • Placing important events in a timeline in their lives. • Recognising that their lives are different from the lives of people in the past. They answer simple questions about the past . They show understanding of aspects from the past they have studied. Band 2 Pupils show their developing sense of chronology by: 156 • Using terms concerned with the passing of time. • Placing events and objects in a timeline on their lives. • Recognising how their lives are different from the lives of people in the past. They observe and handle sources of information to answer questions about the past on the basis of simple observations. They show knowledge and understanding of aspects from the past, main events and people they have studied Band 3 Pupils show their developing understanding of chronology by: • Using terms concerned with the passing of time. • Placing events and objects in a timeline on their own and other people’s lives. • Realising that the past can be divided into different periods of time. They handle sources of information that go beyond simple observations to answer questions about the past. They show knowledge and understanding of aspects from the past, main events and people they have studied. They are beginning to recognise that there are reasons why people in the past acted as they did. Third Cycle Band 1 Pupils show their developing understanding of chronology by using terms concerned with the passing of time, realising that the past can be divided into different periods of time and placing events and objects on a timeline. They show understanding of aspects from the past, main events and people from societies they have studied. They use sources of information that go beyond simple observations in order to answer questions about the past. Band 2 They show knowledge and understanding of main events and people from societies they have studied. They can identify characteristic features, events and people across different periods. They identify some of the different ways in which the past is represented. They begin to select and combine information from different sources for their work. Band 3 They show factual knowledge and understanding of aspects of History they have studied. They can describe characteristic features and events, identify people and changes within and across different periods. They show some understanding that aspects of the past have been represented and interpreted in different ways. They are beginning to produce structured work using information from different sources. 157 GENERAL WEBSITES FOR SCIENCE, GEOGRAPHY AND HISTORY www.standars.dfee.gov.uk/schemes www.nc.uk.net www.enchantedlearning.com www.proteacher.com www.heineman.co.uk www.usborne.com www.teachervision.com www.nationalgeographic.com SCIENCE, HISTORY AND GEOGRAPHY: BOOKS Books for teachers SCIENCE • Science KS1. Curriculum Bank. Scholastic. Brian Pengelly and Georgina Beasley. ISBN.0 590 53387 8 • 100 Science lessons. Scholastic (different levels) • Science KS1. Learning Targets. Nelson Thornes. Wendy Clemson. ISBN 0 7487 3589 5 • First Science for ages 5 and 6. Let’s learn at home. Scholastic. Peter Riley. ISBN 0 590 53996 5 • Plants in their environment. Resource bank. Scholastic. Dawn Sanders. ISBN 0 439 01644 4 • Developing Science Language . Scholastics. • Back to basic Science ( Letts) Six levels for KS1 and KS2. • Resources bank. Scholastic, for example: Physical Processes KS1 ISBN 0 439 01798 X Electricity KS2 0 590 53870 5 Me & my body KS1. ISBN 0 439 01644 4 • • • • • Science made easy. ( D.K). KS1 KS2. Ready to go! Ideas for Science investigations. Scholastic. Curriculum bank Science. Scholastic (different levels) Primary Science and Literacy. Association for Science Education ISBN 0 86357 296 0 Richmond- Santillana Science, book from 1 to 6 - FOR REFERENCE ONLY 158 GEOGRAPHY • Geography KS1. Learning Targets. Stanley Thornes. Sue Thomas. ISBN 0 7487 3588 7 • In the country KS1. Photocopiable activities. Essentials for Geography. Scholastic. David Flint. ISBN 0 590 53548 X • Houses and homes KS1. Photocopiable activities. Essentials for Geography. Scholastic. David Flint. ISBN 0 590 533541 • Geography Success ( starter level through to book 4) O.U.P. • Curriculum bank Geography. Scholastic (different levels) • Primary Foundations. Geography. Scholastic (different levels) HISTORY • Look in the past. Wayland. Collection: • • • • • • • • The Normans The Ancient Chinese The Incas (another titles) Dorling Kindersley – Eyewitness Guides. Big collection with titles on History, Science and Art, for example: Shakespeare. Peter Chrisp. Curriculum Bank – History. Scholastics (different levels) Primary Foundations – History. Scholastics (different levels) Craft topics collection. Watts: The Greeks. Rachel Wright Victorians. ( another titles) Exploring History…Collection by Philip Brooks. Lorenz Books: Prehistoric Peoples Ancient Civilisations 120 Great History Projects. R. Halstead and S. Reid . Select Editions How would you survive…Collection. Watts, for example: … as a Viking? … in the Middle Ages? Smelly Old History. Mary Dobson. Oxford. Collection, for example: Victorian Vapours Mouldy Mummies Greek Grime 159 Books for children GENERAL • • • Nine information books (Bubbles. Dinosaurs. Osprey. Seal. The bridge. The forest. The harbour. Animal senses. Scots pine) and Teacher’s guide. Becoming a reader. Cambridge University Press. Several authors. Teacher’s Guide ISBN 0 521 56602 9 Six Information Poster Pack (Dinosaurs. Make a bird cake. Harbour. Bridges. Setting up my hamster’s home. An apple tree’s year) and Teacher’s notes. Cambridge readings. Cambridge University Press. Several authors. Teacher’s Guide ISBN 0 521 78588 X Six Information Poster Pack ( Model patterns. Secret alphabet. Why do rivers flood?. Using a dictionary. Scuba diving. Could humans live on other planets?) and Teacher’s notes. Cambridge readings. Cambridge University Press. Several authors. Teacher’s Guide ISBN 0 521 78589 8 SCIENCE • Pets. Longman. Julie Ashworth. ISBN 0 00 370786 5 • Heineman First Library: Eat Well. ISBN 0 431 09151 X Really Wild. Elephant. ISBN 0 431 02881 8 Senses of living things. ISBN 0 431 09734 8 Animal young. Insects. ISBN 0 431 03084 7 Bug books. Snail. ISBN 0 431 01 700 X How plants grow. ISBN 0 431 002150 Life Cycle of a chicken. ISBN 0 431 08361 4 Life Cycle of a frog. ISBN 0 431 08385 1 Life Cycle of a Sunflower. ISBN 0 431 08384 3 Pets compilation 0 431 03384 6 • Lifecycles (Watts) ,for example: From seed to sunflower ISBN 074963142 2 The journey of a butterfly ISBN 0 74963145 7 The journey of a whale ISBN 0 7496 3147 3 • Get-Set-Go! ( Watts) , for example: Smell and taste ISBN 0749626364 • Why? Why? Why? ( Parragon) , for example: What do my lungs do? ISBN 0-75255-360-7 • Make it work! The hands-on approach to Science ( Watts), for example: Dinosaurs ISBN 185434380-7 Electricity ISBN 185434134-0 • Up the garden path (Kingfisher), for example: 160 GEOGRAPHY • • • • • • • • Are you a grasshopper? ISBN 0 7534 0552 0 Are you a dragonfly? ISBN 0 7534 0540 7 Are you an ant? ISBN 0 7534 0551 2 How to save the world in a week. Longman. Julie Ashworth. ISBN 0 17 556673 9 Fact Finders ( Oxford Reading tree) for example: Playing safety ISBN 019916632-3 Schools around the world ISBN 019916949-7 Why? Why? Why?: Parragon Why are jungles in danger? ISBN 0-75255-362-3 First starts ( Watts) , for example: Deserts ISBN 0749605731 People and places (Oxford First Encyclopedia) ISBN 0 19910558 8 Natural disasters ( Watts) , for example: Tidal waves and flooding ISBN 0 7496 0760 2 Famine ,drought and plagues ISBN 0 7496 0817 X Picture a country (Watts), for example: Egypt ISBN 0 7496 4290 4 Spain ISBN 0 7496 4283 1 Italy ISBN 0 7496 4287 4 HISTORY • Oxford Primary History. O.U.P. Collection: The Roman Invasion. Tim Vicary The Vikings. Tim Vicary The Great Plague. Tim Vicary Christopher Columbus. Tim Vicary. The story of York Minster.Tim Vicary Mrs. Pankhurst. Tim Vicary A family in the Second World War. Valery Fawcett A family in the 1920s. Valery Fawcett. A family in the 1930s. Valery Fawcett A family in the 1950s. Valery Fawcett A family in the 1960s. Valery Fawcett • I wonder why (Kingfisher), for example: 161 Romans wore togas ISBN 0 7534 0148 7 Pyramids were built ISBN 1 85697 312 3 Greeks built temples ISBN 0 7535 0167 3 Children’s reference books • • • • • • • • • • • • Oxford First Encyclopaedia. Oxford University Press ISBN 0 19 910091 828. Oxford First Encyclopaedia- My body. Oxford University Press ISBN 0 19 910560-X. First Book of Knowledge. Parragon ISBN 0 75253 664 8. First Fun Encyclopaedia. Miles Kelly Publishing ISBN 1 902947 85 1. A Body Dictionary. Oxford Literacy Web. ISBN 0 19 917368 0. Collins Picture Atlas of the World. Collins. ISBN 0 00 196571 9. The Great Animal Search. Usborne. ISBN 0 7460 1739 1. The Usborne Pocket Scientist. Internet linked. Usborne ISBN 0 7460 4682 0. The Usborne First Book of Knowledge. Usborne ISBN 0 7460 1963 7 Science school: your own Science laboratory in a book (Kingfisher ISBN 075340210-6. Nature school: your own nature adventure in a book ( Kingfisher) ISBN 075340210-5 Homework Helpers ( Longman), 4 levels. 162 Art& Design ART AND DESIGN: AN INTRODUCTION The unique nature of Art and Design In many ways Art and Design tends to stand apart from other curricular areas. Primarily, it differs from other subjects in the unique way in which children communicate their ideas i.e. in a VISUAL way. However, this subject is often considered apart because it is seen being not as important as other curricular areas or is simply viewed as a time for finishing off tasks left over from other parts of the curriculum. If exploited properly, Art and Design can provide excellent opportunities for children to express themselves in a unique way. Not only that, through Art and Design, skills more often associated with literacy, science or history can be developed thus complementing other subject areas. What should we be aiming for? Art and Design should offer opportunities for children to: • Stimulate their creativity and imagination by providing visual, tactile and sensory experiences • Understand and respond to the world in a unique manner • Develop their understanding of line, shape, colour, form, tone, texture, pattern, perspective, image and media • Develop their ability to use materials and processes to convey feelings, meanings and ideas • Explore the ideas and meanings behind works of famous artists and designers • Learn about the different functions of art and design in their own lives and throughout history • Learn how to make thoughtful judgements and aesthetic practical decisions • Learn how to criticise constructively and accept criticism from peers • Become actively involved in shaping their school, home and local environment How should the teaching of Art and Design progress through primary? Art and design should above all be stimulating for the children. The aim should be to develop children’s imagination through providing art, craft and design activities that in the first years of primary should relate to children’s own identities and experiences. During the second and third cycles of primary, the teacher should be aiming at developing the child’s creativity and imagination by building on knowledge, skills and understanding through more complex activities. Children’s experiences help them to develop a wider understanding of the roles of art and design in the wider world. 163 Should we use a text book? As in all subject areas, textbooks can be a useful resource for getting ideas. However, the very nature of art and design and its emphasis on creativity and the need to experiment with diverse techniques and materials makes following a textbook as the only input a very limiting experience. With the advent of the Internet, it is possible to find a wealth of information for teachers, great lesson plans and most exciting of all, the chance to tour the world’s museums virtually! With such technology at our fingertips it seems a shame to concentrate our efforts on a two-dimensional and mono-material resource. Furthermore, if a cross-curricular approach is being implemented throughout primary, it could be difficult to find the material needed in a textbook to complement the topic. How can language skills be developed through Art and design? Language skills form a very important part of Art and Design especially when children have to form a critical opinion. For example speaking and listening skills are developed through activities such as: • Practising functional language e.g. asking for materials • Discussing the steps involved in carrying out the task • Evaluating the best materials to use and techniques to employ • Describing a picture and making a personal response to it • Making comparisons between art works • Making a judgement about a child’s own piece of work, a friend’s or an artist’s • Making an evaluation about a child’s own design or that of others • Making personal statements about child’s own work or artist’s work/ life Reading and writing skills can be developed through such activities as: • Following instructions to complete a task • Researching information about an artist or his/her work from information texts/ Internet • Writing short biographies of famous artists • Giving a written opinion of a painting, sculpture etc.. • Sequencing steps from pictorial/written information after doing the task • Making personal statements about child’s own, friend’s or artist’s work 164 Knowledge and Understanding Art& Design: content targets First cycle Second cycle Third cycle Pupils will be able to: • Identify visual and tactile elements including colour, pattern and texture, line and tone, shape , form and type of image (photo, painting, collage) • Identify materials used in making art, craft and design. • Be aware of the basic uses of art media. • Be aware of the differences and similarities between the works of a few well-known artists. Pupils will be able to: • Identify and describe visual and tactile elements including colour, pattern and texture, line and tone, shape, form and space, perspective, type of image and media and how they can be combined for different purposes. • Identify materials used in making art, craft and design and be aware of how different effects can be created using these. • Use increasing knowledge of art media to select appropriately media for a given task. • Identify and describe the differences and similarities between the works of well-known artists from various periods in time. Pupils will be able to: • Identify and describe visual and tactile elements including colour, pattern and texture, line and tone, shape , form and space, perspective, type of image and media and how they can be combined and organised for different purposes. • Identify materials, techniques and processes used in making art, craft and design and be aware of how different effects can be created using these. • Identify and describe the differences and similarities between the works of artists, designers and architects working in different times and cultures. 165 ideas Explore and Develop Art& Design: skills targets First cycle Second cycle Third cycle Pupils will be able to: • Use first-hand observations, imagination and personal experiences as inspiration for projects and tasks. • Ask questions about the starting points of their work. • Collect visual information to help them develop their ideas. Pupils will be able to: • Use first-hand observations, imagination, personal experiences as well as a growing awareness of the wider world as inspiration for projects and tasks. • Ask and answer questions about the starting points of their work. • Look for and collect visual information to help them develop their ideas. • Try out tools in a free and spontaneous way e.g. paint, crayons and fabrics • Observe and draw selected items from children’s close environment • Use lines freely to make shapes • Make simple compositions or build structures • Draw, paint and model from observed objects such as houses, boats, plants to attempt realism in colour, detail and pattern • Make images and items through observation – based on visits to museums, galleries and parks • Make images based on ideas or feelings • Investigate the possibilities of using a range of materials – referring to examples such as clay, papier maché or plaster for a given project with teacher help. E.g. the best material to use to make an Easter egg. • Investigate the process involved in a design – e.g. painting or collage and be able to sequence instructions • Show a growing awareness of the importance of colour in our daily lives, the way colour can represent atmosphere e.g grey for rainy day and • Use a few methods or to create images in a free and spontaneous way but with evidence of increasing control e.g. mixing colours to get a desired effect. • Observe and draw given sources by drawing, painting and sketching. • Control lines to make shapes showing some understanding of scale • Create compositions or make structures in 3dimensions • Draw, paint and model from observed objects such as houses, boats, plants and people to attempt realism in space, colour, detail and pattern • Make some images and items through close observation with different media – based on visits to museums, galleries and parks • Convey feelings, ideas and emotions in two and three dimensions • Investigate the visual and tactile qualities of some materials to find the most appropriate media according to the given task • Investigate the processes involved in design – painting, collage, sculpting etc. and be able to Pupils will be able to: • Use first-hand observations, imagination, personal experiences and an ever-increasing awareness of the wider world as inspiration for projects and tasks. • Assess suitable starting points for work and select ideas to use in work. (E.g. themselves, their experiences, stories, natural and made objects and the local environment) • Look for and select visual information to help them develop their ideas. • Use a wider variety of methods or combination of methods in a free and imaginative way with evidence of good control. • Draw, model and construct from observed objects with increasing detail. • Control lines to make shapes showing increasing understanding of scale and some understanding of perspective • Create more complex compositions and 3dimensional structures • Draw, paint and model from observed objects such as houses, boats, plants and people to attempt realism in space, colour and tone, detail, pattern and perspective • Make various images and items through detailed observation with different media – based on visits to museums, galleries and parks • Convey feelings, ideas and emotions, real and imagined, in two and three dimensions • Investigate and combine the visual and tactile qualities of materials and processes to find the most appropriate media for personal projects • Investigate the possible processes involved in a 166 Evaluate and Develop ideas begin to use colour mixing techniques demonstrating their increasing knowledge of primary and secondary colours • Begin to work alone on a project with teacher guidance • Model objects in 3-dimensions • With support, describe a picture or an object and give a simple personal response to it. • Make simple comments about own and others work • Develop respect for their own and others' work • Identify what they might change in their current work with teacher guidance • Work with others, listening to and respecting each other's ideas devise a series of steps to carry out the process • Show an increased awareness of the importance of colour in our daily lives, the way colour can represent atmosphere and moods and refine their colour mixing techniques demonstrating knowledge of primary, secondary and tertiary colours • Work successfully on a project alone with increasing independence • Begin to work on a project in a group with teacher guidance • Create an artefact in two and three dimensions • Create a simple drawing in different scales • Describe a picture or an object and give a personal response to it • Comment on finished product comparing ideas, methods and approaches in their own and other people’s work. • Develop respect for their own and others' work and learn how to offer and receive constructive feedback and praise; • Identify what they might change in their current work focussing on the media and techniques used • Evaluate own work and express what they may change in the future • Value the natural and made environment, including the distinctiveness of their locality • Work with others, listening to and respecting each other's ideas and learning to value different interests within the group; • • • • • • • • • • design – painting, collage, printmaking or digital media etc. and decide on the most appropriate steps Show an increased awareness of the importance of colour in our daily lives, the way colour can represent atmosphere and moods and refine their colour mixing techniques demonstrating knowledge of primary, secondary and tertiary colours. Use increasing knowledge of light and dark to emphasize shadow, light areas, depth and distance Work successfully on a project alone Work successfully on a project in a group Create an artefact in two and three dimensions trying the effectiveness of different materials Create an artefact in different scales Describe a picture, object or architectural design and give a personal judgement including criticism where appropriate. Make or e or two personal statements about their own and artist or designer’s work, showing an understanding of the visual elements Develop respect for their own and others' work and learn how to offer and receive constructive feedback and praise Identify what they might change in their current work focussing on the media and techniques used Evaluate own work and express what they may change in the future • Value the natural and made environment, including the distinctiveness of their locality, and learn to evaluate critically the role and function of art and design within it. • Work with others, listening to and respecting each other's ideas and learning to value different interests and strengths within the group; 167 ART AND DESIGN: BANDS OF ATTAINMENT The attainment targets described are for the end of EACH cycle. The three bands elaborated for each cycle correspond to three levels (from the lowest to the highest). Each child finishing the second year of each cycle should broadly fit into one of the three bands. Approximate estimations would be: • Band 1 _10% of children • Band 2 _70% of children • Band 3 _20% of children First cycle Band 1 Pupils respond to stimuli with teacher guidance. They use a variety of materials and processes to communicate their ideas and meanings in a simple way. They describe what they think or feel about their own work. Band 2 Pupils respond to stimuli. They use a variety of materials and processes to communicate their ideas and meanings to make images. They describe what they think or feel about their own work, and make simple comments about the work of others. 168 Band 3 Pupils respond to and explore stimuli. They investigate and use a variety of materials and processes to communicate their ideas and meanings. They design and make images. They describe what they think or feel about their own work, and make simple comments about the work of others. Second Cycle Band 1 Pupils respond to and explore stimuli. They investigate and use a variety of materials and processes to communicate their ideas and meanings. They design and make images and create artefacts. They describe what they think or feel about their own work, and make simple comments about the work of others. Band 2 Pupils explore ideas and stimuli and collect visual information for their work. They investigate the qualities of certain materials and use a variety of processes to communicate their ideas and meanings. They design and make images and artefacts. They describe what they think about their own work and that of others and suggest simple ways of improving their own. They comment on differences in other’s work . Band 3 Pupils explore ideas and stimuli and collect visual and other information for their work. They investigate the visual and tactile qualities of certain materials and use a variety of processes to communicate their ideas and meanings. They design and make images and artefacts for different purposes. They describe what they think about their own work and that of others and suggest ways of improving their own. They comment on differences and similarities between their own and other’s work . Third cycle Band 1 Pupils explore ideas and stimuli and collect visual and other information for their work including different historical and cultural contexts. They investigate the visual and tactile qualities of certain materials and use a variety of processes to communicate their ideas and meanings. They design and make images and artefacts for different purposes. They describe what they think about their own work and that of others and suggest ways of improving their own. They comment on differences and similarities between their own and other’s work . Band 2 Pupils explore ideas and stimuli and collect visual and other information including different historical and cultural contexts to help them develop their work. They begin to use their increasing knowledge and understanding of materials and processes to communicate ideas and meanings in a personal way through images and artefacts. They describe what they think about their own work and that of others and suggest ways of adapting and improving their own. They compare and comment on ideas and methods used in their own and other’s work. Band 3 169 Pupils explore ideas and stimuli and collect visual and other information including different historical and cultural contexts to help them develop their work. They use their increasing knowledge and understanding of materials and processes to communicate ideas and meanings ,combining and organising visual and tactile through images and artefacts qualities to suit their intentions. They describe what they think about their own work and that of others and adapt and improve their own work. They compare and comment on ideas ,methods and approaches used in their own and other’s work. ART AND DESIGN: USEFUL WEBSITES ArtsEdNet www.artsednet.getty.edu/ An online service developed by the J Paul Getty Trust. It focuses on helping arts educators, general classroom teachers, museum educators, and university staff involved in art education arteducation.co.uk www.arteducation.co.uk Over 600 pages of art lessons, art projects and ideas about teaching art. Written by leading art educators in the UK with primary and secondary teachers in mind The @rt Room www.arts.ufl.edu/art/rt_room/@rtroom_home.html A resource for 2nd and 3rd cycles art and design projects Virtual Teacher Centre (VTC) www.vtc.ngfl.gov.uk/resource/esr/ Art pages with links to galleries, web resources, UK art departments online Web Museum www.sunsite.unc.edu/wm/ Information about art and artists all over the world. 24 Hour Museum www.24hourmuseum.org.uk Provides public access to non-profit-making museums, galleries and heritage attractions in the UK. 170 Assessment Education is concerned with a wide range of aspects of learning. It involves not only the knowledge and skills as specified in this integrated curriculum but also the attitudes, values and interests which are to be encouraged in children. Assessment relates to all these aspects of education. Assessment will improve the quality of learning and teaching if the information gathered has a clear purpose, is collected systematically, and is used appropriately. Assessment is an important and integral part of the learning and teaching process and it has five key elements: PLANNING, TEACHING, RECORDING, REPORTING and EVALUATING. These elements all overlap and are not sequential. PLANNING: Knowing and sharing what is to be learned. Teachers should have a clear idea of what is to be learned in the teaching programmes they plan for individuals, groups and classes, taking into account what has gone before. This is necessary for effective teaching and effective assessment, whether the plan is for a day, a week, a month, or a longer period of time. Planning should be explicit enough to make it easy to communicate aims to pupils, parents and other teachers. Methods of assessment and recording are an integral part of our work and should be decided on when planning a topic. AIMS: Decide which areas of the curriculum and targets will be included in the topic. SPECIFIC OBJECTIVES: Decide what the children are going to be able to do/ do better /will have covered by the end of the unit LESSONS: Plan a series of appropriate lessons and activities to meet these objectives. Plan tasks and set expectations for individuals and groups. ASSESSMENT AND RECORDING: Decide which aspects of work to assess or test. This will indicate what should be recorded. NOTES FOR FURTHER DEVELOPMENT OF TOPIC: it is important to evaluate the appropriateness of the content, activities and resources when completing a topic unit to develop and improve it in following years. TEACHING: Assessment as a part of effective learning and teaching. Assessment is an integral part of teaching and involves four main concerns: 171 o Clear teaching and learning aims. o Motivation. o Previous experience and present abilities. o Effective tasks and flexible teaching methods. Effective teaching will ensure that all pupils are given tasks which are challenging but attainable, and that they are given opportunities to assimilate and apply successfully the new concepts, knowledge, skills and attitudes which they are meeting. Design assessment activities based on what children say, write and can do, always considering particular experience and abilities of the children in the bilingual project: o Set assessment tasks at the same level of challenge they face in everyday work o Differentiation: design assessment tasks for different levels and abilities. o Expose children to different types of test situations so that they understand the procedure. o Give them the appropriate training to face test situations, developing study skills and exam techniques. o Keep a balance between the linguistic demands and the content of assessment tasks. o Assess not only their knowledge but their achievements in the development of scientific and enquiry skills. o Be aware of the difficulties some children have to express in written form what they know. RECORDING: Summarising success and progress. Assess throughout the year/ cycle in a variety of ways keeping a record of the results and samples of children’s progress. It is important that this record focuses on the chosen learning targets. The progress of each pupil should be updated and recorded in a convenient way. Record: o Information from day to day activities o Information from assessment tasks/ tests. REPORTING : Providing useful feedback. The knowledge gained from assessment builds up a picture of each pupil’s attainments, interests and aptitudes, which forms the the basis of reporting to parents. It also contributes contributes to a coco-operative relationship among teachers, pupils, parents and others involved in the pupils learning. Report in different ways throughout the year: o o o o Provide regular, supportive feedback to children highlighting their achievements and strengths. Individual meetings with parents . Termly report cards. General parents’ meetings. 172 o o Termly evaluations of whole class. General end of term evaluation “la memoria” Help children to identify: o o o What they have learned. What they still have to learn Their next steps in learning. EVALUATING: Using assessment to evaluate learning and teaching. Assessment in school should help teachers to evaluate the effectiveness of all the various arrangements made to ensure that learning takes place. We use different tools for evaluation to reflect the different types of activities the children experience: Oral activities o Discussions with individuals, groups and the class. o Questioning pupils about their understanding of their work. o Reading aloud. o Re-telling a story. o Dramatisations. o Oral presentations. Written activities o “Short-answer” assessments. o Writing longer pieces of work related to their work in literacy or other subject areas. o Avoid EFL type written and grammar tests. Practical activities o Planning and carrying out experiments o Co-operating in a project. o Evidence of putting knowledge or skills into practice. Daily work o Assess effort and achievement . e.g. in homework and notebooks. o Self- evaluation and peer assessment. Encourage pupils to reflect on their own work. 173 A cross-curricular approach LITERACY Cross- Curricular Topics ART AND CRAFT -A sinking feeling (O.R.T.) Make boats using different materials: paper, cardboard, plastic, aluminium foil... -Mr.Gumpy’s outing (Project pack for exploitation) st 1 cycle: Water CONCEPTS 1. - Knowledge of basic properties: - Water has no colour - Water has no taste - It adapts to the container ‘s shape -Everybody got wet (O.R.T.) -Nobody got wet (O.R.T.) 2. - Soaking, sinking, floating. Experiment and learn that water affects different materials in different ways. SCIENCE EXPERIMENTS 1.-Using the boats children made: CROSS-CURRICULAR LINKS SONG -Peter, Patter and Flop ( Snip-Snap B. Heinemann) -Row, row, row your boat. - Put different material boats in water 1. - Water as a valuable element. Encourage the sensible use of water. Ask children to illustrate the slogan: DON’T WASTE WATER. Display their drawings around the school toilets and fountains at the playground. 2. - Making water music. Create a musical pattern and explore different sounds using glass containers with different amount of water. 174 and note what happens to them. - Predict how many marbles they will hold before sinking 2.- Using 3 glasses with water: - Note the different flavour of water when sugar is added. - Note how the water gets colour when ketchup or a colouring additive is put in the glass * Class display with the steps of the 2nd Cycle: ANCIENT EGYPT AIMS: • • • • • • To stimulate the children to enjoy learning by studying a very interesting topic, by playing games and doing craft activities. To recycle previous knowledge in new contexts, by studying: materials, daily routines, tools , machines and geography. To study the creative processes of building a pyramid and making papyrus paper. To develop knowledge and understanding of the existence of an Ancient civilization : their beliefs , their way of life etc. To encourage personal investigation, to learn where and how to find information, focusing upon reading comprehension with visual support. To encourage literacy and to focus upon the use of past tenses in context. RESOURCES: The Awesome Egyptians Horrible histories Terry Deary and Peter Hepplewhite The Usborne internet-linked Encyclopaedia of Ancient Egypt The website www.usborne-quicklinks.com ( type in ancient Egypt) Mummy DK Eyewitness project pack You Longman textbook ACTIVITIES AND GAMES • • • • • • • • • • Life in ancient Egypt game. Describe and match pictures to written texts. Literacy The afterlife text. Reading race :read the different sections and put in order. Reading text , instructions: How to make a Canopic jar. Gap fill : How to make a mummy. Maps of Egypt now, and ancient Egypt. Geography of the Nile. Wall display and exhibition of things brought in by the children. Game –objects from a tomb , encourage speaking and do guided writing to answer the question Why did they want to take it with them? Costumes for may 15th school show. Dress as Egyptians and dramatise an Egyptian story in Spanish. Make a paper mummy DK Project pack Mummy all about mummification. A self-access unit with reading comprehension and writing practice. TRIPS Archaeological museum with exploitation before and after. 175 Imax cinema The mysteries of Egypt. Talk in Spanish from a specialist ,with a slide show. (write reports of all these) • Make individual books about Egypt using different activities from the whole topic as chapters in the book. Make a title page, order the chapters, write headings, do final decorations , write contents, index and glossary. Put together. NOTES The final test included material from this topic. A very successful and motivating topic, with a wealth of material. There were lots more things we could have done… Make papyrus paper. Make a mummy with a plasticine base and plaster of Paris bandages. Follow up the reading text and make a Canopic jar. Make hieroglyphs with potato prints. 176 3rd cycle: SHARKS SHARKS AIMS: To extend the topic about living things to a specific animal in order to interest and motivate the students To develop knowledge and understanding of different species of sharks. To encourage personal investigation, focusing upon reading comprehension with visual support. Learn to summarise information, and practice making sentences from summarised information. To practice formulating questions and answering them. Concentrate on what ?how? why ?when? questions. To encourage speaking. RESOURCES: DK Eyewitness project pack Shark Hungry, hungry sharks Sharks Usborne . website: www.usborne-quicklinks.com www.enchantedlearning.com shark school Video DK Eyewitness Shark ACTIVITIES: Introduce topic eliciting interesting questions about sharks. Answer looking at the FAQs in the shark school website. Read and match questions with answers. Label a diagram of a shark, describe body parts. Do spelling test with new vocabulary, practice making up definitions of new words. Gather information from books, internet web pages, tabulate information and write fact files describing the similarities and differences between sharks / bony fish, sharks/rays, the 8 different orders of sharks. Use these information charts to write proper sentences. Self-access work using the worksheets of the project pack. Reading practice with adapted texts such as Hungry ,hungry sharks. MINI-PROJECT : Each student researches one particular shark and prepares a short oral presentation for the whole class, writing a first draft of the composition, then writing it out neatly taking care with the layout and adding illustrations and photographs. Art and craft: Make a plasticene model of the chosen shark. Do an oral presentation for the whole class of approx. 2 minutes duration. 177 WORKING WITH INFORMATION TEXTS How do we select non-fiction books? We choose : o o o o o o Alphabet books and simple dictionaries Books which link with the Science, Geography,History and Art curriculum. Different books on the same topic. Simple how to books with instructions . e.g. recipe books. Chronological texts e.g. The lifecycle of a frog. Non-chronological texts, to start looking up information using the contents. Our students easily understand non-fiction books because… o o o o o o They present accurate information. The language is usually simple . There is a straightforward link between experience and writing. They have good illustrations e.g. photographs, drawings, charts and diagrams. They have clear organisational features e.g. contents, index, headings, glossary. They use a range of features to present and explain information :simple charts, captions, headings and supportive illustrations How do we familiarise children with the special features of information texts? Point them out in group reading sessions. Make an extension activity For example Explanation books have diagrams with labels. Look at this diagram. It is a diagram of a bean growing. Can you read the labels? Now I’m going to cover up the labels. Can you remember them? What is this label? Yes! very good! Now everyone draw a diagram of a bean. Write the labels on yellow paper. How do you spell shoot ? etc. Where do we stick this label on? Oh dear, look everyone , I’ve made a mistake with my labels. What’s wrong? 178 How do we teach children to use reference texts? In Primary we aim to stimulate the children’s natural curiosity and show them how to answer their own queries and extend their knowledge. Looking for simple information is the first step to research, and children need to gradually develop the skills to learn autonomously. Training children to develop these skills involves a lot of teacher guidance in the early stages, but then students begin to access information more independently using encyclopaedias and the internet. Start by using an information text to answer a question which has come from one of the children. For example Alejandro wants to know how many eggs the frog lays. Where is a book about frogs. Lets read the title The lifecycle of a frog. Here is the list of contents .Lets read it together. Where is the information about eggs? What is the page number? Let read it together. Alejandro, how many eggs do frogs lay? Then children can be given guided tasks to find specific information using the contents page. Short and simple information books such as Factfinders OUP are easy to use. If enough books are available, pupils can help to classify them according to subjects and then locate them by classification. Children can be given tasks to practise scanning indexes, dictionaries and IT sources to find information quickly and accurately. Pupils can summarise orally in one sentence the content of a passage, and decide if it is relevant . Pupils can be given a short text to read ,and then they can answer simple questions, and summarise in writing the main points it is making. Worksheets and illustrated texts can be used to practise these skills. DK Eyewitness project packs and teaching websites are good resources for preparing these materials. Some books in the Usborne series are internet -linked, and this makes it simple for children to search the website for further information when researching a topic. Students can be given tasks where they begin to take notes when researching a topic, identifying key words, phrases and sentences. How do we make information texts with the children? In literacy lessons pupils practise presenting the same information in different ways. e.g. a news report, a story and a letter. They will also make different types of factual compositions which relate to other areas of the curriculum. ORAL WORK These writing tasks will be preceded by oral work and can also be the basis of oral presentations to the rest of the group. 179 There are 4 main types of information texts, and children need to become familiar with each distinct framework. RECOUNT This is a simple retelling of an experience such as news telling. e.g. We went to the farm park. The text is usually in the past tense and follows a when? who? where? why? plus evaluation, sequence. Use sentences to indicate the time and link the sequence of events e. g .On Friday/ First we saw/ then we had lunch etc. Take photos of the children during the trip . Elicit captions for the photos from the children using models and half sentences in guided writing sessions. Play games in group sessions for ordering, reading and matching the captions to the photos. Add a summarising sentence We had a great time! and make a title page .Put it all together to make a book . Put it in the reading corner to be enjoyed by everyone. In the second and third cycles children can learn to retell events more autonomously in guided writing sessions. The basic recount format can be developed in different ways: • News writing can be developed with simple diaries and guided writing about holidays and other shared experiences. • In the third cycle the children can all contribute to a class diary containing photographs and reports of significant events and trips during the year. • A school magazine can also provide a good incentive for pupils to write reports. Students can type up their best work in ICT sessions. • As class libraries become more established there should be an attractive range of books for the children to borrow. The pupils can begin to write book reviews and simple summaries of stories they have read. PROCEDURE This is a how to book and it could be about a craft activity, an experiment, or a recipe e.g. How to cook scones. The framework is a list of what is needed, and then steps to show the way to do something, followed by an evaluation. In a recipe book there is a list of vocabulary to be read and understood. learning these can be done by playing games in the group sessions e.g. Kim’s game. The words must then be sorted into 2 groups, utensils and ingredients. These can be presented to the children as the things you can’t eat and the things you can eat. The description of the method can be illustrated by photographs of the children making the scones , or they can draw and label the steps involved. Captions can be written in the present tense starting with doing words e.g. put , take, mix , stir. games can be played in group sessions to order, read and match the captions. Elicit an introductory and a final phrase e.g.. We made scones. They tasted yummy. Finally, involve the children in making a cover, writing a title ,writing on the authors names ,and put it in the reading area. Cross-curricular links: o Children should become familiar with this format in first cycle so that later on in primary they are able to write up scientific experiments. o Art and craft techniques can be presented as simple written instructions about the steps to follow, or the procedure can be written up afterwards, linking literacy and art. 180 REPORT This gives factual or scientific information and could be a simple report about an animal. e.g. Dolphins or a bigger project book e.g. My book about space, My book about volcanoes, Welcome to Medieval Times. The framework for a simple animal report could be: The title What sort of animal is it? What does it look like? Diagram with labels. Where does it live? What does it do? Summarising comment. Dolphins A mammal. It is big and blue. It has a long body, a long nose and a long tail. It has fins. In the sea. It can swim and jump and catch fish. Dolphins are very clever. A project book can be made like this. Collate worksheets from the project and decide on an order. Divide the work into chapters with headings. Write a list of contents, an index and a glossary of new words. Make a title page. Project books can become more extensive in second and third cycles. The pages of information can be the result of working a text in different ways, as a variety of approaches is more stimulating. Texts can come from: o A gap-fill exercise. o Word ordering . o Sentence ordering. o Matching a picture to an illustration. o Drawing illustrations from a given text. o Composing a text (with help) to match given illustrations. o A recount of a school trip related to the project. o The procedure of a related art and craft activity. The glossary of the book can be the end result of vocabulary work on definitions or a spelling test. An attractive cover for the book can be designed and made in art and craft sessions. EXPLANATION An explanation text involves a description of cause and effect and can therefore be difficult for children to create in the first cycle. They can however become familiar with the format by reading why? books in the group reading sessions. 181 The basic framework is A title Tell what it is. Talk about the parts A diagram with labels Tell how it works Tell how it is used. This type of book will be easier for children to create in the second and third cycles. The pupils will have a wider vocabulary and will be more competent at describing cause and effect from their studies of Science, Geography and History. e.g. From work on forces and electricity. 182