DIDACTIC PROGRAMME I NTRODUCTION Academic writing.pdf

8/10/2019 DIDACTIC PROGRAMME I NTRODUCTION Academic writing.pdf

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FUSTER-SAURA. [email protected] Pgina1

Year 4 Course Programme 2013-2014

DIDACTIC PROGRAMME IIntroduction

1. POSSIBLE TERMS

a. Didactic programme

b. Didactic programming

c. Course programme

d. Teaching plan

e. Syllabus design: It is a controversial term as we primarilyunderstand syllabus designas the selection and grading of content

ie. the main points to be studied and thus a subpart of a didactic

programme, unlike some scholars who believe that a syllabus is not

just a course description, but a broader and wider notion; it is in fact

what we know as didactic programme.

f. Course syllabus

g. Educational programme

h. ...

STICK TO JUST ONE TERM!

2. INTRODUCTION: STRUCTURE

1. General definition of the term course programme / Introduction of

your document.

2. Statement of the level chosen.

3. Subdivision of your course programme.4. References for the elaboration of this programme.

NB. You can spell out other general ideas: role of English in thecurriculum; legal scenario...


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2.1. Definition of Course Programme

a. A syllabus design intends to specify the most relevant aspects of the

teaching process, namely the general context where teaching takes

place, the learners main features, the basic competences, objectives

and contents as well as the methodological considerations orassessment at large. In short, we need to coverall the factors ruling

and affecting our teaching practice. (Definition of course

programme)

b. A course programme is concerned with the decisions we have to

make regarding our teaching performance, namely what and why to

teach, how to teach, when to teach (Definition of course

programme)

c. Effective planning is the basis of successful teaching. Planning

begins with the goals of a particular teaching-learning situation;

encompasses means of attaining those goals, including materials

and activities; and terminates with effective procedures for evaluating

the degree to which the instructional goals have been achieved. On

top of this, other crucial aspects are to be considered, namely basic

competences, timing, ... all contributing to the accomplishment of

the major objectives of English for the year. (Definition of course

programme)

USEFUL VOCABULARY:

- To cover- To rule- To encompass- To accomplishaccomplishment

2.2. Introduction of your document (goals)

a. This document intends to describe the broadest context in which

planning for language instruction takes place, taking into account our

learners characteristics, the basic competences, objectives and

contents as well as methodology or assessment among many others.

(goals of this course programme)


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b. This teaching plan, aimed at Year 4, is intended to outline the

different aspects involved in the teaching-learning situation. It is

important to remark from the very outsetthat this document should

not be seen as etched in stone. On the contrary, it is meant to be

flexible so as to adapt it as students learning needs become more

apparent. (goals of this course programme)

c. This document primarily intends to gatherthe essential elements put

forwardin the Organic Law of Education 2/2006, namely .

d. This syllabus intends to bring / draw together the core elements

stated in the Organic Law of Education 2/2006.

e. The major goal of this course programme is to plan a wide range of

aspects involved in the teaching-learning process, such as:

Analysis of background.

Analysis of students.

Provision for individual differences.

Statementof objectives, contents and basic competences.

Statement of methodology, typology of activities, groupings...

Syllabus design.

List of materials to be used.

Assessment of both pupil learning and of the teaching

procedures.

USEFUL VOCABULARY AND EXPRESSIONS:

- From the (very) outset- To gather- To put forward- To bring / draw together- A wide range of- Statement- Provision for / to make provision for- To intend: aim, seek to, strive for


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2.3. Statement of the level chosen

a. This syllabus design has been devisedfor ...

USEFUL VOCABULARY:

- Plan- Develop- Design- Intend- Aim at- Meant for

2.4. Some linking sentences / ideas

a. Nevertheless, it is worth mentioning that all of this will be done taking into

account our specific group of learners, this is, we shall consider not only

their basic and specific characteristics, but also the context where teaching

takes place so as to make the most of their local environment, resources

and circumstances. This will be done to better meet all young peoples

needs, aptitudes and interests. As a rule of thumb we could say that

everything stems from our learners needs and interests.

b. Then, we shall determine/ specify/ detail/ renderexplicit/ state/ spelloutour educational aims and objectives in the context of our school.

c. As such, this programme intends to detail both the educational aims and

objectives within the school context.

d. Subsequently, this syllabus is meant to render explicit the didactic aims and

objectives enclosed in our school environment.

e. Our curriculum is open and flexible which entails that schools should

specify/ determine/ establish/ settletheir teaching to their learners.

USEFUL VOCABULARY AND EXPRESSIONS:

- As a rule of thumb- Determine: specify / detail / render explicit / state / spell out


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2.5. Subdivision of the parts

This syllabus comprises / embraces / includes

Seven distinct block will be covered, ranging from to

In order to better grasp / understand this document, seven blocks will beconsidered.

For a better understanding, we have decided to split this syllabus into seven

different but interralated sections. The first one will be devoted to

Our syllabus encompasses the core elements stated in the Organic Law of

Education, namely ., which will be presented in turn.

USEFUL VOCABULARY:

- Range from to- Grasp- Devoted to- Include: Comprise, embrace, consist of, take account of, involve,

bring in, encompass, cover

2.6. References for the elaboration of this programme

a. The decisions presented here have been made taking into account thecurrent legislation which includes some pedagogical and epistemological

principles. Similarly we have considered the psychological features of our

students.

b. This programme has been designed taking into account not only the current

legislation but also considering some pedagogical, psychological and

epistemological principles that will shape our teaching.

c. We shall next present the foundations that have guided our decision-

making process, namely legal, pedagogical and psychological and

epistemological.

d. The basis for our course programme include e. Our syllabus reflects the philosophical and educational approach that guided

the policy-makers, which suits learners needs and current thinking in

language pedagogy. In the same line, the procedures, techniques, and

presentation of items must be in harmony with the specifications given in the

curriculum.


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f. This syllabus has been planned bearing in mind the specifications

established in our curriculum. Thus, these are of legal, pedagogical,

psychological and epistemological nature.

g. This syllabus draws onboth the current legislation, namely and on the

most relevant theories in the field of psychology, pedagogy

USEFUL VOCABULARY:

- Decision-making process- To draw on

Documents

DIDACTIC PROGRAMME I NTRODUCTION Academic writing.pdf