Description of centre and organisation of english department

SURPRISE 5-6

AREA OF FOREIGN LANGUAGES

ENGLISH

THIRD CYCLE

COMPULSORY PRIMARY EDUCATION



TABLE OF CONTENTS

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT 3

OBJECTIVES 10

CONTENTS 14

ASSESSMENT CRITERIA 15

KEY COMPETENCES 16

TREATMENT OF DIVERSITY 29

PROGRAMME OF UNITS: 5th YEAR - COMPULSORY PRIMARY EDUCATION 31

PROGRAMME OF UNITS: 6th YEAR - COMPULSORY PRIMARY EDUCATION 74

CLASSROOM PROGRAMME -SURPRISE! 5: YEAR 2010/2011* 126

CLASSROOM PROGRAMME -SURPRISE! 6: YEAR 2010/2011* 195

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

3th cycle primary

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1

2

3

4

5

II. DISTRIBUTION OF PUPILS

Level

Number of pupils

Number of groups

III. STUDENT CHARACTERISICS

(The department should describe the profile of the students using ther following areas as a guide:)

General characteristics

Characteristics of different groups

Characteristics of one particular group

(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL

(omit those which are not relevant)

Social level

High

Medium

Low

Mixed

Geographical

area

City Centre

Suburb

Small town

Rural

Nº of students with

Special needs:

Observations:

V. Learning characteristics of the different groups

(omit those which are not relevant)

General

Group A

  • Pupils like learning through play.

  • Pupils show a lot of/little creativity and imagination.

  • The curiosity of pupils is easily/not easily engaged.

  • Pupils like/don’t like expressing their emotions.

  • Pupils are capable/incapable of organising and analysing their own learning.

  • Pupils are/are not conscious of the advantages of group work in class.

  • Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.

  • Pupils need/don’t need to understand all the words in a text to understand it.

  • Pupils like/don’t like reading at home.

  • Others.

Group B

  • Pupils like learning through play.

  • Pupils show a lot of/little creativity and imagination.

  • The curiosity of pupils is easily/not easily engaged.

  • Pupils like/don’t like expressing their emotions.

  • Pupils are capable/incapable of organising and analysing their own learning.

  • Pupils are/are not conscious of the advantages of group work in class.

  • Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.

  • Pupils need/don’t need to understand all the words in a text to understand it.

  • Pupils like/don’t like reading at home.

  • Others.

Group C

  • Pupils like learning through play.

  • Pupils show a lot of/little creativity and imagination.

  • The curiosity of pupils is easily/not easily engaged.

  • Pupils like/don’t like expressing their emotions.

  • Pupils are capable/incapable of organising and analysing their own learning.

  • Pupils are/are not conscious of the advantages of group work in class.

  • Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.

  • Pupils need/don’t need to understand all the words in a text to understand it.

  • Pupils like/don’t like reading at home.

  • Others.

Group D

  • Pupils like learning through play.

  • Pupils show a lot of/little creativity and imagination.

  • The curiosity of pupils is easily/not easily engaged.

  • Pupils like/don’t like expressing their emotions.

  • Pupils are capable/incapable of organising and analysing their own learning.

  • Pupils are/are not conscious of the advantages of group work in class.

  • Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.

  • Pupils need/don’t need to understand all the words in a text to understand it.

  • Pupils like/don’t like reading at home.

  • Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group A

Group B

Group C

Group D

Specific individual needs

Group A Pupil

Group B Pupil

Group C Pupil

Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS

(omit those which are not relevant)

Human resources

Support teachers

Psychologist

Criteria

Alphabetical order

Flexible grouping (specify what type and give reasons)

Small support groups within/outside the mainstream class

Pupils with special sensory needs in different groups/classes

IX. ORGANISATION OF SPACE AND TIME

Material resources available in the school

(omit those which are not relevant)

  • Video - DVD

  • TV

  • Radio cassette/ CD player

  • Video camera

  • Computers

  • Pizarra Digital Interactiva

  • Internet connection(WiFi, others…)

(Note here any observations about how, when and why these resources are used for English classes.)

Spaces available in the school

(omit those which are not relevant)

  • Multi-use areas

  • Language laboratory

  • Computer room

  • playground

  • Gymnasium

  • Teatro

  • Library

Criteria for use of common spaces

(Note here anyobsdervations about when, how and why these spaces are used for English classes.)

Distribution of classroom space

(omit those which are not relevant)

  • Pupils’ desks arranged in rows

  • Pupils’ desks arranged in “U”

  • Specific corners: Class library, transversal topics, games, crafts, etc.

  • Others

X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER GROUPS

(Note here any educational or other outings planned.)

Group/s

Profesores

Term/

Dates

Outing and activity descriptions

Observations

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