Rooftops 3 Programacion LOMCE Ingles MECD

OXFORD ROOFTOPS 3

FOREIGN LANGUAGE DISCIPLINE

ENGLISH

TERCER CURSO

CONTENTS

1. INTRODUCTION

1.1. LOMCE

The advantages and opportunities offered by the currently in force Education Act

(henceforth referred to as the LOE), modified by Law 8/2013, passed on the 9th of

December, for the Improvement of Quality in Education (henceforth referred to as the

LOMCE), the demands and needs of our continually more multicultural society, along

with the guidelines and directives established by the European Council Framework

are the three major groundings clearly visible in the project entitled Oxford Rooftops.

Geared towards clear educational and learning based goals, in which the students

learn English through motivational activities devised around games that allow for

subconscious and natural acquisition of foreign language skills, and which encompass

the challenge of enhancing the students’ abilities as to be able to perceive the

knowledge of a foreign language not just as another subject they must study but

rather as the discovery of an external world in which all of us have a responsible part

to play , interaction in the classroom is promoted so that classroom interaction takes

place with awareness of social norms and values, within the framework of the

psycho-pedagogical principles upon which the syllabus has been grounded for the Primary

Education stage.

The purpose of our project is, firstly, to accomplish the students attaining a grounding

all of the skills outlined in the LOMCE focusing, as is logical, on linguistic

communication skills and placing special emphasis on social and community skills,

learning to learn, a sense of initiative and an entrepreneurial spirit. Similarly, the

incorporation of the set of transversal elements, contained also in the LOMCE, as part

of the learning process. As would be expected, written comprehension, spoken

expression and writing, audio-visual communication and ITC skills will be worked on

intensively throughout the course, though there will also be time for the fostering of

equal opportunities, non-discrimination, effective equality between men and women

and the prevention of gender-based violence, the prevention and peaceful resolution

of conflicts, the rejection of any type of racism and xenophobia, respect for the victims

of terrorism, sustainable development and the environment , the risks of sexual

exploitation and abuse, situations leading to risks whilst using ITC, protection against

emergencies and natural disasters, the development of an entrepreneurial spirit,

physical activity and a balanced diet, the improvement of coexistence and the

prevention of traffic accidents will all be treated in the classroom environment.

This project takes into account such important and evident changes to the world such

as globalisation, which practically demands people be proficient in a second language,

and the impact of new technology, having thus a positive effect on students when it

comes to learning, communicating or carrying out a task. Elements that have become

a priority and key tool respectively in the learning process, not only during the stage

dealt with in this document, but rather throughout the student’s entire life.

In this project, the teaching staff must create the essential conditions so that the

learning process is accomplished whilst catering specifically for the abilities and

expectations of each student and in the search for the development of the talent each

one of these has. The teaching staff will prepare and organise the tasks, aiding the

development of the same, coordinating activities, fostering positive attitudes towards

the language and English culture, enhancing and developing the students’ interest

towards new items and creativity, intervening in an active and reflexive manner,

handling mistakes as signs of progress.. For their part, the students must participate

actively in the learning process being, as defined in the LOMCE, the centre and

fulcrum of the educational process.

1.2. Basic Integrated Skills

Our current society, every day more heterogeneous and worldwide, demands a

competent citizenship who knows what to do and that to say in a creative and

autonomous manner.

From the foreign languages discipline, this necessarily on-going training constitutes a

process of social and emotional building of the knowledge with which persons interact

continually with the body, mind, reason and emotions.

During the continuous leaning process, based on the acquisition of skills, the students,

via the knowledge they have obtained, must be capable of applying what they know in

specific situations, in other words, putting into practice and demonstrating the

knowledge, skills and attitudes that they possess in order to resolve different events in

diverse contexts.

It is worth highlighting the combined value of skills-based learning: the student, through

what they have learnt, must display that they know how to apply this, though at the

same to know how to act and behave. In this manner we will see how skills integrate

the different subject matters worked on in the classroom (concepts, procedures and

altitudes), an example of the comprehensive forming of the student. To summarise, we

are acknowledging that the educational institution does not solely prepare the student

in terms of scientific and technical knowledge, but rather it also forms them as citizens

of the future, and as such must be able to demonstrate a series of social, civic and

intellectual abilities that imply respect for others, duties and cooperation.

Out project contains and integrates the different elements in the syllabus -aims,

learning standards and skills- for the learning of a foreign language, as well as criteria

and indicators of skills obtained for the evaluation of the acquisition of these skills and

the accomplishment of the aims set out in the subject.

2. CONTEXT

2.1. Specific context for the centre

5th Year Primary Education – English

Centre

Street

City

State

Zip Code

Composition of the foreign language department

1

2

3

4

5

Student Distribution

Course

Number of students

Number of groups

Students’ characteristics

(The department will describe these taking into account the three criteria listed below:



General



For the different groups



For a single group

Basic aims for their implementation will be described Likewise, priority will be given to their

needs, the strategies that are worthwhile using and time frames.)

Centre profile

(Eliminate whichever are unnecessary)

Social standing

Upper Class

Middle Class

Working

Class

Mixed

Region

Urban Centre

Peripheral

District

Town

Rural

Number of

integration

students:

Remarks:

2.2. Reading Plan

We propose the following activities to enhance reading skills in English:



Reading texts aloud on the part of the students.



Reading groups inside and outside the classroom.



Graded readers related to the linguistic aim and / or topic studied at home. A table

has been included in which the recommended books for each term have been

highlighted (to be completed by the teaching staff).

1st Term

2nd Term

3rd Term



















2.3. Information Communication Technologies Plan

(to be completed by the teaching staff)

Aims:



Foster the learning of a foreign language.



Acquire technological and communicative skills.



Facilitate access to information on digital medium.



Research and contrast information.



Make good use of the Internet and social networking

sites.



Use of the Internet and social networking sites., email,

messaging, etc.



Creation of document in digital format.



Download and share resources.



Others

Resources:



Internet Connection



Computer Room



Computers, tablets, netbooks, laptops



Digital whiteboard



Others

Programmes /

Applications:



Web Pages



Wikis



Text Processors



Ebooks



Blogs



Skype



Google sites



Social networks



Others

Others:



2.4. Group characteristics in relation to learning

(Eliminate whichever are unnecessary)

General

...

Group A



They like learning whilst they play or are involved in games.



Show easily / difficultly their creativity and imagination.



It is easy / difficult to arouse their curiosity.



They like / dislike expressing how they feel.



The show ability/ lack the ability to organise and analyse their own learning.



They are / are not aware of the advantages of working in cooperation in the classroom.



They express themselves coherently/incoherently and correctly/incorrectly in their mother

tongue.



They need to/ do not need to understand all the words in a text to comprehend it.



They like / dislike reading at home.



Others.

Group B



They like learning whilst they play or are involved in games.



Show easily / difficultly their creativity and imagination.



It is easy / difficult to arouse their curiosity.



They like / dislike expressing how they feel.



The show ability/ lack the ability to organise and analyse their own learning.



They are / are not aware of the advantages of working in cooperation in the classroom.



They express themselves coherently/incoherently and correctly/incorrectly in their mother

tongue.



They need to/ do not need to understand all the words in a text to comprehend it.



They like / dislike reading at home.



Others.

Group C



They like learning whilst they play or are involved in games.



Show easily / difficultly their creativity and imagination.



It is easy / difficult to arouse their curiosity.



They like / dislike expressing how they feel.



The show ability/ lack the ability to organise and analyse their own learning.



They are / are not aware of the advantages of working in cooperation in the classroom.



They express themselves coherently/incoherently and correctly/incorrectly in their mother

tongue.



They need to/ do not need to understand all the words in a text to comprehend it.



They like / dislike reading at home.



Others.

Group D



They like learning whilst they play or are involved in games.



Show easily / difficultly their creativity and imagination.



It is easy / difficult to arouse their curiosity.



They like / dislike expressing how they feel.



The show ability/ lack the ability to organise and analyse their own learning.



They are / are not aware of the advantages of working in cooperation in the classroom.



They express themselves coherently/incoherently and correctly/incorrectly in their mother

tongue.



They like / dislike reading at home.



Others.

2.5. Needs prioritising

(to be completed by the teaching staff)

General needs

...

Specific needs for the different groups

Group A...

Group B...

Group C...

Group D...

Specific individual needs

Group A Student...

Group B Student...

Group C Student...

Group D Student...

Strategies to use

(to be completed by the teaching staff)

a) With respect to the students

b) With respect to the teaching staff in the centre...

c) With respect to fathers/mothers/tutors/families...

2.6. Class timetables

Name and post held by the teacher:

Name and post held by the teacher:

H

Monday

Tuesday

Wednesday

Thursday

Friday

Name and post held by the teacher:

H

Monday

Tuesday

Wednesday

Thursday

Friday

Name and post held by the teacher:

H

Monday

Tuesday

Wednesday

Thursday

Friday

2.7. Complementary and after-school activities

(Note here the complementary and / or after-school activities: sporting, artistic, support, etc.)

3. SYLLABUS DESIGN

3.1. Syllabus

The definition of the syllabus as per Organic Law 8/2013, passed on the 9th of

December with the aim of improving the quality of the education received, states in

Article 6 of the same, the following: syllabus is understood as referring to the regulation

of the elements that determine teaching and learning processes for each one of areas

handled in class.

The syllabus will be comprised of the following elements:

a) The aims of each relevant teaching and educational phase referring to the

accomplishments the student must achieve that end of the educational process, as a

result of the intentionally planned teaching – learning experiences devised for that

purpose.

b) The skills, or abilities to apply comprehensively contents involved in each teaching

and educational phase with the aim of achieving the correct carrying out of activities

and efficient resolution of complex issues.

c) The contents, or knowledge sets, abilities, strategies, skills and altitudes that

contribute to the accomplishment of the aim for each teaching and educational phase

and the acquisition of skills.

Contents are ordered into subjects, classified into materials, areas, disciplines and

modules depending on the teaching and educational phase or the programmes in

which the student takes part.

d) Didactic methodology comprising both the description of the teaching practices as

well as the organisation of the work undertaken by the teaching staff.

e) The grading criteria to appraise the level of acquisition of these skills and the

accomplishment of the aims of each teaching and educational phase define what is to

be evaluated, both in terms of educational items as well as procedures and attitudes.

Respond directly with what is intended to be achieved in the subject.

f) The standards and results for evaluable learning: specification of the evaluation

criteria that allows for the definition of learning results and specifying through actions

that the student must know and know how to perform in each subject. They must allow

for the graduation of the performance or achievements reached. These must be

observable, measurable and evaluable as they contribute and facilitate standardised

and comparable testing formats.

3.2. Aims

The demands and needs of society in the twentieth century have instigated changes to

the scholarly environment, preparing students to live a world that is increasingly more

international, multicultural and multilingual whilst progressing technologically at the

fostering and promotion of other languages from the EU, as contained in one of the

aims of the Lisbon Strategy.. For its part, the European Counsel within the Common

European Reference Framework for the learning of foreign languages establishes

directives and guidelines both for learning as well as the evaluation of the skills a

speaker has of different languages. These guidelines have been a key reference point

for the drafting of the syllabus in this discipline.

The basic syllabus establishes that Primary Education will contribute to the

development of children with abilities that will allow them to:

a) Know and appreciate the norms and values of coexistence, learn how to work in

accordance with these, prepare oneself for active involvement in citizenship and

respect for human rights, as well as the multiculturalism typical in a democratic society.

b) Develop individual and team working ethics, based on effort and responsibility for

one’s studies, as well as attitudes of self-confidence and criticism, personal initiative,

interest and creativity in the sphere of learning and an entrepreneurial spirit.

c) Acquire abilities for the prevention and resolution of conflicts that allow for them to

grow independently within the family and domestic environment, as well as in the social

groups in which they interact.

d) Know, understand and respect the different cultures and the differences between

persons, equal rights and opportunities for men and women, non-discrimination for

persons with limited mobility.

e) Know and use appropriately the Spanish language, and, should there be one, the co

official language of the relevant Autonomous Community, and develop reading habits..

f) Acquire in, at least one, foreign language the ability to communicate at a basic level

that allows them to express and comprehend simple messages and operate in

everyday activities.

g) Develop basic mathematical skills and initiate problem solving tasks that require the

carrying out of elementary calculus operations, geometric knowledge and estimations,

as well as being capable of applying these to situations involved in everyday life.

h) Be aware of the fundamental aspects of Natural Sciences, Social Sciences,

Geography, History and Culture.

i) Initial grounding in, for learning purposes, IT and communication processes,

developing a critical response in relation to the messages they send and receive.

j) Use different artistic representations and expressions and start work on the

construction of visual and audio-visual responses.

k) Value hygiene and health, accepting one’s own body and that of others, respecting

the differences and using physical education and sports as a means of fostering

personal and social development.

l) Know and value the animals closest to human beings and adopt behavioural modes

that favour their care.

m) Develop affective capacities in all aspects of personality and one’s relations with

others, as well as an opposing attitude towards violence, prejudice of any nature and

sexist stereotypes.

n) Foster education on roadways and attitudes showing respect that for the prevention

of traffic and road accidents.

3.3. Basic Skills

The educational reform, following on from the recommendations made by the

European Parliament and Counsel on the 18th of December 2006, by UNESCO and

OCDE, amongst other, are based on the enhancement of learning through skills, as a

complement to learning through content. In the definition of the Organic Law for the

Improvement of Educational Standards (LOMCE) as regards the syllabus, we find

ourselves before elements that determine the teaching and learning processes,

amongst which we have the basic skills. New approaches have been put forward in

terms of learning and appraisal, which means a major change geared towards

whatever is assimilated by the student, capable of making, above all with respect for

the basic skills considered priorities for the development of the students.

Compared with the educational model based around the acquisition of mainly

theoretical knowledge, often with no real link between subjects, an educational process

geared towards action, based on the acquisition of skills, leads to, largely, the obtaining

of a series of essential, practical and integrated skills that must be displayed by the

students (going somewhat further than functional learning). In short, a skill is the ability

put into practice to demonstrate the integration of knowledge, abilities and attitudes to

solve problems and situations in diverse contexts. Succinctly and graphically, this has

been defined as the putting into practice of acquired knowledge, knowledge in action,

in other words, mobilisation of knowledge and abilities in a specific situation (in a real

sense and different to what has been merely learnt), to activate resources or

knowledge held (even though they believe that these are no longer held due to having

been forgotten).

There is an aspect that must be highlighted, the formation of skills allows for lifelong

learning, tackling the constant renewal that is resulting from any knowledge discipline.

The academic preparation of the student takes place in the educational establishment

for a limited number of years, though the need for personal and / or professional

training is never-ending, and as such, digital skills education, for example, will allow for

access to this instrument to compile information whenever needed (obviously, after

analysing its quality). If, furthermore, we take into account that many times it is

impossible to tackle all syllabus elements in depth, it is clear that the student should be

given training in this skill named learning to learn.

In our educational system, basic skills are considered those that student must have

when they finish secondary education to be ready to tackle the following personal and

professional challenges:



Linguistic Communication Skill



Mathematical and basic science and technology skills



Digital Skills



Learning to learn



Civic and Social Skills



Sense of initiative and entrepreneurial spirit.



Cultural awareness and expression.

But, what do we understand by each one of these skills? Succinctly, and compiling the

most significant aspects of what is established in the school syllabus, each one of

these provides the following in terms of personal educational and intellectual progress

for the student:



Linguistic Communication Skill

This is an extremely complex skill. It is linked to communicative actions within a series

of social practices, in which the individual, as well as producing, also receives

messages with different aims. This leads to the opening of a path towards knowledge,

inside and outside of the classroom, and cultural enrichment constituting a permanent

learning aim, considering reading as the main vehicle for the expansion of learning

and, thus, this skill.

The individual, through the use of language as an instrument of communication, puts

into practice a series of attitudes and values such as the respect for norms of

coexistence, exercising citizenship, the development of a critical attitude, respect for

human rights and multiculturalism, the resolution of conflicts, the development of

emotional and affective skills in all fields, interest towards learning and the

acknowledgement of the inherent abilities linked herein that make this discipline

pleasurable.

Linguistic Communication Skill is comprised of five components: linguistic, pragmatic –

discursive, strategic and personal, which are specified in the different dimensions of

communicative interaction.



Mathematical and basic science and technology skills

Mathematical skills imply the ability to apply mathematical reasoning and its tools to

describe, interpret and predict different phenomena in context. Requiring knowledge on

numbers and their basic operations, symbols and means of expression, mathematical

reasoning to produce and interpret information, to know more quantitative and spatial

aspects concerning reality and solving problems relating to everyday life and the

workplace. Its acquisition means, in short, the establishment of a deep-rooted

relationship between conceptual knowledge and procedural knowledge, involved in the

resolution of a certain mathematical task.

This skill includes a series of attitudes and values based on being thorough, respectful

towards data and truthfulness. The discipline areas integrated in the subject of

mathematics refer to numbers, algebra, geometry and distance.

The basic skills in terms of science and technology provide a means of approaching

the world of physics and a responsible interaction with the same. They contribute to the

development of scientific thought and enable the individual to identify, approach and

solve situations arising in everyday life, in order to act when faced with challenges and

problems involved with scientific and technological activities.

The development of these skills requires a series of scientific abilities relating to

physics, chemistry, biology, geology, mathematics and technology, from which

concepts, processes and interconnected situations; as well as the skills that allow for

the utilisation and handling of technological tools, data and scientific processes to

reach an aim.

The integrated attitudes and values for these skills are related to the assumption of a

series of ethical criteria, interest in science, support for scientific research, evaluation of

scientific knowledge and responsibility with regard to natural and environmental

resources, as well as the adoption of an appropriate attitude towards the achievement

of a healthy physical and mental lifestyle in a natural and social environment.



Digital Skills

Implying the creative, critical and safe use of information technology and

communication. Meaning the adaptation to the changes introduced through new

technology and the acquisition of new knowledge, abilities and attitudes in order to be

competent in a digital environment.

Requires knowledge of the main applications, and accurate development of various

skills related to access to information, processing and use for communication, content

creation, security and troubleshooting in different contexts.

The individual must be able to make regular use of technological resources in order to

solve real problems in an efficient manner, as well as evaluate and select new

information resources and technological innovations, as they appear, depending its

usefulness to undertake specific tasks or objectives.

The acquisition of this competence also requires attitudes and values that enable the

user to adapt to the new requirements established by the technologies, their

appropriation and adaptation to one's own ends, and the ability to interact socially

around them. Furthermore, digital literacy involves the participation and collaborative

work, as well as motivation and curiosity for learning and improvement in the use of

technologies.



Learning to learn

This competence involves on the one hand starting the learning and, secondly, be able

to continue learning independently, essential for lifelong learning aspect.

Learning to learn includes a range of knowledge and skills which require introspection

and awareness of one's own learning processes, so that cognitive processes become

objects of knowledge and one must learn how to properly implement them.

The attitudes and key values for the acquisition of this competence, are motivation for

learning and confidence in the achievement of learning goals.



Social and civic competences

These competences involve the ability and capacity to utilize the knowledge and

attitudes concerning society, in order to understand the social reality of the world we

live in, and exercise democratic citizenship in an increasingly plural society.

Social competence is linked to personal and social well-being, and requires an

acquisition of knowledge in order to understand and analyse the codes of conduct and

proper behaviour that are important for life in society.

The core skills of this competence include the ability to communicate constructively in

different environments, self-confidence, integrity and honesty.

Civic competence is based on a critical understanding of the concepts of democracy,

justice, equality, citizenship and civil rights.

Core skills for civic competence include: the ability to engage effectively with others in

the public domain, and to display solidarity and interest in solving problems affecting

the community, as well as respect for human rights, equality, and appreciation and

understanding of the different religions and cultures that exist.

The development of these competences involves commitment to ethical values when

dealing with conflict, and the exercise of civil rights and duties with solidarity and

responsibility.



Sense of initiative and entrepreneurship

This competence refers to the ability to turn ideas into action, which includes gaining

awareness of situations and making decisions using one's own judgement, as well as

taking all the steps needed in order to develop the chosen option and taking

responsibility for it, personally, socially and professionally.

The acquisition of this competence is crucial for the development of future

entrepreneurs, thus contributing to a culture of entrepreneurship.

This competence requires knowledge concerning the ability to recognize available

opportunities for personal, professional and business activities; and skills such as

analysis, planning, organization, management, decision making, problem solving,

leadership, critical thinking, assessment and self-assessment.

It requires the development of attitudes and values such as the predisposition to

behave in a creative and imaginative way, self-knowledge and self-esteem,

independence, interest and effort, and entrepreneurship.



Cultural awareness and expression

This competence involves knowledge, appreciation, understanding and critical

evaluation of the diversity of cultural and artistic expression, using it as a source of

enjoyment and personal enrichment, and perceiving it as part of the cultural heritage of

peoples.

Requires knowledge that will grant access to the various manifestations of cultural

heritage at all levels. Includes the expression of culture and other artistic-cultural

manifestations of everyday life. Involves a basic knowledge of the main techniques,

resources and conventions of the various artistic idioms, and the relationship between

the various artistic expressions and society.

The acquirement of this competence puts to use skills such as the application of

thinking abilities in order to understand, evaluate and enjoy the various artistic

expressions. It also entails attitudes and personal values of interest, their respect and

recognition, and the application of said dispositions to the preservation of heritage as

well.

3.3.1. Basic competences in this area

We will present the most relevant aspects of our project, at the expense of what daily

educational practice may advise at any time:



Competence in linguistic communication:

Foreign language learning contributes directly to the development of this competence,

completing, enriching and adding new aspects of comprehension and expression to

this general communicative competence. Competence in linguistic communication

refers to the use of language as a tool for oral and written communication, and as a

means of representation, interpretation and comprehension of reality, of construction

and communication of knowledge and organisation and self-regulation of thought,

emotions and behaviour.



Mathematical and basic science and technology skills

Using numbers and their basic operations, symbols and forms of expression and

mathematical reasoning in order to produce and interpret information, to acquire

knowledge on quantitative and spatial aspects of reality and to resolve daily life

problems. Mathematical competence also involves the ability to interpret and express

clearly and precisely information, data and arguments.

Scientific and technological competences, starting with the basic principles of the

natural world, fundamental scientific concepts, principles and methods, and

technological products and processes, as well as an understanding of the impact of

science and technology on the natural world, enable individuals to gain a better

understanding of the advances, limitations and risks of scientific theories, applications

and technology in societies at large. Basic competences in this area include the ability

to use and handle technological tools and machines, as well as scientific data, in order

to reach evidence-based conclusions.



Digital Skills

Digital competence provides immediate access to a constant flow of information which

increases every day. Knowledge of a foreign language offers the possibility of

communication using new technologies, within an authentic and functional context.

This competence consists of having the ability to seek, obtain, process and

communicate information and transform it into knowledge.



Learning to learn competence

Foreign language learning is far more effective if it includes contents which are directly

related to reflection on one's own learning, so that each student is able to identify the

best ways to learn, and the most effective strategies.

This involves the awareness of skills related to learning, such as attention,

concentration, memory, comprehension, linguistic expression and motivation, among

others.



Social and civic competences

Languages are used for social communication, but also as a vehicle for cultural

communication and transmission. Learning a foreign language involves an

understanding of cultural features and information related to the communities that

speak the language.

This favours an understanding of the social reality we live in, through respect,

recognition and acceptance of the cultural and behavioural differences, and also helps

in the comprehension and acceptance of identity features as well as differences.



Sense of initiative and entrepreneurship

Decisions which result from reflection on one's own learning processes favour

autonomy. To the extent to which autonomy and personal initiative involve others, this

competence requires social skills in order to effectively interact, cooperate and work in

teams: putting oneself in the place of others, giving value to their ideas, committing to

dialogue and negotiation, exerting assertiveness to let others know about one's own

choices, and working in a cooperative and flexible manner. The sense of initiative and

the spirit of entrepreneurship both involve the ability to imagine, develop and assess

actions or individual/collective projects with creativity, confidence, responsibility and

critical sense. Therefore, it requires the ability to elaborate further on previous ideas, or

producing new ideas, seeking solutions and putting them into practice.



Cultural awareness and expression

Learning a foreign language helps in the development of this competence if the

linguistic models contain, even with the limitations that are possible at this level,

linguistic productions with cultural information. Therefore, this competence encourages

expression and communication as well as perception and understanding of the different

realities and products of the artistic and cultural world.

This competence also involves a basic knowledge of the main techniques, resources

and conventions related to the different artistic idioms such as music, literature, visual

and performing arts, or different aspects of so-called popular culture.

3.3.2. Basic competences through Oxford Rooftops



Competence in linguistic communication:

All books by Oxford University Press offer a wide range of activities which encourage

authentic communication in the classroom, with a systematic development of written

and oral skills and many opportunities for personalization.

At Oxford Rooftops students will use language as an instrument for oral and written

communication, developing this competence in all units.



Digital competence:

This competence is developed in all units by Oxford Rooftops through:



The use of the iPack in all lessons for the submission and review of

vocabulary, grammar and phonetics, and also for checking the animated

versions of songs, stories and films / videos and blogs, and engagement in

games in order to reinforce contents.



The Oxford Online Learning Zone and resources available on the Oxford

University Press Spain website, which include interactive practices, videos,

audio files, etc.



All available digital books by Oxford Rooftops.



Social and civic competences:

Each unit contains activities that encourage good behaviour and respect for others, as

well as proper manners for every place.



All units contain knowledge pertaining values related to the unit's topic,

Community Values, which help students reflect and become aware of good

behaviours, and also promote self-esteem, positive attitudes, tolerance and

respect.



Unit 1: Taking care of belongings.



Unit 2: Being creative.



Unit 3: Being polite.



Unit 4: Reading for pleasure.



Unit 5: Taking care of belongings.



Unit 6: Eating a variety of vegetables.



Stories, on the other hand, promote social skills such as cooperation and

respect for others, teamwork, valuing the opinions of others, etc.



Pair work, such as the practice of short dialogues, help enhance social relations

among students, as well as cooperation and teamwork.

All units in Oxford Rooftops offer the possibility of developing this competence through

cultural lessons related to aspects of British culture and other aspects of cultures from

other countries:



Unit 1: watching and reading a story about active hobbies: At the cottage;

they learn through a blog about Japanese homes.



Unit 2: watching and reading a story about the different types of music: At

the carnival; they learn about clothing through a blog from an Indian girl.



Unit 3: watching and reading a story about active hobbies: A visit to the

cafe; they learn about an extra school club through a blog from an Australian

child.



Unit 4: watching and reading a story about active hobbies: At the library;

they learn about a Botswana library through a blog.



Unit 5: watching and reading a story about active hobbies: At the wildlife

park; they learn about animals through a blog from a Chilean child.



Unit 6: watching and reading a story about the different types of music:

Sunday Lunch; they learn about Moroccan food through a blog.

All units offer the possibility of expression through performances, songs, drawings,

cut-outs and depictions both in the class book and in the activity book.



Learning to learn:

All units in Oxford Rooftops offer the possibility of developing this competence through

various tasks that include repetition, prediction, exposure to scripted stories, practice

with logic and memory games, categorization of vocabulary, and reflection on one's

own progress with the Self Evaluation.



Sense of initiative and entrepreneurship:

Sense of initiative is a competence taken into account among the various levels of

Oxford Rooftops, as this method helps students acquire self-confidence, and take the

initiative to perform various activities and put them into practice in real life.



Mathematics, science and technology:

Various activities throughout the student textbook help in the development of these

competences. Contents that are directly related to the topics of mathematics and

science are developed through cross-curricular lessons, such as:



Unit 1: they learn about building materials (social sciences).



Unit 4: they learn about the bar graphs (mathematics).



Unit 5: learn about reptiles (natural sciences).



Unit 6: they learn about the edible parts of plants (natural sciences).

3.4. Contents

The contents that comprise this subject and this course, are grouped into:

comprehension and production (expression and interaction) of oral and written texts.

These four blocks, related to the two specific attention centres: oral and written

language, gather the elements of the linguistic system, their functioning and

relationships and the social and cultural dimension of the foreign language.



Block 1. Listening comprehension

1. Listening comprehension strategies:

-

Mobilization of expectations, identification of cues and inferences, hypothesis

testing and reformulation.

2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness;

customs, and attitudes; non-verbal language.

3. Communicative functions:

-

Greetings and introductions, apologies, acknowledgements.

-

Expressions of capacity, taste, agreement or disagreement, feeling, intention.

-

Description of people, activities, places and objects.

-

Request and offer of help, information, instructions, items, permission.

-

Establishment and maintenance of communication.

4. Syntactic-discursive structures:

-

Expressions of logical relationships: conjunction (and);

-

Affirmation:(affirmative sentences; Yes (+ tag))

-

Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,

e. g . I love salad!).

-

Negation: (negative sentences with not), no (Adj.), No (+ negative tag)).

-

Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions)

-

Expression of time: present (simple present); future (going to).

-

Expressions of aspect: punctual (Simple tenses); durative (present continuous).

-

Expressions of modality: ability (can); permission (can); intent (going to).

-

Expressions of existence (there is/are); entity (nouns and pronouns, articles,

demonstratives); quality (very + Adj.).

-

Expressions of quantity: (singular/plural; cardinal numerals up to two digits;

ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a

bottle, a cup, a glass, a piece. Degree: very).

-

Expressions of space (prepositions and adverbs of location, position, distance).

-

Expressions of time: points (e. g. half past past five); divisions (e. g. half an

hour, summer), indications of time: anteriority (before); posteriority (after);

sequence (first…then).

-

Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully).

5. High frequency oral lexicon (reception) related to personal identification; housing,

home and environment, daily life activities, family and friends; leisure time activities and

sports; travel and holidays; health and physical care; shopping and commercial

activities; food and catering; transportation; environment, climate and natural

environment; and Information and Communication technologies.

6. Patterns of sound, stress, rhythm and intonation.

1. Oral production strategies:

-

Planning, implementation and control via linguistic, paralinguistic and

paratextual procedures.

2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness;

customs, and attitudes; non-verbal language.

3. Communicative functions:

-

Greetings and introductions, apologies, acknowledgements.

-

Expressions of capacity, taste, agreement or disagreement, feeling, intention.

-

Description of people, activities, places and objects.

-

Request and offer of help, information, instructions, items, permission.

-

Establishment and maintenance of communication.

4. Syntactic-discursive structures:

-

Expressions of logical relationships: conjunction (and);

-

Affirmation:(affirmative sentences; Yes (+ tag))

-

Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,

e. g . I love salad!).

-

Negation: (negative sentences with not), no (Adj.), No (+ negative tag)).

-

Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions)

-

Expression of time: present (simple present); future (going to).

-

Expressions of aspect: punctual (Simple tenses); durative (present continuous).

-

Expressions of modality: ability (can); permission (can); intent (going to).

-

Expressions of existence (there is/are); entity (nouns and pronouns, articles,

demonstratives); quality (very + Adj.).

-

Expressions of quantity: (singular/plural; cardinal numerals up to two digits;

ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a

bottle, a cup, a glass, a piece. Degree: very).

-

Expressions of space (prepositions and adverbs of location, position, distance).

-

Expressions of time: points (e. g. half past past five); divisions (e. g. half an

hour, summer), indications of time: anteriority (before); posteriority (after);

sequence (first…then).

-

Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully).

5. High frequency oral lexicon (production) related to personal identification; housing,

home and environment, daily life activities, family and friends; work and occupations;

leisure time activities and sports; travel and holidays; health and physical care;

education and study; shopping and commercial activities; food and catering;

transportation; language and communication; environment, climate and natural

environment; and Information and Communication technologies.

6. Patterns of sound, stress, rhythm and intonation.



Block 3. Written comprehension

-

Mobilization of expectations, identification of cues and inferences, hypothesis

testing and reformulation.

2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness;

customs, and attitudes; non-verbal language.

3. Communicative functions:

-

Greetings and introductions, apologies, acknowledgements.

-

Expressions of capacity, taste, agreement or disagreement, feeling, intention.

-

Description of people, activities, places and objects.

-

Request and offer of help, instructions, items, opinion, permission.

-

Establishment and maintenance of communication.

4. Syntactic-discursive structures:

-

Expressions of logical relationships: conjunction (and);

-

Affirmation:(affirmative sentences; Yes (+ tag))

-

Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,

e. g . I love salad!).

-

Negation: (negative sentences with not), no (Adj.), No (+ negative tag)).

-

Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions)

-

Expression of time: present (simple present); future (going to).

-

Expressions of aspect: punctual (Simple tenses); durative (present continuous).

-

Expressions of modality: ability (can); permission (can); intent (going to).

-

Expressions of existence (there is/are); entity (nouns and pronouns, articles,

demonstratives); quality (very + Adj.).

-

Expressions of quantity: (singular/plural; cardinal numerals up to two digits;

ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a

bottle, a cup, a glass, a piece. Degree: very).

-

Expressions of space (prepositions and adverbs of location, position, distance).

-

Expressions of time: points (e. g. half past past five); divisions (e. g. half an

hour, summer), indications of time: anteriority (before); posteriority (after);

sequence (first…then).

-

Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully).

5. High frequency oral lexicon (reception) related to personal identification; housing,

home and environment, daily life activities, family and friends; leisure time activities and

sports; travel and holidays; health and physical care; shopping and commercial

activities; food and catering; transportation; environment, climate and natural

environment; and Information and Communication technologies.

6. Graphic patterns and basic orthographic conventions.



Block 4. Written production: expression and interaction

1. Written production strategies:

-

Planning, implementation and control via linguistic, paralinguistic and

paratextual procedures.

2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness;

customs, and attitudes; non-verbal language.

3. Communicative functions:

-

Greetings and introductions, apologies, acknowledgements.

-

Expressions of capacity, taste, agreement or disagreement, feeling, intention.

-

Description of people, activities, places and objects.

-

Request and offer of help, instructions, items, opinion, permission.

-

Establishment and maintenance of communication.

4. Syntactic-discursive structures:

-

Expressions of logical relationships: conjunction (and);

-

Affirmation:(affirmative sentences; Yes (+ tag))

-

Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,

e. g . I love salad!).

-

Negation: (negative sentences with not), no (Adj.), No (+ negative tag)).

-

Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions)

-

Expression of time: present (simple present); future (going to).

-

Expressions of aspect: punctual (Simple tenses); durative (present continuous).

-

Expressions of modality: ability (can); permission (can); intent (going to).

-

Expressions of existence (there is/are); entity (nouns and pronouns, articles,

demonstratives); quality (very + Adj.).

-

Expressions of quantity: (singular/plural; cardinal numerals up to two digits;

ordinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a

bottle, a cup, a glass, a piece. Degree: very).

-

Expressions of space (prepositions and adverbs of location, position, distance).

-

Expressions of time: points (e. g. half past past five); divisions (e. g. half an

hour, summer), indications of time: anteriority (before); posteriority (after);

sequence (first…then).

-

Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully).

5. High frequency written lexicon (production) related to personal identification;

housing, home and environment, daily life activities, family and friends; work and

occupations; leisure time activities and sports; travel and holidays; health and physical

care; education and study; shopping and commercial activities; food and catering;

transportation; language and communication; environment, climate and natural

environment; and Information and Communication technologies.

6. Graphic patterns and basic orthographic conventions.

3.5. Methodology

3.5.1. Teaching Methods

The starting point in the students’ learning is their previous knowledge; focusing

on what may seem close and familiar to the students, but with an aspect of fantasy to

strike the right balance between safety/well-being and interest/imagination. The student

can transfer learned concepts and strategies in order to build meaning and interpret

content (starting with what he knows and making hypotheses to make rules that help

implementador the new system). Thus, enhancing their personal growth, development

and socialization.

Competence learning aims to develop each student's potential and skills, and train

them to deal with personal challenges throughout their life in a successful way.

Students should not only acquire knowledge, but also, they must be able to access that

knowledge and apply it in different contexts of their lives. Competence learning is

intended to cover all aspects of life, so that students are able to not only learn, but also,

learn how to learn, how to live, how to do things, among other skills. Each of the units

in our project provides various activities that contribute to the development of basic

competences.

Communicative situations that include humour and play capture the motivation

of students and help them learn; it is therefore important to take into account the

relevance of songs and stories, features of characters, illustrations and even sound

effects.

Children learn in different ways and at different speeds; for this reason our project

is devised to be used with flexibility so that all group members can find and participate

in activities to which they can apply know-how and aptitude, facilitating the

development of one's own daily awareness of achievement and progress. Our project

constantly provides additional support for the students that need it, taking into account

those cases in which progress does not respond to the expected goals, as well as for

those who may excel in their goal achievement, and due to lack in programmed

activities, lose interest and become unmotivated. In order to remedy these situations,

the programme includes both extension activities for the more advanced students, and

reinforcement activities for those who may stagnate at some point. These activities are

not included in the Class Book. These activities are explained in the Teacher's Guide

and can be of the greatest use to the daily work of the teacher.

Children’s learning is more effective when they are active; they need to exercise

their action skills. Each of the units in our project provides a wide range of activities and

teaching resources for participation. In our project, students are keystones of the

teaching-learning process, but their constructive attitude depends on the teacher’s

intervention. This intervention must be both active and reflective, and adapted to the

student’s level by: using input, helping the student interact with others, evaluating their

activities, providing feedback, contextualizing activities, providing meaningful answers,

promoting communication strategies, consolidating those strategies already mastered,

and admitting errors.

Consider both progress and error as natural occurrences in the learning

process. Errors occur as a result of the underlying dynamism in comprehension and

progressive mastering of the new language. We understand that errors occur when the

child tries to anticipate the functioning of the language or when he transfers rules from

his mother tongue in a natural process of acquisition. It is also important to note the

difference between error and mistake. Errors are believed to be systematic failings due

to lack of knowledge of the language. These errors will be dealt with when finishing

spoken interactions, in groups, and using an accessible language, taking into account

that they do not suddenly dissapear, but take some time to correct. A mistake is an

occasional failure due to lack of attention at any given time, which may even happen to

native speakers. Mistakes are not worthwhile correcting, because they are not relevant

to the teaching-learning process.

Evaluation of individual and collective progress of students in learning is an

important factor to ensure quality in the learning process; therefore we have

provided an Evaluation Notebook with photocopiable sheets for each unit, which will

enable teachers to monitor their students' progress. It is devised so that it can be easily

adapted by teachers to meet their own specific needs.

Globalized learning generates an apprehension of reality as a whole. Our project

takes this into account by offering activities related to other areas in the curriculum,

beginning with learning about the child itself, then moving on to exploration of the world

around them; their home, school, environment and society in general. This

development is reflected in those topics of each unit which are related to other areas in

the Curriculum: Natural Sciences, Social Sciences, Art, Mathematics, Physical

Education, etc.

A continuous learning process. There is no knowledge which is only acquired in a

particular subject and is only useful for that particular area. Every content that the

student learns in all different subjects (and not only at school) builds a cultural and

informational baggage which should be useful in the long term, and the student should

be able to apply it at precise times and in different situations (language is, for these

purposes, paradigmatic). For this reason, basic competences can be achieved in most

subjects, and that is also why the student will be able to use and apply said

competences in all subjects, regardless of those for which he has acquired them

(transversality). Being competent should be a guarantee of the completion of the

learning process for certain areas, but it will also allow the student to acquire

knowledge in other areas, both in school and outside, which is a guarantee of lifelong

learning (or in this case, being able to communicate in different situations, some of

which the student itself may not even yet consider).

3.5.2. Oxford Rooftops Methodology

Our project's methodology is developed as follows:

Oxford Rooftops is a series of six levels that offers the perfect mix between digital

content and printed material, in order to get the most out of the class and a total

commitment from the student.

of children living in a suburb, who attend the Rooftops elementary school, visit nearby

places such the park, and participate in social events such as carnival festivities or a

picnic. In levels 3 and 4, stories take place in a commercial district and we share the

lives of children whose families are related to businesses of the area. In levels 5 and 6,

Rooftops residents will be joined by children from other countries in an exchange

program, through which we can compare life in this quintessential British city and in

other places of the UK, with life in other countries.

The content of the lessons is arranged so that each of the three main components, the

iPack, the Class Book and the Activity Book, contribute value in their own way. These

three sources are used systematically whenever they may provide more benefits. The

iPack is a very effective tool for introductions, thus it is used at the beginning of

lessons, in order to introduce concepts which are practiced and reinforced with the

Class Book and subsequently completed with the Activity Book. This sequence is

followed at all levels, and levels 3 and 4 of Oxford Rooftops included an extra step,

using the iPack once again between the Class Book and Activity Book.

Vocabulary and grammar

In Oxford Rooftops 3, ten key vocabulary words are presented in lesson 1 of each unit,

and six more words are included in lesson 6. All words are grouped by semantic fields

related to the topics of each unit. Words are presented with an animation and a story

featuring the characters of the course, through the iPack. They are subsequently

reviewed and practiced through various digital games, listening comprehension

activities and communication exercises, which are very motivating.

Four words related to cultural lessons and four inter-related curriculum issues are also

presented.

In each unit of Oxford Rooftops 3 are presented and practiced two key structures, first,

through the iPack in Lesson 2 with the lively song, and the second, in Lesson 5 with the

history of the unit.

All the vocabulary and grammar of each unit is reviewed and practiced in all four

language skills in lessons 8 and 9, and are recycled in the story review of Super City of

Heroes.

Skills

The approach of Oxford Rooftops 3 contributes to the development of the four skills

(reading, writing, listening and talking) in a coordinated way, and integrated with the

teaching of contents.

The iPack, Class Book and Activity Book work closely together to develop the four

skills. Through a variety of fun tasks following a systematic approach, students can

progress from a listening comprehension practice to an oral expression practice; from

the oral expression practice to a written comprehension practice; and from the written

comprehension practice to a written expression practice.