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Programación didáctica Tercer ciclo

Tercer ciclo

1 Introduction
As stated in Chapter II of Title V of the LOE, modified by the LOMLOE, every school, in
use of their autonomy, must develop and complete the curriculum of the different stages and
cycles established by the Education Administration. The specifications of these curricula, which
must be set and approved by the school staff, must promote and develop the principles, objectives
and methodology of competence-based learning, oriented towards the exercise of active
citizenship.
In accordance with this normative provision and with Order 130/2023, of 23 January, of the
Vice-Presidency, Department of Education and Universities, regulating aspects of
organization and operation, assessment and pedagogical autonomy at the Primary Education stage
in the Community of Madrid, we present this proposal for a teaching programme which specifies
the curricular elements of the area of English as a Foreign Language for the third cycle of
Primary Education at a public school in the Community of Madrid. In other words, it is the
planning of the teaching activity related to one area and one specific cycle (as established in
article 6 of Order 130/2023), taking into account the characteristics of this cycle and the students
in the selected school, in accordance with Resolution of 1 February 2024, of the General
Directorate of Human Resources, by which a selective procedure is announced to become a
member of the certified national body of teachers and for the acquisition of new specialities in the
aforementioned body of teachers.
Therefore, when it comes to programming, we will base ourselves on the current legislation
referring to the stage and we will specify it in our teaching-learning context, always bearing in
mind that it is conceived as an open and flexible document, which is under constant revision and
improvement throughout the course, as a result of pedagogical reflection.
Likewise, as basic pillars of our syllabus, we will promote cooperative work, co-education
and the gender perspective, as well as the principles of Universal Design for Learning (UDL) and
the transversal contents established in the curriculum.

1.1 Legal framework

The development of this syllabus has been conducted in accordance with the educational laws at
state and regional level, as detailed below:
■ Organic Law 2/2006 of 3 May, of Education (LOE), modified by the Organic Law 3/2020 of
29 December (LOMLOE).
■ Organic Law 8/2021, of 4 June, on the comprehensive protection of children and adolescents
against violence.
■ Royal Decree 157/2022 of 1 March, establishing the organization and minimum teaching
requirements for Primary Education.
■ Law 2/2010, of 15 June, on Teacher Authority.
■ Decree 61/2022 of 13 July, of the Governing Council, establishing the organization and the
curriculum for Primary Education in the Community of Madrid.
■ Decree 23/2023 of 22 March, of the Governing Council, regulating the educational attention
to the individual differences of students in the Community of Madrid.
■ Order 130/2023 of 23 January, of the Vice-Presidency, Department of Education and
Universities, regulating aspects of organization and operation, assessment and pedagogical
autonomy at the Primary Education stage in the Community of Madrid.
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Comunidad de Madrid

1.2 Contextualization
1.2.1 Characteristics of the centre
This didactic programme is developed in a single-track Pre-school and Primary School (CEIP),
located in a town of the Community of Madrid. It is a non-bilingual school with a continuous-day
schedule.
According to the Educational Project, the CEIP is located in a consolidated neighbourhood, with
residential areas, shops and educational centres of different stages. In the surrounding area there
is a sports centre, parks, a cultural centre and a public library.
The majority of pupils come from families with a medium socio-cultural level. These families are
involved in their children’s education and collaborate with the school and the teaching staff as
much as possible. Almost all households have electronic devices and access to the Internet, which
would make it possible to switch to e-learning if the situation so requires.
Furthermore, 2 % of the school’s pupils have specific educational support needs (NEAE) and
approximately 5 % come from other nationalities, mainly Spanish and Arabic-speaking countries.
The teaching staff includes two specialists in Physical Education, two in English, one in
Music, one specialist teacher in Therapeutic Pedagogy and another one in Speech and
Language, who is present for half a day. A counsellor from the local Psychopedagogical
Orientation Team visits the school once a week. The school also has a Religion teacher. In
addition, three teachers at the school are assigned the roles of head of the CompDigEdu Plan, ICT
coordinator and coordinator of Emotional Well-being and Protection. The Compensatory
Education teacher is also present at the school for half a day. As the school does not have any
cases that require it, there is no specialised nursing staff assigned to the school at the moment.
The Primary building has, on the ground floor, a dining room, a staff room, a multi-
purpose room (including the computer room) with audiovisual equipment, a first-aid kit, a
storeroom, the secretary’s office, four toilets and the caretaker’s office. On the first floor are the
classrooms of 1 and 2 grades of Primary Education, the library (which also functions as a
language laboratory), the music room, a room dedicated to school support, Compensatory
Education and Therapeutic Pedagogy, and four toilets. On the first floor are the 3rd to 6th grade
classrooms, as well as four toilets.
Each classroom has a computer for educational support and an interactive whiteboard, projector
or television. The centre also has 20 tablets for the Pre-school stage, 20 for 1st to 3rd grades of
Primary Education, and 20 for 4th to 6th grades. These are used according to a timetable for all
classes.
The outdoor facilities include the Primary playground, which is separate from the Pre-school
playground, a well-equipped indoor gymnasium and an outdoor sports court. There is also a
porch area which allows for play on rainy or very hot days.
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1.2.2 Plans and projects of the school

The school’s Educational Project establishes the criteria for specifying and developing curricula,
inclusion, orientation, evaluation, pedagogical organization, coexistence and collaboration
among the educational community.
It includes a series of school plans and programmes to further specify its main lines of
intervention and exercise its autonomy more effectively:
■ Coexistence Plan: sets out the measures and mechanisms to promote positive coexistence,
addressing the peaceful resolution of conflicts through mediation and other initiatives, as
well as educational intervention actions in the case of non-compliance with the school’s rules
and the measures derived from the implementation of the Violence-Free Schools Plan. The
Emotional Well-being and Protection coordinator works with the school’s management to
foster a positive environment, promote co-education and protect students from situations of
violence, ensuring their emotional well-being.
■ Plan for Attention to the Individual Differences of Students or IncluYO Plan:
specifies the strategies and basic lines of our school to attend to the individual differences of
the students in an efficient way. It includes the analysis of the diversity of the student body
and the characteristics of the environment around the school that contributes to this diversity;
the identification of potential barriers to student learning and participation based on the above
analysis; the proposal of ordinary educational measures at school level to cater for all students;
specific organizational, curricular and methodological measures that favour an equitable
educational response to pupils with specific educational support needs (NEAE); and those
responsible for the implementation of ordinary and specific educational measures agreed by
the school (Decree 23/2023).
■ Annual Digital Plan: drawn up within the DigComOrg framework of the European
Union, this Plan includes the planning of the school’s digital strategy, in accordance with the
previous diagnostic assessment of its situation in relation to the use of innovation and ICT
(equipment, connectivity, use of ICT by teachers, etc.), to develop their full potential in the
implementation of ICT in the classroom and enrich and improve the teaching and learning
processes.
■ Reading Plan: details the actions that are going to be carried out at the school and classroom
level to promote reading and improve students’ reading comprehension, through compulsory
or optional reading of books, the development of writing, specific proposals from each area,
etc.
■ Tutorial Action Plan: specifies the objectives of the tutorial action and the elements
necessary for the proper functioning of the tutorial, including not only the objectives, activities
or methodology that will govern the tutorial action, but also the measures to promote
coexistence. It covers actions to ensure educational coherence in the development of classroom
programming and teaching practice by the teachers of each group; performances with the
group in the weekly tutoring hour; the actions to attend to the students individually and the
actions to maintain fluid communication with the families.
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Comunidad de Madrid

1.2.3 Characteristics of the cycle

In the third cycle of Primary Education we have two groups of boys and girls from 10 to 12 years
old: the 5th grade group has 24 pupils and the 6th grade group is made up of 21. Since this
didactic programme is aimed at both groups of the cycle, it is essential to take into account the
specific characteristics of children of this age.
From an evolutionary point of view, it should be noted that children between 10 and 12 years
of age are characterised by the consolidation of the logical-concrete thinking. This marks the
transition to abstract or formal thinking based on a better organization, structuring and ordering
of reality, and involves an important advance in classification skills, in the establishment of
relationships between concepts, cause-effect relations, etc. Therefore, they are acquiring new
forms of structuring, systematization and planning, nourished, in a way, by the development of
language, which will allow a cognitive, intellectual and social evolution.
Another characteristic feature of this transition is the evolution in the capacity for analysis and
synthesis, as well as the acquisition of a more flexible thinking, which will facilitate the
construction of learnings related to the area of Foreign Language: English.
As students of this age advance in their capacity for abstraction, they begin to handle concepts
without the need to constantly resort to the specificity and manipulation of previous stages,
although it will continue to be important to apply concepts to real and contextualized experiences
in order to build meaningful learning and guarantee attention to all students, in line with the
principles of UDL. The capacity for making and employing abstractions is considered to be
essential to higher cognitive functions, such as forming judgments, learning from experience, and
making inferences.
In any case, considering that evolution is something continuous, not mechanical and different
in each person, it must be taken into account that some pupils will be fully entering the stage of
formal operations (a stage that is reached around the age of 12), while others will advance
little by little towards it, or they will not even enter it until the end of the cycle. For this reason, it
is advisable to continue working in a plastic, visual and manipulative way, thus attending to one
of the principles of UDL and respecting the different multiple intelligences.
On the emotional level, the development of the critical and moral sense should be noted, as well
as the appearance of certain traits of puberty and pre-adolescence, which can cause imbalances
and changes in relationships and attitudes towards oneself. Pupils gradually discover their identity
with respect to others and build the self-esteem necessary for this stage. Likewise, they
develop an awareness of individual freedom, showing the need for independence from adults and
dependence on their peer group, who will become their main reference.
Progressively, they acquire social and community values and develop empathy, something to
which cooperative teamwork will contribute and which can be exploited through methodological
strategies such as service learning. That is why in these courses you can delve into debates,
encouraging critical thinking on current issues and promoting the formation of active citizens
committed to their environment; develop attitudes of assertiveness, etc.
On the motor level, third-cycle students have their body schema fully structured, with laterality
already fully mastered. There is a widening of the body that gives them greater capacity for
movement and greater time of continuous activity, therefore, it is an ideal stage of development
of basic physical abilities in a global way. The same goes for motor skills, which are effective and
precise.
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Besides, it should be noted that, while in this period some show the consolidation of the motor
balance achieved, others experience the characteristic processes of adolescence impregnated
by physical changes as a consequence of puberty (growth, musculature, the appearance of
hair…). All this means that they find themselves in a moment of imbalance, which requires a new
construction of body image and sexual identity.
Specifically, both groups present heterogeneous characteristics, in terms of diversity of abilities,
learning styles and rhythms, although the pupils are involved and motivated in learning. During
the first years of the stage, they have become accustomed to teamwork, which they value as
something positive that favours and facilitates learning. However, it is worth noting the lack of
study habits in both groups, something important to work on as the volume of content increases
and becomes more complicated in each academic year.
Having addressed the general characteristics of children in the third cycle of Primary Education,
we will now specify which pupils present specific educational support needs (NEAE):
■ In the 5th grade group, made up of 24 children, there is one pupil with attention deficit
hyperactivity disorder (ADHD).
■ In the 6th grade group, made up of 21 children, there is one pupil who suffers from visual
impairment.

Finally, both groups are characterised by maintaining good relations between their members,
with small friendship groups around the large group and some positive leaders who motivate
and promote the development of the classes, although with difficulties in the integration of some
pupils in particular, an aspect that must be taken into account and addressed through tutorial
action. Likewise, any conflicts that may arise are resolved through dialogue and reflection, which
stimulates the climate of respect and trust in which the school participates.

1.2.4 Characteristics of the Foreign Language area

The area of English as a Foreign Language is of great relevance in the curriculum of Madrid not
only because of the importance of knowing a foreign language, but also because of its
intercultural and pedagogical contribution.
This area contributes to the acquisition of the key competences that make up the exit profile of
the student, participating significantly in the achievement of Multilingual Competence. It is
for this reason that the axis of the Foreign Language curriculum is crossed by the two
dimensions of multilingualism: the communicative dimension and the intercultural dimension.
This idea of multilingualism is what leads to define the main objective of this area, which is the
acquisition of communicative competence in the foreign language.
To achieve this objective, teachers must develop activities that promote communication in
context and that, in turn, help the student to develop in the 21st century. This means developing
communicative activities that allow students to get closer to the culture of the foreign language,
both as an engine for learning and as a source of information and element of enjoyment. It
is essential to base learning on the students’ repertoires and experiences, facilitating their
participation in simple acts of communication, through communicative activities and strategies
of comprehension, production and interaction, while encouraging motivation and reflection on the
functioning of the English language.
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The curriculum of the area is organized around the development of six specific competences, the
acquisition of which must be adapted to the circumstances, interests, maturity and development of
the students. These competences constitute the starting point in the formal acquisition of the
English language, which at this stage should be an enjoyable, fun and practical process, in
order to broaden the communicative possibilities of pupils, allow them to be more autonomous in
their learning and develop their curiosity to know other social and cultural realities.

2 Curricular elements
2.1 Relationship between the curricular elements
Article 6.1 of the current consolidated LOE-LOMLOE text establishes that the curriculum is made
up of the set of objectives, competences, contents, pedagogical methods and assessment criteria of
each of the teachings.
The achievement of the objectives or “accomplishments that students are expected to have
achieved at the end of the stage” set out in the Royal Decree 157/2022 is linked to the acquisition
and development of the key competences included in the exit profile of students at the end of
Basic Education.
The key competences are the “performances that are considered essential for students to be
able to progress with guarantees of success in their educational pathway, and to face the main
global and local challenges”. They are the adaptation to the Spanish educational system of the key
competences established in the Recommendation of the Council of the European Union, of 22
May 2018, on key competences for lifelong learning.
In addition, Decree 61/2022 establishes an expected exit profile at the end of Primary
Education, according to which, each of the key competences is associated with a series of
operational descriptors that, together, specify the skills that students must acquire at the end of
the stage of Primary Education.

These operational descriptors connect the key competences with the specific competences that
must have been achieved by the end of the stage in each area.
The specific competences are “those competences to which this area contributes most directly,
since they have a greater affinity or relationship with it”. They translate into performances that
students must be able to undertake in activities or situations, the approach of which requires the
contents of the area.
The specific competences, in turn, are the backbone of the assessment criteria, which are “the
benchmarks that indicate the levels of performance expected by students in the situations or
activities to which the specific competences refer” in each area at a given moment in their
learning process.
The correlation between the operational descriptors and the specific competences means that,
from the assessment of the latter through the related assessment criteria, it is possible to conclude
the degree of acquisition of the key competences and, therefore, the achievement of the
objectives planned for Primary Education.
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Comunidad de Madrid

The specific competences and assessment criteria constitute the curricular elements of each
area together with the contents, which are the “knowledge, skills and attitudes whose learning is
necessary for the acquisition of the specific competences of each area”.

Objectives Exit profile of Primary Education

of the stage

Key
competences Curricular elements
of the area

Descriptors
Assessment
criteria

Specific
competences

Contents

These three elements (specific competences, assessment criteria and contents) referring to the
area of Foreign Language: English for the third cycle will be itemised in the following section.
Finally, it is important to take into account the transversal contents, which are the knowledge,
skills and attitudes that, in a transversal way, must be incorporated into the teaching and learning
process in all areas.
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2.2 Organization of curricular elements by course

The sequencing of the curricular elements of the area of English as a Foreign Language,
corresponding to the third cycle, which has been established in this teaching programme, is
presented below.
2.2.1 Specific competences and assessment criteria
The following table shows the treatment of the specific competences of the area, through the
assessment criteria associated with these competences, detailing the didactic programme’s units
(UPD) in which these elements have been included throughout the cycle.

SPECIFIC COMPETENCES AND ASSESSMENT UPD 5th grade UPD 6th grade
CRITERIA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
(3rd cycle)
1. Understand general, specific and predictable information in short simple texts, expressed clearly in the standard language,
using and applying, when necessary, several strategies in order to develop a linguistic selection and to answer to everyday
communicative situations.
1.1. Recognising, interpreting and analysing the global meaning,
as well as specific words and phrases of short and simple oral,
written and multimodal texts on frequent and everyday topics of
personal relevance and areas close to their experience, as X X X X X X X X X X
well as literary texts appropriate to the level of development of
the students, expressed in an understandable, clear way and in
standard language through different supports.
1.2. Selecting, organising and applying, in a guided
way, appropriate strategies and knowledge in everyday
communicative situations of relevance to the students to capture X X X X X X X X
the global meaning and process explicit information in various
texts in English.
2. Produce simple texts in an understandable and structured way, using strategies such as planning or compensation, expressing
short messages related to immediate needs and responding to daily communicative purposes.
2.1. Expressing orally short and simple texts, previously prepared,
on everyday matters of relevance to the students, using, in a
guided way, verbal and non-verbal resources, and using basic and X X X X X X X
frequently used forms and structures typical of the foreign
language.
2.2. Organising and writing short and simple texts, previously
prepared, with adaptation to the proposed communicative
situation, through analogue and digital tools, and using structures
X X X X X X X X
and basic vocabulary of common use on everyday and frequent
issues, of personal relevance to the students and close to their
experience.
2.3. Selecting, organising and applying, in a guided way,
knowledge and strategies to prepare and produce texts appropriate
to communicative intentions, contextual characteristics and textual
X X X X X X X X X
typology, using, with help, physical or digital resources depending
on the task and the needs of each moment.

3. Interact with other people using daily expressions, resorting to collaboration strategies and using analogue and digital
resources, responding to immediate needs of their interest in communicative exchanges that respect courtesy rules.
3.1. Planning and participating in brief and simple interactive
situations on everyday topics of personal relevance and close to
their experience, through various supports, relying on resources
such as repetition, leisurely pace or non-verbal language, and X X X X X X X X X X
showing empathy and respect for linguistic courtesy and digital
etiquette, as well as for the different needs, ideas and motivations
of the interlocutors.
3.2. Selecting, organising and using, in a guided way and in
everyday situations, elementary strategies to greet, say goodbye
X X X X X X X
and introduce themselves; formulate and answer simple questions;
express messages, and start and end communication.
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SPECIFIC COMPETENCES AND ASSESSMENT UPD 5th grade UPD 6th grade
CRITERIA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
(3rd cycle)
4. Intervene in predictable situations, applying strategies and knowledge to process and transmit basic and simple information in
order to facilitate communication.

4.1. Inferring and explaining texts, concepts and brief and simple
communications, in a guided way, in situations in which to attend
to diversity, showing respect and empathy for the interlocutors and
for the languages used, and interest in participating in the solution X X X X X X X X X X
of problems of understanding and understanding in their
immediate environment, relying on various resources and supports.

4.2. Selecting and applying, in a guided way, basic strategies

that help create bridges and facilitate the understanding and
production of information and communication, appropriate to
X X X X X X
communicative intentions, using, with help, physical or
digital resources and supports depending on the needs of each
moment.
5. Recognise and use personal linguistic repertoires between different languages, reflecting on their functioning and
identifying their own strategies and knowledge, to improve the response to specific communicative needs in known
situations.
5.1. Comparing and contrasting the similarities and differences
between different languages reflecting progressively X X X X X X X
autonomously on basic aspects of their functioning.
5.2. Using and differentiating progressively autonomously the
knowledge and strategies to improve their ability to
X X X X X X X
communicate and learn the foreign language, with the support of
other participants and analogue and digital media.
5.3. Recording and using, in a guided way, the progress and
difficulties in the foreign language learning process, recognizing the
aspects that help to improve and carrying out self-assessment and X X X X X X X X X X X X X X X
co-assessment activities, such as those proposed in the European
Language Portfolio (ELP) or in a learning diary.
6. Appreciate and respect linguistic, cultural and artistic diversity from the foreign language, identifying and valuing the
differences and similarities between languages and cultures, to learn to manage intercultural situations.
6.1. Acting with appreciation and respect in intercultural
situations, building links between different languages and cultures,
and showing rejection of any type of discrimination, prejudice and X X X X X X
stereotype in everyday and usual communicative contexts.

6.2. Accepting and respecting the linguistic, cultural and artistic

diversity typical of countries where the foreign language is spoken
as a source of personal enrichment, showing interest X X X X X X X X X X
in understanding basic cultural and linguistic elements that
promote sustainability and democracy.
6.3. Selecting and applying, in a guided way, basic strategies
to understand and appreciate linguistic, cultural and artistic X X X X X
diversity.
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2.2.2 Contents
The treatment of the contents established for the area throughout the cycle has also been detailed,
indicating in which UPD these elements have been included.

CONTENTS UPD 5th grade UPD 6th grade

(3rd cycle) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
A. Communication
− Self-confidence. Error as an instrument of improvement as
X X X X X X X X X X X X X X X
part of the learning process.
− Basic strategies for the comprehension, planning and
production of brief, simple and contextualized oral, written and X X X X X X X X X X X X X X X
multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation
activities in basic daily situations in which communication
strategies are used to resolve conflicts, improve
communication or as a link between various interlocutors in X X X X X X X X X X X X X X X
the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of
respect and mutual collaboration.
− Basic communicative functions appropriate to the field and
context: greeting, saying goodbye, apologizing, thanking,
asking for or offering help, introducing oneself and others,
expressing likes and preferences, agreement or disagreement,
feeling, intention; describing people or activities; locating X X X X X X X X X
events in time and locating objects, people and places in space;
requesting and exchanging information on daily issues;
describing routines; giving directions and instructions;
expressing ownership and amount in English.
− Daily expressions in directed and spontaneous conversations of
varied topics with fluency, using longer sentences and simple
X X X X X X
connectors. Strategies for asking and answering questions.
Basic courtesy rules.
− Contextual models and basic discursive genres in the
understanding, production and coproduction of oral, written
and multimodal, short and simple, literary and non-literary X X X X X X
texts in English: characteristics and recognition of the context,
organization and structuring according to the internal structure.

− Basic linguistic units and meanings associated with such units,

such as expression of the entity and its properties, quantity and
number, space and spatial relations, time, affirmation, negation, X X X X X X X
interrogation and exclamation, and elementary logical
relations.
− Basic vocabulary of interest to students related to personal
identification, close interpersonal relationships, nearby places
and environments, leisure and free time, daily life. Key words, X X X X X X X X X
sentences, messages, frequently used daily expressions with
correct pronunciation, stress, intonation and rhythm using
simple connectors in English.
− Basic sound, stress, rhythmic and intonation patterns, and
general communicative functions associated with these
patterns. Phonological aspects: sounds, rhythm, intonation and
word stress in phrases frequently used in the classroom,
through songs, rhymes, tongue twisters, jokes, riddles, poetry… X X X X X X X
accompanied by facial and body gestures and mime. Reading,
spelling, recognition, and utterance of words that share a
common pattern, rhyming words, and final phonemes.
Understanding messages produced with different accents of the
English language.
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CONTENTS UPD 5th grade UPD 6th grade

(3rd cycle) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
A. Communication
− Basic spelling conventions and meanings associated with
formats and graphic elements. Correct use of punctuation and X X X X
apostrophes.
− Conventions and verbal and non-verbal strategies of common
use, in synchronous or asynchronous format, to start, maintain
and end communication, take and give the floor, ask for and X X X X X X X X
give clarifications and explanations, compare and contrast,
collaborate, etc.
− Resources for learning and strategies for the guided search of
X X X X
information in analogue and digital media.
− Intellectual property of the sources consulted and content used.
X X X X X X X

− Basic analogue and digital tools for oral, written and

multimodal comprehension, production and co-production,
and virtual platforms for interaction, cooperation and
educational collaboration for learning, communication and X X X X X X X X X X X X X X X
the development of projects with speakers or students of the
foreign language. Guided, limited and responsible use of
digital tools.
B. Multilingualism
− Compensatory strategies and techniques for communication
deficits in order to respond effectively to a specific need,
despite the limitations derived from the level of competence in X X X X X X X X
the foreign language and in other languages. Interest and
curiosity in languages, knowledge of how they work based on
respect, tolerance and empathy.
− Basic strategies to identify, organize, retain, recover and use
linguistic units (lexicon, morphosyntaxis, sound patterns, etc.),
as well as to use images, diagrams, posters, vocabulary cards, X X X X X X X X X X X X X X X
personal image dictionaries, mental maps, songs…, from the
comparison of languages.
− Basic strategies and tools for self-assessment and co-
assessment, analogue and digital, individual and cooperative
X X X X X X X X X X X X X X X
(rubrics, class diaries, portfolios, estimation scales,
checklists…).
− Basic vocabulary and expressions to understand statements
about communication, language, learning and
X X X X X
communication and learning tools (metalanguage).
Metalinguistic strategies of inference from contextual clues.
− Elementary comparison between languages based on elements
of the foreign language and other languages. Interest and
X X X X X X X
curiosity for languages, knowledge of how they work from
respect and tolerance.
C. Interculturality
− The foreign language as a means of communication and
relationship with people from other countries, as a way of
accessing new information and learning about different
cultures and ways of life. Curiosity for other social, linguistic X X X X X X X X X X X X X X X
and cultural realities, starting from positions of respect and
tolerance for the interlocutor and their customs, traditions,
social conventions, rules of courtesy, values and culture.
− Positive assessment and interest in establishing contacts and
communicating through different means (paper or digital)
with speakers or students of the foreign language. X X X X
Appreciation of personal enrichment through relationships
with people from other cultures.
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CONTENTS UPD 5th grade UPD 6th grade

(3rd cycle) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
C. Interculturality
− Aspects of language, culture and society related to customs,
everyday life and personal relationships, basic social
conventions of common use, non-verbal language, linguistic
courtesy and digital etiquette typical of countries where the X X X X X X X X
foreign language is spoken. English music and literature as
symbols of cultural identity and as a motivating vehicle for the
transmission of cultures and knowledge.
− Basic strategies to understand and appreciate the different
languages, arts and cultures, based on social, environmental X X X X X X X X
and democratic values.
− Strategies for detecting discriminatory uses of verbal and non-
X X X X X X
verbal language.
D. Syntactic-discursive contents
− Expression of logical relationships: conjunction (and);
disjunction (or); opposition (but); cause (because); finality (to- X X X X X
infinitive); temporal relations (when; before; after).
− Affirmation: affirmative sentences; Yes (+tag). X
− Exclamation: “What” + noun (What a view!); “How” +
X
Adjective (How lovely!); exclamatory sentences (I love
olives!).
− Negation: negative sentences with “not”, “never”, “no”, “nobody”,
X X X
“nothing”; No (+ negative tag).
− Interrogation: Wh- questions; auxiliary verbs in questions: to
X X
do, to be, to have, will.
− Expression of time: present (simple present; present
X X X X X X
continuous), past (simple past), future (going to, will).
− Expression of aspect: punctual (simple tenses), durative
(present continuous), habitual (simple tenses + adverb X X
“always”, “daily”), inchoative (start-ing), terminative (finish-ing).
− Expression of modality: factuality (declarative sentences),
capacity (can), obligation (have [got] to; imperative), X X X
permission (can), intention (going to).
− Expression of existence (to be; there is/there are); the entity
(nouns, pronouns, articles, demonstratives); the quality (very +
X X X X X
Adj.); the comparison (comparatives and superlatives: as Adj.
as; bigger (than); the smallest).
− Expression of quantity: singular/plural; cardinal numbers up to
four digits; ordinal numbers up to two digits. Quantity: all,
X X X
(too) many, a lot, (a) little, more, (too) much, half, a bottle/cup/
glass/piece of. Degree: very, too, enough.
− Expression of space: prepositions, prepositional phrases and
adverbs of location, position, distance, motion, direction, and X X X X
origin and arrangement.
− Temporary expressions: points (quarter past five); divisions
(half an hour, summer), and indications of time (now,
tomorrow); duration (for two days); anteriority (before); X X
posteriority (after); sequence (first, then…); simultaneously
(at the same time); frequency (sometimes, on Sundays);
prepositions, prepositional phrases and adverbs of time.
− Expression of the mode: Adv. of manner (slowly, well, quickly,
X
carefully).
− Expression of possession: I have got (I’ve got); preposition
X
“of”; saxon genitive (‘s); possessives.
− Expression of tastes and preferences: I like/I don’t like; I
X X X
like verb- ing; I love/I hate.
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2.3 Transversal contents

In line with the Decree 61/2022, of 13 July, there are a series of transversal contents that must
be incorporated into the teaching and learning process in all areas.
These cross-cutting contents aim to:
■ Educate children in respect for equal opportunities between women and men, who must
share the same rights and duties.
■ The prevention and peaceful resolution of conflicts in all areas of personal, family and
social life.
■ Learn the values that underpin freedom, justice, equality, peace, democracy, respect for human
rights and disability.
■ Reject of all forms of violence, terrorism and xenophobia.
■ The development of students’ awareness of environmental care, health and responsible
lifestyles.
■ Recognise risk situations arising from the use of information and communication technologies
(ICT).
■ The protection against emergencies and disasters.
■ Prevent unsportsmanlike attitudes and behaviours.
■ Promote actions to improve coexistence, tolerance, prudence, self-control, dialogue and
empathy.
■ Reinforce the entrepreneurial spirit, creativity, autonomy, initiative, teamwork and
self- confidence.
■ Educate students in road safety and first aids with the aim of preventing accidents.

Most of these contents will be dealt with throughout the courses in different didactic programme’s
units (UPD), depending on the learning to be worked on in each one of them.
Furthermore, some of these elements are closely related to the Sustainable Development Goals
(SDGs) of the 2030 Agenda, which promote the development of responsible and critical active
citizens.

3 Pedagogical methods
The methodology in education is the set of procedures and strategies that have the purpose of
organizing the teaching-learning process in the classroom in a global and active way in order to
optimize the potential of the students, the teacher and the available resources, and thus obtain the
best results within the circumstances and the educational context of the moment.
As far as the pedagogical methods are concerned, our syllabus will make use of participatory
methodologies in which students are in the centre, and so they are responsible for their own
learning. According to Fortea (2019), student-based methodologies are especially suitable for
achieving objectives related to long-term memorization, the development of thought, motivation
and the transfer or generalization of learning.
Accordingly, the current regulations are committed to fully experiential learning. Likewise,
emphasis is placed on competency-based learning oriented towards the exercise of active
citizenship by means of learning situations. This is achieved through the application of active
and
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contextualised methodologies and the promotion of the Sustainable Development Goals (SDGs)
of the 2030 Agenda.
Similarly, and in line with current legislation, emphasis will be placed on cooperative
work, co-education (with special attention to the non-discriminatory and inclusive use of
language) and Universal Design for Learning (UDL), taking into account the need to
provide students with multiple means of engagement, representation, and expression, as a means
of addressing diversity in the classroom.
The implications of this methodological approach are detailed below.

3.1 General didactics

When it comes to choosing the most appropriate pedagogical methods, we must take into account
some pedagogical principles, set out in the Educational Project, which should feed our teaching
practice:
■ Universal Design for Learning (UDL). It is an approach, an educational planning,
designed so that all educational needs are satisfied in a systematic and qualitative way
without having to resort to segregated measures, that is, to propose a truly inclusive model to
attend to the diversity of the students. Its main premise is the elimination of barriers, since it
understands that there are no “disabled” students but “disabling” curricula.
In this line, three principles must be followed so as to create inclusive learning contexts:
provide students with multiple means of engagement, in order to activate the emotional part
of learning, multiple means of representation, because information can be reached through
different channels in the face of possible sensory difficulties, and multiple means of action
and expression, in order to address the diversity of multiple intelligences.
This approach aims to ensure a fully inclusive educational practice that enables pupils to
achieve the expected curricular objectives (Alba Pastor, 2019).
■ Students as protagonists of learning. The methodology must be active and participatory,
which is achieved through individual work, as well as large and small groups. Thus, we will
promote cooperative work, research, the representation of information from different channels,
etc.
■ Co-education. This pillar of our teaching programme is characterised by incorporating
equality between boys and girls in a specific way, while, as a transversal axis, educating pupils
regardless of gender, promoting their individual differences, and programming activites and
learning situations according to co-educational practices.
■ Motivate and interest the student. According to Herrán (2008), we must tend towards
educational motivation, that is, an inner movement towards personal and environmental
improvement from knowledge, which tends to guide behaviour towards personal growth and
social improvement within a process of constructive balance.
Therefore, the methodology must promote pupils’ motivation and self-esteem. In this sense,
UDL infuences the affective networks that occur at the neurological level. These are directly
related to motivation and self-esteem and must be worked from the UDL principle which
consists of providing multiple means of engagement.
■ Interdisciplinarity. The global and integrating nature of Primary Education leads us to work
through globalised learning situations, so that the learning of English is related to other areas
of knowledge. In this way, we can design proposals that promote transversal and
transdisciplinary spaces in which learning is contextualised. Methodologies such as problem-
based learning, project-based learning and learning landscapes, among others, allow us to
work from a global perspective.
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Finally, we must bear in mind that the didactic programme’s units (UPD) need to be graded in
complexity and based on the characteristics and interests of the students. Assuming that they
learn in different ways and at different paces, the pedagogical methods must be governed by the
principles of graduality and personalization in order to cater for different learning paces.

3.2 Methodological models

The following is a list of different strategies from the prism of the active methodologies. The aim
is not necessarily to use all of them in the same session, but to select the one or ones that are most
in line with our teaching style, the area and the particular context. The most common practice
will be to work in depth on one of them, in combination with some other complementary ones
throughout the UPD.

■ Problem-based learning
This methodological strategy consists of proposing to the students a problem or challenge that
must have the following characteristics:
■ It must be considered before the knowledge has been acquired.
■ It must reproduce real-life problems, in which students must discover which pieces are
missing; therefore, they are not completely defined and do not have to have a sole correct
solution.
■ It must be interesting and developed in phases as the student learns.

■ Project-based learning
Especially relevant for competency-based learning, it is based on the proposal of an action
plan with which it seeks to achieve a certain practical result. This methodology aims to help
students organize their thinking, favouring reflection, criticism, the elaboration of hypotheses
and the research task through a process in which each one assumes responsibility for their
learning, applying their knowledge and skills to real projects.
Therefore, action-oriented learning is favoured, in which several areas may be integrated:
students put into play a broad set of knowledge, skills or abilities and personal attitudes,
that is, the elements that make up the different competences.

■ Cooperative learning
It is not so much a methodology in itself, as it is a set of strategies and techniques that begins
with the organization of the class in small heterogeneous groups where students work together
assuming specific roles. It should be made clear that it goes beyond mere group work, since it
must include, in the performance of the task, the «cooperative triad»: positive interdependence,
equitable participation, as well as individual responsibility of all members of the group.
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■ Flipped classroom
The flipped classroom is a pedagogical model that proposes to rethink the traditional structure
of a class. Instead of focusing the teaching hours on explanations from the teacher so that
the students can then exercise what they have learned at home, what is done is to propose
to the student the approach to the contents at home (through videos, presentations, etc.),
and then, in class, work and practice them with the teacher and the rest of the classmates.
The involvement of students in their own learning process directly affects their motivation to
progress in their integral training.

■ Gamification
Gamification is the application of techniques or dynamics typical of games to non-recreational
activities or environments in order to enhance motivation and participation, or to facilitate
learning and the achievement of objectives. It consists of using the game and its elements as
vehicles and tools to support the learning, assimilation or evaluation of knowledge. The
goal is to maximize pleasure and engagement by capturing students’ interest, inspiring them to
continue learning (Huang and Soman, 2013). It is an innovative methodology that allows both
students and teachers to participate in a different and practical educational experience.

■ Participatory masterclass
Although the mere transmission of knowledge is not the current aim of the teaching and
learning process, there are times when exposition by the teacher may occur. However, this
does not imply that there is no interaction on the part of the students.
In the participatory masterclass, as teachers we will take into account a series of principles of
action: prepare the session without losing spontaneity; awaken the interest of the students
to continue learning; present the information in a structured way; expose concepts in a clear
and precise form; explain the usefulness of the topic both for life and for other areas; facilitate
and coordinate the intervention of students; encourage learning cooperation; summarize and
clarify doubts (Ribes, 2008).

■ Communicative language teaching (CLT)

It is an approach that aims to achieve communicative rather than linguistic competence
through learner interaction. This strategy to language teaching is based on the philosophy
that, in order to learn a language, one must practice using that language to communicate
meaning to others. To promote meaningful language use, teachers can use activities that
encourage students to speak in the performance of meaningful tasks. Interaction is both the
method and the goal of language learning.
Since its inception in the 1970s, CLT has served as a major source of influence on language
teaching practice around the world. Many of the issues raised by this methodology are still
relevant today, though teachers who are relatively new to the profession may not be familiar
with them. Today CLT can be seen as describing a set of core principles about language
learning and teaching, assumptions which can be applied in different ways, and which address
different aspects of the processes of teaching and learning.
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3.3 Spaces, groupings and resources

When developing the teaching programme, we cannot forget about the organization of spaces,
groupings and resources available to promote the teaching-learning process.

►Spaces
The spaces required for our area are, fundamentally, three: the classroom, the library and the
computer room, when it is considered necessary.

►Groupings
The profile of the activity to be carried out will determine the way of working, which can be
individual, in pairs, in small groups or with the whole group-class:
■ Individual work. The main objective is that pupils can face the new knowledge on their own,
depending on their abilities and personal rhythms.
Preferably, individual work will be proposed in this type of tasks:
■ Tasks that students develop at home.
■ Permanent tasks of each UPD, such as the glossaries (grade 6).
■ Reinforcement tasks to check the degree of acquisition of learnings.

■ Pair work. These activities are addressed to communication.

■ Group work. The groups will be made up of 4 or 5 students. They tend to be more dynamic,
and provide students with greater scope for communication, even if at times they use their
first language.
■ Group-class. This means that the whole class forms one group, with the teacher as the head.
This was used all the time in the traditional classroom, and it should be used from time to time,
as it has some advantages. For example, this grouping will be very helpful when drillling and
repeating, when the teacher provides feedback or gives instructions, and when a participatory
masterclass is taking place.

►Resources
Resources are an essential help to make the methodology effective. These are multiple and varied,
so we must use the most appropriate ones in relation with the group and the methodology.
■ Classroom library. It is convenient to have a bibliography for consultation in the classroom,
both for the teacher and for the student, in addition to the existing one in the library of the
centre, including both general and specific (bilingual) dictionaries. This will allow you to solve
doubts, make queries and do small activities for the use of information sources.
■ Class notebook. The student must have a notebook where they organize the information
received and perform the proposed exercises, as it is an important element in their evaluation.
■ Digital technologies for learning. This group includes:
■ Classroom resources: digital whiteboard and computer.
■ Computer classroom resources: digital whiteboard and computers.
■ Digital device: computer, iPad, tablet or Chromebook, necessary in many information-
seeking activities.
■ Applications such as word processors and other generic or subject-specific work tools.
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■ The internet, which will be used mainly in two ways:

− As a source of information, since it is a valuable tool to consult information related to
current affairs or linguistic issues, among other options. Its use involves establishing
selection criteria to avoid the mechanical collection of content without understanding
it. In addition, it is advisable for the teacher to provide reliable addresses, which they
have already visited, or keywords that allow discriminated access to truthful and
relevant information for the student.
− As a means of communication between the different members of the educational
community. Where necessary, it will also allow virtual teaching. The possibility of
group work that it offers is also remarkably interesting, as well as the publication of the
results of a project or research on the class blog. To do this, both email and the virtual
classroom available on the centre’s website will be used.

As for the specific resources of the area, the following may be included:
■ Images, flashcards, and the like.
■ Written, oral and multimodal texts.
■ Concept maps.
■ Realia and manipulatives to expose students to a more multisensory approach to learning and
engage them in the set tasks.
■ Class displays and posters.

4 Activities and learning situations

Activities and learning situations are defined as actions that enable the development of specific
competences and the mobilisation of contents.
Taking into account the characteristics indicated above and the moment of the teaching-learning
process in which we find ourselves, we can opt for different types of activities among which the
following stand out:
■ Introduction-motivation and detection of previous knowledge: they detect the knowledge
that students have at the beginning of each UPD and allow to adapt the methodology
according to the level that the students have, as well as designing specific tasks for the
different groups of diversity within the group. Among others, we can mention:
■ Observation and analysis of schematics and concept maps.
■ Visualization of presentations and videos, which serve as a basis or endorsement of the
explanation offered.
■ Reading of news and short expository texts and commenting on these from guide
questions. They will be used as forms of content expansion or as examples of content that
is part of the UPD.
■ Book lending system to encourage reading for pleasure.
■ Brainstorming to motivate students and encourage participation.
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■ Development and consolidation activities: they enable the assimilation and consolidation of
both theoretical and practical knowledge, as well as the application of this knowledge to other
contexts. This category includes the following activities:
■ Definition of concepts and elaboration of glossaries. In each UPD (grade 6) students
will make a dictionary of terms, which will be part of the evaluation.
■ Colloquia and debates based on contents treated in the UPD.
■ Research activities from various sources, among which the internet stands out.
■ Preparation of reports and short monographic works, either individually or in groups,
from all kinds of sources. The report will be the product that the students must deliver in
the research work.
■ Problem-based learning strategies, which expose a conflicting situation, in which two
elements must be answered: what is the nature of the problem and what are the possible
solutions.
■ Work by projects, in which interdisciplinarity and collaboration between areas are put
into practice.
■ Oral presentations of the conclusions of a project or research prepared individually or
in groups using different digital formats.
■ Cooperative learning strategies, in small heterogeneous groups, where students assume
concrete roles and perform a task together.
■ Reinforcement or extension activities: the first ones promote the reinforcement of learning
in those students who present some type of difficulty, while the second ones facilitate the
deepening in certain contents for those students who demonstrate a mastery of the subject.
Both types of activities will be outlined considering different levels of depth and will
allow the adaptation of learning to the different styles and rhythms present in the classroom, as
a measure of attention to diversity. The following should be highlighted:
■ Basic comprehension and synthesis activities, posed through open questions, sentences
to complete, tables to relate concepts, true/false questionnaires, etc. Other proposals may
include developing a general concept map of the topic, completing activity sheets or
performing tasks related to the UPD.
■ Elaboration of conceptual maps which favour the understanding of the different
concepts. It may be an exercise present in all UPDs according to the needs of the students.
■ Documentary research on the Internet (WebQuest), always in learning environments,
proposed by the teacher and with the response to a series of very specific items.
■ Assessment activities: these enable the progress of students to be assessed and the teaching
practice to be adapted in order to achieve the objectives set for the stage and the development
of the corresponding competences.

With the different activities selected, it is intended for students to develop, as established
by the regulations, aspects such as an interest for and the habit of reading; the ability to express
themselves in public; reasoned understanding and critical analysis; the consolidation of
habits of discipline, study and individual and team work; the ability to understand texts and to
express themselves correctly; decision-making and assumption of responsibilities, etc.
Expository and inquiring strategies can be alternated (the teacher can present thematic content and
students can carry out activities and work) from a varied range of activities with different
strategies, such as those that pursue the evaluation of previous concepts (the presentation of
motivating images or brainstorming), those that involve a recapitulation or review of contents
(diagrams and conceptual maps that can be proposed in the final sessions of each UPD), etc.
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5 Strategies for addressing individual differences

Although it is at this moment that we expressly dedicate a section of our cycle teaching syllabus
to the attention to the individual differences of the students, this is an issue that permeates all
of it, since it is our will to seek a principle of educational equity for all students according to their
differences, in line with the approach of educational inclusion.
The most relevant decisions regarding diversity will focus on the application of the principles of
Universal Design for Learning (UDL) and a varied methodology to encourage different forms of
learning. In this regard, the following considerations shall be taken into account:
■ Multiple means of information representation will be provided: verbal explanations, digital
support (audio and video), manipulative, printed text, etc. Displaying information in a flexible
format allows the following perceptual characteristics to be varied: size of text, images or
tables; colour used for information or emphasis; speed or timing of video or sound; font used
for print materials, etc.
■ Different ways of expressing information will be provided, through lapbooks, posters,
murals, oral presentations, ICT presentations, etc. It is important to provide alternative
modalities for expression, both to level the playing field among learners and to allow them to
appropriately (or easily) express knowledge, ideas and concepts in the learning environment.
■ Greater involvement in learning will be encouraged through motivation and
participation, with cooperative work, peer tutoring, use of ICT, etc. As there is not one means
of engagement that will be optimal for all learners in all contexts, providing multiple options
for engagement is essential. For example:
■ Allow learners to participate in the design of classroom activities and assessment rubrics.
■ Provide learners with as much discretion and autonomy as possible by providing choices in
such things as the tools used for information gathering or production.

In addition, we would like to highlight two specific elements that play a crucial role in this
teaching programme:
■ Graphic organizers (concept maps, Venn diagrams, columned charts, flow charts,
taxonomies…) will be used to guide students in their research tasks, readings, etc. They
enhance comprehension and make learning more accesible while helping pupils structure
their thoughts. The production of these tools is also encouraged as a useful learning strategy
for students.
■ The development of glossaries is very useful in our area and is therefore key in this syllabus
(specially in the 6th year). Defining concepts is a basic activity in foreign language learning
because, in addition to vocabulary acquisition, it promotes comprehension and serves as a
self-study tool. A solid grasp of concepts ensures coherent expression and communication.

Finally, in accordance with the curriculum regulations and with Decree 23/2023, of 22 March,
special emphasis must be placed on the identification of barriers to learning and participation in
the Primary Education stage. These are defined as the difficulties existing in the school
environment that condition students’ possibilities to learn, be present, and participate in school
life.
Prevention, detection, and identification of these barriers should be carried out as early as
possible, along with attention strategies to try to address them. This entails implementing a series
of measures to address individual differences, whether organizational, curricular, or
methodological, ensuring that educational intervention is tailored to students’ needs. These
measures can be either ordinary or specific.
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5.1 Ordinary educational measures

In order to adapt educational intervention to students’ needs, our school will organize and
arrange spaces and schedules, and decide on the most suitable methodology for the benefit of
all students.
Additionally, the agreed-upon organization will enable reinforcement or enrichment of learning,
both individually and in groups, through group splits or flexible groupings.
Specifically for the third cycle, we will adjust the Foreign Language: English curriculum and plan
the teaching-learning process by introducing diverse and contextualized learning activities and
situations, promoting various methodologies that alternate different types of grouping within the
classroom.
Furthermore, measures will be put in place to ensure access to the school context with available
resources, so that environments, materials, processes, and tools, including assessment tools,
are understandable, usable, and feasible, ensuring access to information, communication, and
participation.
All these ordinary measures adopted for each individual student will be recorded to inform
families and other professionals involved in the educational process.

5.2 Specific educational measures

The specific measures will be devised by the school to adequately cater to students who require
attention different from the ordinary due to:
■ Special educational needs.
■ Developmental delay.
■ Disorders of language and communication development.
■ Attention deficit disorder.
■ Learning disorder.
■ Severe unfamiliarity with the language of instruction.
■ Educational compensatory needs.
■ High intellectual abilities.
■ Late incorporation into the Spanish education system.
■ Other personal or school history conditions.

These measures, tailored to the needs of each individual student, may include curricular
adaptations (whether significant or not) from different areas; specific support for the teaching and
learning process; application of specific measures to access the school context (including those
related to evaluation processes); flexibility in teachings; placement in a grade lower than age-
appropriate; design of an individualized curriculum enrichment plan, etc.

5.3 Measures to attend to students with NEAE

Below are some measures to address the pupils with NEAE present in the cycle, specifically a
pupil with attention deficit hyperactivity disorder (ADHD) in 5th grade and a pupil who suffers
from visual impairment (that is, special educational needs) in 6th grade.
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►Strategies for the pupil with ADHD

Normally, this student has the following behaviour:
■ Demands attention by talking out of turn or moving around the room.
■ Has trouble following instructions, especially when they are presented in a list, and with
operations that require ordered steps.
■ Often forgets to write down homework assignments, do them, or bring completed work to
school.
■ Often lacks fine motor control, which makes note-taking difficult and handwriting a trial
to read.
■ Encounters difficulties with long-term projects where there is no direct supervision.

Therefore, it is necessary to follow the following guidelines:

■ Classroom placement
■ Situate the student near the teacher to minimize distractions and encourage concentration,
preferably away from windows and away from the door.
■ Create a stable and controlled environment.
■ Allow more movement in the classroom. Interactive lessons and physical exercises can
help him maintain his focus.
■ Information delivery
■ Provide clear and specific instructions.
■ Use visuals: charts, pictures, colour coding, etc.
■ Write key words on the board to focus his attention.
■ Note-taking support: provide templates and examples for note-taking. It is very useful to
spend some time at the beginning of the cycle teaching different note-taking methods
and explaining the benefits and drawbacks of each.
■ Student work
■ Create worksheets and tests with fewer items.
■ Test the student orally, when possible.
■ Divide long-term projects or learning situations into segments and assign a completion
goal for each segment.
■ Accept late work and give partial credit for partial work.
■ Provide support structures like wide-ruled paper, graph paper, or paper with raised lines to
assist with letter and word alignment.
■ Suggest pencil grips or other writing aids for comfort and better control.

■ Organization
■ Teach time management, planning, and organizational skills.
■ Help him keep school materials organized to reduce distractions.
■ Provide flexible time to organize materials.

■ Participation
■ Use a “response board” for all students, avoiding distinctions between those who raise their
hands and those who don’t.
■ Encourage positive behaviours and discourage negative ones. Provide constructive
feedback to motivate improvement.
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►Strategies for the pupil with visual impairment

Visual impairment is a term used to describe any kind of vision loss, whether it is someone who
cannot see at all or someone who has partial vision loss. This particular student suffers a low
vision disorder. Although she has a good level of English, she has some needs when reading or
writing.
Therefore, it is necessary to follow the following guidelines:
■ She is seated close to the board so she can easily read what is written on it.
■ Use consistent seating arrangements to help the student navigate.
■ Label classroom materials (e.g., shelves, drawers) with tactile markers.
■ She can use a magnifying glass when she has difficulties reading or writing a text.
■ Whenever it is possible, she is allowed to use a tablet to read and write, as well as to consult a
digital dictionary and digital note-taking devices.
■ Worksheets are printed in larger or they are displayed in the interactive board.
■ The teacher reads out loud what she writes on the board, as well as written material that is
given to her, so she makes sure she understands instructions.
■ She is given more space for writing in worksheets or tests.
■ Promote awareness and acceptance among classmates.
■ Encourage classmates to repeat or rephrase answers when needed.
■ When she goes to the toilet, she is always accompanied by a friend.

6 Evaluation
6.1 Learning evaluation
In accordance with the Order 130/2023, of 23 January, the evaluation of the learning process
in Primary Education will be global, continuous and formative. And it will take into account the
degree of development of the specific competences of the area and the progressive acquisition of
the key competences in accordance with the exit profile at the end of Primary Education.
In this sense, at the end of the cycle, a final report will be issued regarding the level of
development of the key competences at the end of Primary Education, through the evaluation
of the operational descriptors associated with each of them in the exit profile. The report
template is shown in annex 2.
In this task we will take into account the assessment criteria established in the Primary
Education regulations (and already addressed in a previous section), which will allow us to check
the degree of acquisition of the specific competences of the area and, through the operational
descriptors, of the key competences and the objectives of the stage.
In addition, the evaluation should enable both teachers and pupils to identify the progress,
difficulties and errors that arise throughout the educational process and to make the appropriate
decisions in order to achieve the competences. To this end, pupils should be aware of the learning
objectives and the criteria and procedures by which they will be assessed.
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Likewise, a generalised use of varied and appropriate assessment strategies and tools should be
promoted, adjusted to the different learning activities and situations, which allow for the objective
assessment of all students, taking into account the personalisation of learning and allowing for a
better adjustment to pupils with specific educational support needs.
In this sense, the use and development of resources, didactic materials and assessment tools that
favour student involvement and commitment will be promoted and, in order to facilitate the
personalisation of learning, pupils’ personal progress will be assessed taking into account their
starting point, focusing on the process and not only on the results.
In order to do this, three evaluation stages will be differentiated depending on the moment of
their realization:
■ Initial assessment. On the one hand, it provides information on the starting point of the
students, thus facilitating the adaptation of the teaching practice to the real context of the
classroom. On the other hand, it allows us to know the degree to which the progress of the
students has been developed.
■ Formative assessment. Carried out during the learning process, it facilitates the control of
the progress of the students, observing the assimilation of contents, the errors made and
regulating at the same time the teaching mechanisms.
■ Final assessment. At the end of each phase or sequence of learning, an assessment of the
assimilated contents and developed capacities is carried out.

The use of active methodologies such as project-based learning or cooperative learning

necessarily requires that the evaluation be shaped for these purposes. In this sense, an evaluation
system based on feedback (formative evaluation) and not only on assessment (summative
evaluation) will be promoted, to favour that pupils are aware of their learning, their progress and
their needs for improvement. For this and other reasons, in many cases the rubric will be used as
a grading tool.
Thus, the evaluation will acquire a holistic nature, which will have to incorporate into the
evaluation of the final product the following dimensions and characteristics:

■ Evaluation of the process developed by the students

The monitoring and evaluation of student work is key to the success of active cooperative
methodologies. A specific weight will be assigned to it in the grading of all the works
related to the methodologies that concern us and it will be avoided to maintain a traditional
final exam focused on the reproduction of concepts. In this direction, the evaluation will
address the following aspects:
■ Practical cases in which students must put their skills into operation.
■ Written tests distant from automatic reproduction, implying an organized and coherent
use of knowledge and skills.
■ Continuous observation of the student.

■ Co-assessment
The use of rubrics and other co-assessment instruments and tools allows for an objective
evaluation made by some classmates onto others. Positive and constructive feedback will also
be promoted among pupils.

■ Self-assessment
Active methodologies require students to also be an integral part of their assessment, revealing
the effectiveness of the learning processes for themselves.
30 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

6.1.1 Assessment criteria

The assessment criteria are established in the Decree 61/2022, of 13 July, as well as in the
Educational Project and the cycle teaching programmes.
These criteria are defined in the section Sequencing of units of this document, so we will not go
into detail here. However, it should be pointed out that, although this teaching syllabus contributes
to the development of curricular elements of other areas (as detailed in the units), when carrying
out the assessment of each area we will adhere to the specific assessment criteria of that area, in
this case, English as a Foreign Language.

6.1.2 Evaluation tools and instruments

When considering the global, continuous and formative character of the evaluation, as well
as the Universal Design for Learning (UDL) principles, the use of varied, diverse and accessible
assessment strategies, tools and instruments, adapted to the different learning activities and
situations, will be promoted to enable the objective assessment of all students, in combination
with techniques such as daily observation.
The following shall be used as assessment tools:
■ Outlines, diagrams, concept maps and summaries
■ Knowledge and prior study inventory (KPSI)
■ Glossaries
■ Portfolio and passport
■ Resolution of exercises and problems, written tests and questionnaires
■ Class notebook
■ Written texts and oral productions
■ Simulation games and role-play
■ Research work
■ Final products
■ Presentation of final products
■ Self-assessment and co-assessment activities

And these assessment instruments will also be used:

■ Observation checklists
■ Self-assessment, co-assessment and hetero-assessment rubrics
■ Dartboard evaluation

6.2 Qualification criteria

The qualification criteria (also known as grading or marking criteria) are the instruments used to
obtain the result of the student’s qualification in each unit (UPD) and, consequently, they will be
reflected in the qualifications of each term.
As stated in Order 130/2023, of 23 January, in order to guarantee the objectivity of the
assessment, families will be informed at the beginning of the year about the marking criteria and
their relationship with the assessment criteria.
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Tercer ciclo

In this cycle teaching programme, the weight in the qualification of each UPD has been
distributed equally in each year, as reflected in the percentages in the following table:

GRADE DIDACTIC PROGRAMME’S UNITS (UPD) QUALIFICATION

1 14,28 %
2 14,28 %
3 14,28 %
5 4 14,28 %
5 14,28 %
6 14,28 %
7 14,28 %
Total: 100 %
8 12,5 %
9 12,5 %
10 12,5 %
11 12,5 %
6
12 12,5 %
13 12,5 %
14 12,5 %
15 12,5 %
Total: 100 %

On a scale of 1 to 10, values below 5 will be considered as Insufficient (IN); values equal to or
above 5 and above 6 will be identified as Sufficient (SU); values equal to 6 and below 7 will be
identified as Good (BI); values equal to or above 7 and up to 9 will be identified as Notable (NT);
and finally, values equal to or above 9 will be considered as Excellent (SB).
Taking into account the indication of the curricular regulations, according to which assessment
will be global, continuous and formative, the need to carry out recovery exams for each term has
been eliminated from this programme, so that students who improve their grades as the course
progresses will automatically recover the area.
32 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

6.3 Teaching evaluation

As specified in the Order 130/2023, of 23 January, throughout the course teachers will evaluate
the teaching process as a whole as well as their own teaching practice, with the aim of improving
and adapting the teaching intervention to the educational reality.
In order to evaluate the teaching process designed in this didactic programme, the following
aspects will be taken into account:
■ Appropriate design and development of activities and learning situations to mobilise the
contents of the cycle in the different units.
■ Adequacy of the assessment instruments.
■ Adequacy of the pedagogical methods agreed and of the teaching materials and resources
used.
■ Organization of spaces and time, and appropriate use of the school’s resources.
■ Appropriateness of the measures adopted to cater for the individual differences of the pupils.
■ Pertinence of measures taken to cater for individual differences in learners.
■ Effectiveness of the actions proposed for collaboration with families.
■ Coordination of the teaching team.
■ Other areas related to the teaching process that are considered appropriate.

7 Didactic programme’s units (UPD)

For the acquisition and development of both key competences and specific competences and the
mobilisation of the cycle contents, some didactic programme’s units (UPD) containing activities
and learning situations have been planned.
The units proposed in this cycle syllabus are meaningful and relevant, and they are aligned with
the principles of UDL. They also include activities with a clear objective, connected to reality,
which invite students to reflect and collaborate. Their implementation involves production and
verbal interaction and includes the use of authentic resources in different media and formats,
both analogue and digital.
Furthermore, these units are connected to the Sustainable Development Goals (SDGs) of the 2030
Agenda, which promote the integration of education for sustainable development and global
citizenship into the curriculum, with the aim of cultivating young people’s knowledge and skills to
make informed decisions and actively participate in the resolution of everyday challenges.

7.1 Temporal distribution

In this didactic programme for the third cycle of Primary Education, the curricular elements
of the area of Foreign Language: English have been distributed in 15 UPDs, for which a
temporal sequencing has been established throughout the whole cycle: 7 units are taught in 5th
grade and the following 8 units in 6th grade.
■ In the 5th year, with a total of 7 UPDs, there will be two units of 4 weeks, four units of 5
weeks each and one unit of 6 weeks, which would leave the 5th year with a total of three
evaluable units for the first term, two for the second and two for the third.
■ In the 6th year 8 UPDs will be developed, that is, one more than in the previous year, but with
the same number of total weeks. Six units will be developed in 4 weeks and the remaining two
units will cover a total of 5 weeks. In the case of this course, we would have three evaluable
units for the first term, three for the second and two for the third.
 LENGUA EXTRANJERA:
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Tercer ciclo

Accordingly, the following distribution of UPDs has been established throughout the third cycle:

UPD COURSE TERM

1. Suitcase ready!
2. Family Matters 1
3. Christmas around the world
4. Put on your coat 5th 2
5. Do you like cheese?
6. Our new home
3
7. Mae among the stars
8. Picadilly Circus
9. When dinosaurs lived on Earth 1
10. Wonderful animals
11. How much do you like sports?
12. Mother Nature 6th 2
13. Easter Bunny
14. What’s fun about music?
3
15. Antipodes

Next, we visually collect the timing of the units, always taking into account the principle of
flexibility of this didactic programme.

UPD Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
34 PROGRAMACIÓN
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Comunidad de Madrid

7.2 Justification
The following factors have been taken into account in the proposed temporal distribution:
■ The 34-week duration of the school year and its distribution into terms.
■ The minimum timetable established for the areas in the third cycle, according to Decree
61/2022, which in the area of Foreign Language: English stipulates a minimum of 3 hours
per week in 5th grade and another 3 hours per week in 6th grade.
■ The process of psycho-evolutionary maturation experienced by pupils throughout the cycle:
■ For example, in terms of cognitive development, this cycle continues with the transition
to abstract or formal thinking based on a better organization, structuring and ordering of
reality. Likewise, there is an important advance in classification skills, in the
establishment of relationships between concepts, cause-effect relationships, etc. Also
noteworthy is the evolution in the capacity for analysis and synthesis.
■ With regard to language development, pupils make changes of register depending on the
context and the mastery of reading and writing becomes evident, with greater coherence
and cohesion. All progress in the mother tongue will be decisive in acquiring language
skills in English.
■ The aim of the area is to favour and broaden the students’ communicative possibilities and
contribute to the development of skills to participate in communicative environments in
which its use is necessary. Hence, communication acts as both a means and an end in itself.
■ The necessarily sequential and progressive nature (from less to more complex) of the
acquisition of learning. This will involve a coherent distribution of the contents and
assessment criteria of the area throughout the different units.
■ The curriculum of the area is organized around the development of six specific competences,
which constitute the starting point in the formal acquisition of the English language during
the stage:

SC1. Understand general, specific and predictable information in short simple texts, expressed clearly in
the standard language, using and applying, when necessary, several strategies in order to develop a
linguistic selection and to answer to everyday communicative situations.
SC2. Produce simple texts in an understandable and structured way, using strategies such as planning or
compensation, expressing short messages related to immediate needs and responding to daily
communicative purposes.
SC3. Interact with other people using daily expressions, resorting to collaboration strategies and using
analogue and digital resources, responding to immediate needs of their interest in communicative
exchanges that respect courtesy rules.
SC4. Intervene in predictable situations, applying strategies and knowledge to process and transmit
basic and simple information in order to facilitate communication.
SC5. Recognise and use personal linguistic repertoires between different languages, reflecting on
their functioning and identifying their own strategies and knowledge, to improve the response to
specific communicative needs in known situations.
SC6. Appreciate and respect linguistic, cultural and artistic diversity from the foreign language,
identifying and valuing the differences and similarities between languages and cultures, to learn to
manage intercultural situations.
 LENGUA EXTRANJERA:
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Tercer ciclo

Taking all these aspects into account, the following sequencing has been chosen: constant work
on all the specific competences (which will be present in all the units through the assessment
criteria), while the contents of all the blocks are alternated throughout the cycle. Although there
are contents from blocks A, B and C that are repeated in all the units, not all of them maintain a
homogeneous presence, as will be explained below:
■ The Communication block is most obviously related to the first 4 specific competences,
and is therefore the most extensive block and the one that permeates the learning of the
cycle in the most obvious way. As already mentioned, communicative competence is one of
the fundamental pillars of this area. The sequencing of the items of this block varies
throughout the syllabus:
■ Firstly, there are a number of contents that are repeated throughout all the units. These
ever-present contents include: self-confidence and error as na instrument of improvement;
basic strategies for the comprehension, planning and production of brief, simple
and contextualized texts; analogue and digital tools for oral, written and multimodal
comprehension, production and co-production… It is worth highlighting the importance of
guided, limited, and responsible use of digital tools to make informed decisions and
contribute positively to the digital ecosystem. Children are exposed to digital tools from na
early age, and fostering their digital literacy is essential in all areas.
■ Another set of content items is distributed more or less evenly over the two years of the
cycle: phonological aspects, different accents of the English language…; verbal and non-
verbal strategies to take and give the floor, etc.
■ A last group of contents, characterised by their complexity, have a greater presence
in 6th grade (resources for learning and strategies for the guided search of information in
analogue and digital media, intellectual property of sources, etc.). For example, in
most of the 6th grade units, we will focus on frequently used expressions in daily
conversations on a variety of topics, with particular emphasis on the use of longer
sentences and basic connectors. Speaking strategies for asking and answering questions
(rehearsing a repertoire of appropriate phrases and expressions, asking for feedback, etc.)
as well as basic courtesy rules are also worked on in this course.
■ Similarly, the Multilingualism block (which is more closely related to SC5) includes content
items which are repeated in all the units (basic strategies to identify, organise, retain, recover
and use linguistic units… from the comparison of languages; strategies and tools for self- and
co-assessment), although the rest of items are unevenly distributed throughout the cycle.
■ In general, the contents of the Interculturality block will be addressed throughout the entire
cycle to guarantee a deep and continuous understanding of the intercultural aspects of the
foreign language. Cultural sensitivity and appreciation of diversity will be promoted through
the exploration of topics related to the customs, traditions, values and points of view of
different cultures around the world. The most relevant content, which is repeated in all
units, is the consideration of the foreign language as a means of communication and as a way
of accessing new information about different cultures and ways of life. This block is more
directly related to SC6.
■ It is worth mentioning that, by their nature, the contents of block D: Syntactic-discursive
contents are given constantly throughout the cycle, in an increasing progression of
complexity. They refer to the linguistic structures that arise when we consider both sentence-
level syntax and the broader context of discourse, and so they are integral to language
development. Depending on their relationship with the topic or with a specific text or resource
of the unit in question, those that are worked on in more depth have been selected and
indicated, regardless of the course.
36 PROGRAMACIÓN
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Comunidad de Madrid

In addition, it is important to mention that all these sequencing has been carried out keeping
in mind the transversal contents included in article 11 of Decree 61/2022. Because of their
importance, some of them will be worked on constantly and firmly in the two courses of the cycle,
such us: respect for equal opportunities, prevention and peaceful resolution of conflicts, rejection
of violence, fundamental values like equality, peace, democracy, human rights, coexistence,
tolerance, empathy, etc. Likewise, the entrepreneurial spirit, as well as creativity, autonomy,
initiative, teamwork and self-confidence will be definitely fostered in the different activities and
learning situations throughout all UPDs.
Finally, some of the transversal contents listed will be worked on specifically in some of the units.
For example, awareness of environmental care in units 4 and 12 (through the reading of “Michael
Recycle” and articles about climate change, respectively) and risk situations due to the use of
technologies in unit 13 (the book “Killer Underwear Invasion!” deals with media literacy in a fun
and humorous way).

7.3 Sequencing by course

The sequencing of UPDs is presented below, specifying the different curricular elements to be
worked on in each of them, as well as some examples of learning situations and activities that will
be carried out in each unit throughout the cycle.

UPD 1: Suitcase Ready!

Cycle: 3 Grade: 5
Term: 1 Timing: 12 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
1 relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
through different supports.

2.1. Expressing orally short and simple texts, previously prepared, on everyday matters of relevance to
2 the students, using, in a guided way, verbal and non-verbal resources, and using basic and frequently
used forms and structures typical of the foreign language.

3.2. Selecting, organising and using, in a guided way and in everyday situations, elementary strategies
3 to greet, say goodbye and introduce themselves; formulate and answer simple questions; express
messages, and start and end communication.

4.2. Selecting and applying, in a guided way, basic strategies that help create bridges and facilitate
the understanding and production of information and communication, appropriate to
4
communicative intentions, using, with help, physical or digital resources and supports depending on the
needs of each moment.

5.2. Using and differentiating progressively autonomously the knowledge and strategies to improve
their ability to communicate and learn the foreign language, with the support of other participants and
analogue and digital media.
5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
6 the foreign language is spoken as a source of personal enrichment, showing interest in
understanding basic cultural and linguistic elements that promote sustainability and democracy.
 LENGUA EXTRANJERA:
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Tercer ciclo

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Basic communicative functions appropriate to the field and context: greeting, saying goodbye,
apologizing, thanking, asking for or offering help, introducing oneself and others, expressing likes
and preferences, agreement or disagreement, feeling, intention; describing people or
activities; locating events in time and locating objects, people and places in space; requesting and
exchanging information on daily issues; describing routines; giving directions and instructions;
expressing ownership and amount in English.
− Basic vocabulary of interest to students related to personal identification, close interpersonal
relationships, nearby places and environments, leisure and free time, daily life. Key words,
sentences, messages, frequently used daily expressions with correct pronunciation, stress,
intonation and rhythm using simple connectors in English.
− Basic sound, stress, rhythmic and intonation patterns, and general communicative functions
associated with these patterns. Phonological aspects: sounds, rhythm, intonation and word stress in
phrases frequently used in the classroom, through songs, rhymes, tongue twisters, jokes, riddles,
poetry… accompanied by facial and body gestures and mime. Reading, spelling, recognition, and
utterance of words that share a common pattern, rhyming words, and final phonemes.
Understanding messages produced with different accents of the English language.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Basic strategies to understand and appreciate the different languages, arts and cultures, based on
social, environmental and democratic values.

D. Syntactic- − Expression of logical relationships: conjunction (and); disjunction (or); opposition (but); cause
discursive contents (because); finality (to-infinitive); temporal relations (when; before; after).
− Expression of quantity: singular/plural; cardinal numbers up to four digits; ordinal numbers up to two
digits. Quantity: all, (too) many, a lot, (a) little, more, (too) much, half, a bottle/cup/ glass/piece of.
Degree: very, too, enough.
− Expression of space: prepositions, prepositional phrases and adverbs of location, position, distance,
motion, direction, and origin and arrangement.
− Expression of tastes and preferences: I like/I don’t like; I like verb- ing; I love/I hate.
38 PROGRAMACIÓN
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Comunidad de Madrid

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Questionnarie about previous knowledge using the Plickers App.

Activity 2: Listening to a podcast: «Little Explorers Big World», including virtual journeys around the globe, exploring
different countries, cultures, and landmarks through storytelling and interviews. Pre-listening and post-listening activities.

Activity 3: Cooperative technique: Expert Jigsaw. Checking students’ learning about planning a trip.
Activity 4: Elaboration of a multimodal travel brochure in groups. First, written, and then present their ideas to the class.
Activity 5: Promoting sustainable tourism: roleplay between a potential visitor (or group) and a travel agent to discuss travel
options. Encourage responsible travel choices (eco-friendly accommodations, local cuisine, and sustainable transportation
options), in line with SDG 11 and SDG 12.

Activity 6: Completing the passport to start the journey.

Activity 7: Self-assessment rubric to assess students’ strengths and weak points.

RESOURCES

− Digital resources, such as Plickers.

− Podcast: «Little Explorers Big World».
− Resources for the creation of the travel brochure.
− Students’ passports.
− Rubric.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Cooperative technique: Expert Jigsaw. 20%

Multimodal travel brochure. 30%
Passport. 30%
Self-assessment rubric. 20%
 LENGUA EXTRANJERA:
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Tercer ciclo

UPD 2: Family Matters

Cycle: 3 Grade: 5
Term: 1 Timing: 12 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.2. Selecting, organising and applying, in a guided way, appropriate strategies and knowledge in
1 everyday communicative situations of relevance to the students to capture the global meaning and
process explicit information in various texts in English.

2.1. Expressing orally short and simple texts, previously prepared, on everyday matters of relevance to
2 the students, using, in a guided way, verbal and non-verbal resources, and using basic and frequently
used forms and structures typical of the foreign language.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
3 repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
interlocutors.

4.1. Inferring and explaining texts, concepts and brief and simple communications, in a guided way, in
situations in which to attend to diversity, showing respect and empathy for the interlocutors and for the
4
languages used, and interest in participating in the solution of problems of understanding and
understanding in their immediate environment, relying on various resources and supports.

5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
5
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.1. Acting with appreciation and respect in intercultural situations, building links between different
6 languages and cultures, and showing rejection of any type of discrimination, prejudice and stereotype
in everyday and usual communicative contexts.

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Basic communicative functions appropriate to the field and context: greeting, saying goodbye,
apologizing, thanking, asking for or offering help, introducing oneself and others, expressing likes
and preferences, agreement or disagreement, feeling, intention; describing people or
activities; locating events in time and locating objects, people and places in space; requesting and
exchanging information on daily issues; describing routines; giving directions and instructions;
expressing ownership and amount in English.
− Basic spelling conventions and meanings associated with formats and graphic elements. Correct
use of punctuation and apostrophes.
− Conventions and verbal and non-verbal strategies of common use, in synchronous or asynchronous
format, to start, maintain and end communication, take and give the floor, ask for and give
clarifications and explanations, compare and contrast, collaborate, etc.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.
40 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

CONTENTS
Block Knowledge, skills and attitudes
B. Multilingualism − Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).
− Elementary comparison between languages based on elements of the foreign language and other
languages. Interest and curiosity for languages, knowledge of how they work from respect and
tolerance.

C. Interculturality − The foreign language as a means of communication and relationship with people from other countries,
as a way of accessing new information and learning about different cultures and ways of life.
Curiosity for other social, linguistic and cultural realities, starting from positions of respect and
tolerance for the interlocutor and their customs, traditions, social conventions, rules of courtesy,
values and culture.
− Aspects of language, culture and society related to customs, everyday life and personal
relationships, basic social conventions of common use, non-verbal language, linguistic courtesy
and digital etiquette typical of countries where the foreign language is spoken. English music and
literature as symbols of cultural identity and as a motivating vehicle for the transmission of cultures
and knowledge.
− Basic strategies to understand and appreciate the different languages, arts and cultures, based on
social, environmental and democratic values.

D. Syntactic- − Expression of aspect: punctual (simple tenses), durative (present continuous), habitual (simple
discursive contents tenses + adverb “always”, “daily”), inchoative (start-ing), terminative (finish-ing).
− Expression of possession: I have got (I’ve got); preposition “of”; saxon genitive (‘s); possessives.

ACTIVITIES/LEARNING SITUATIONS

Activity 1: KWL Chart to activate student’s prior knowledge and monitor learning.
Activity 2: Presentation of new vocabulary and structures via flashcards. In the notebook, write down the ones you already know,
the new ones and those which can be deduced by analogy with other languages. Comparison of classification in pairs.
Activity 3: Elaboration of a concept map (with the help of a template) about physical description to depict the relationships
between concepts. A concept map is a visual representation of knowledge that helps to organize and structure information in a
way that makes it easier to understand and remember.
Activity 4: Reading of a fragment from “Haroun and the Sea of Stories” (1990) by Salman Rushdie, well planned and adapted
for our group. In pairs, students will outline a basic critical analysis.
Activity 5: Creation of a virtual collaborative mural.
Activity 6: Final debate about sustainable transport and cities, in line with SDG 11.
Activity 7: Complete a KWL Chart to assess the learning process, including self-assessment and group assessment.

RESOURCES

− KWL Chart.
− Flashcards.
− Template.
− Fragment from “Haroun and the Sea of Stories” (1990) by Salman Rushdie.
− Resources for creating a virtual collabotative mural, including technological devices.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Concept map. 10%

Critical analysis. 20%
Virtual collaborative mural. 30%
Final debate. 30%
KWL Chart. 10%
 LENGUA EXTRANJERA:
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Tercer ciclo

UPD 3: Christmas around the world

Cycle: 3 Grade: 5
Term: 1 Timing: 15 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
1 relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
through different supports.

2.2. Organising and writing short and simple texts, previously prepared, with adaptation to the
proposed communicative situation, through analogue and digital tools, and using structures and basic
vocabulary of common use on everyday and frequent issues, of personal relevance to the students and
close to their experience.
2
2.3. Selecting, organising and applying, in a guided way, knowledge and strategies to prepare and
produce texts appropriate to communicative intentions, contextual characteristics and textual typology,
using, with help, physical or digital resources depending on the task and the needs of each moment.

3.2. Selecting, organising and using, in a guided way and in everyday situations, elementary strategies
3 to greet, say goodbye and introduce themselves; formulate and answer simple questions; express
messages, and start and end communication.

4.1. Inferring and explaining texts, concepts and brief and simple communications, in a guided way, in
situations in which to attend to diversity, showing respect and empathy for the interlocutors and for the
4
languages used, and interest in participating in the solution of problems of understanding and
understanding in their immediate environment, relying on various resources and supports.

5.1. Comparing and contrasting the similarities and differences between different languages reflecting
progressively autonomously on basic aspects of their functioning.

5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
the foreign language is spoken as a source of personal enrichment, showing interest in
6 understanding basic cultural and linguistic elements that promote sustainability and democracy.

6.3. Selecting and applying, in a guided way, basic strategies to understand and appreciate linguistic,
cultural and artistic diversity.
42 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Basic communicative functions appropriate to the field and context: greeting, saying goodbye,
apologizing, thanking, asking for or offering help, introducing oneself and others, expressing likes
and preferences, agreement or disagreement, feeling, intention; describing people or
activities; locating events in time and locating objects, people and places in space; requesting and
exchanging information on daily issues; describing routines; giving directions and instructions;
expressing ownership and amount in English.
− Contextual models and basic discursive genres in the understanding, production and coproduction of
oral, written and multimodal, short and simple, literary and non-literary texts in English:
characteristics and recognition of the context, organization and structuring according to the internal
structure.
− Basic linguistic units and meanings associated with such units, such as expression of the entity and
its properties, quantity and number, space and spatial relations, time, affirmation, negation,
interrogation and exclamation, and elementary logical relations.
− Basic vocabulary of interest to students related to personal identification, close interpersonal
relationships, nearby places and environments, leisure and free time, daily life. Key words,
sentences, messages, frequently used daily expressions with correct pronunciation, stress,
intonation and rhythm using simple connectors in English.
− Basic sound, stress, rhythmic and intonation patterns, and general communicative functions
associated with these patterns. Phonological aspects: sounds, rhythm, intonation and word stress in
phrases frequently used in the classroom, through songs, rhymes, tongue twisters, jokes, riddles,
poetry… accompanied by facial and body gestures and mime. Reading, spelling, recognition, and
utterance of words that share a common pattern, rhyming words, and final phonemes.
Understanding messages produced with different accents of the English language.
− Basic spelling conventions and meanings associated with formats and graphic elements. Correct
use of punctuation and apostrophes.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Compensatory strategies and techniques for communication deficits in order to respond effectively
to a specific need, despite the limitations derived from the level of competence in the foreign
language and in other languages. Interest and curiosity in languages, knowledge of how they work
based on respect, tolerance and empathy.
− Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).

C. Interculturality − The foreign language as a means of communication and relationship with people from other countries,
as a way of accessing new information and learning about different cultures and ways of life.
Curiosity for other social, linguistic and cultural realities, starting from positions of respect and
tolerance for the interlocutor and their customs, traditions, social conventions, rules of courtesy,
values and culture.
− Aspects of language, culture and society related to customs, everyday life and personal
relationships, basic social conventions of common use, non-verbal language, linguistic courtesy
and digital etiquette typical of countries where the foreign language is spoken. English music and
literature as symbols of cultural identity and as a motivating vehicle for the transmission of
cultures and knowledge.
− Basic strategies to understand and appreciate the different languages, arts and cultures, based on
social, environmental and democratic values.

D. Syntactic- − Expression of time: present (simple present; present continuous), past (simple past), future (going
discursive contents to, will).
 LENGUA EXTRANJERA:
INGLÉS 43
Tercer ciclo

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Brainstorming to motivate students and encourage participation.

Activity 2: Written, oral and multimodal texts will provide the perfect setting for learning new lexicon, expressions and
grammar, and advance in the practice of language skills. Among them, the trailer of a famous Christmas movie: “How the
Grinch Stole Christmas” (2000).

Activity 3: In groups research and prepare a presentation about how Christmas is celebrated in different countries. It must include
information about traditions, customs, food, decorations, and other cultural aspects.

Activity 4: Reading of a fragment of the classic “A Christmas Carol” by Charles Dickens (graded reader), originally conceived
as a pamphlet against exploitative capitalism. Complete basic reading comprehension activities. Definition of key concepts with
the help of an online dictionary.

Activity 5: Final debate about consumption and consumerism related to Christmas, in line with SDG 12 (Responsible
Consumption and Production).

Activity 6: Completing the individual portfolio.

Activity 7: Exit ticket: Summarize the lesson in a tweet.

RESOURCES

− Written, oral and multimodal texts, including the trailer of “How the Grinch Stole Christmas” and a fragment of “A
Christmas Carol” by Charles Dickens.
− Resources for preparing an oral presentation about Christmas in different countries, including technological devices.
− Portfolio.
− Materials for the exit ticket actvity.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Presentation about how Christmas is celebrated in different countries. 40%

Definition of concepts. 10%
Debate. 20%
Portfolio. 20%
Exit ticket. 10%
44 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

UPD 4: Put on your coat

Cycle: 3 Grade: 5
Term: 2 Timing: 15 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.2. Selecting, organising and applying, in a guided way, appropriate strategies and knowledge in
1 everyday communicative situations of relevance to the students to capture the global meaning and
process explicit information in various texts in English.

2.1. Expressing orally short and simple texts, previously prepared, on everyday matters of relevance to
the students, using, in a guided way, verbal and non-verbal resources, and using basic and frequently
used forms and structures typical of the foreign language.
2 2.3. Selecting, organising and applying, in a guided way, knowledge and strategies to prepare and
produce texts appropriate to communicative intentions, contextual characteristics and textual typology,
using, with help, physical or digital resources depending on the task and the needs of each moment.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
3 repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
interlocutors.

4.1. Inferring and explaining texts, concepts and brief and simple communications, in a guided way, in
situations in which to attend to diversity, showing respect and empathy for the interlocutors and for the
4
languages used, and interest in participating in the solution of problems of understanding and
understanding in their immediate environment, relying on various resources and supports.

5.2. Using and differentiating progressively autonomously the knowledge and strategies to improve
their ability to communicate and learn the foreign language, with the support of other participants and
analogue and digital media.
5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.3. Selecting and applying, in a guided way, basic strategies to understand and appreciate linguistic,
6
cultural and artistic diversity.

CONTENTS

Block Knowledge, skills and attitudes

A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Daily expressions in directed and spontaneous conversations of varied topics with fluency, using
longer sentences and simple connectors. Strategies for asking and answering questions. Basic
courtesy rules.
− Basic linguistic units and meanings associated with such units, such as expression of the entity and
its properties, quantity and number, space and spatial relations, time, affirmation, negation,
interrogation and exclamation, and elementary logical relations.
− Conventions and verbal and non-verbal strategies of common use, in synchronous or asynchronous
format, to start, maintain and end communication, take and give the floor, ask for and give
clarifications and explanations, compare and contrast, collaborate, etc.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.
 LENGUA EXTRANJERA:
INGLÉS 45
Tercer ciclo

CONTENTS

Block Knowledge, skills and attitudes

B. Multilingualism − Compensatory strategies and techniques for communication deficits in order to respond effectively
to a specific need, despite the limitations derived from the level of competence in the foreign
language and in other languages. Interest and curiosity in languages, knowledge of how they work
based on respect, tolerance and empathy.
− Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).
− Basic vocabulary and expressions to understand statements about communication, language,
learning and communication and learning tools (metalanguage). Metalinguistic strategies of
inference from contextual clues.

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Positive assessment and interest in establishing contacts and communicating through different
means (paper or digital) with speakers or students of the foreign language. Appreciation of
personal enrichment through relationships with people from other cultures.
− Strategies for detecting discriminatory uses of verbal and non-verbal language.

D. Syntactic- − Affirmation: affirmative sentences; Yes (+tag).

discursive contents − Interrogation: Wh- questions; auxiliary verbs in questions: to do, to be, to have, will.
− Expression of modality: factuality (declarative sentences), capacity (can), obligation (have [got] to;
imperative), permission (can), intention (going to).
− Expression of tastes and preferences: I like/I don’t like; I like verb- ing; I love/I hate.

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Questionnaire about previous ideas, to be completed individually by each student.

Activity 2: Observation and analysis of a concept map.
Activity 3: Reading of “Michael Recycle” (2008) by Ellie Bethel, a picture book about a superhero who teaches a town
the importance of recycling and taking care of the environment. It’s a fun and engaging way to introduce responsible
consumption practices. Complete basic reading comprehension activities and definition of key concepts with the help of an online
dictionary.

Activity 4: Brainstorming session to generate ideas for the mural.

Activity 5: Elaboration of a multimodal collaborative mural including a variety of elements, such as drawings, paintings, collages,
and even small sculptures made from recycled materials.

Activity 6: Final debate about the concept of the three Rs: Reduce, Reuse, and Recycle, in line with SDG 12.
Activity 7: Reflection on Three Questions: Identify two things students find interesting and pose a question they still have.

RESOURCES

− Concept map.
− Book “Michael Recycle” (2008) by Ellie Bethel.
− Resources for elaborating a multimodal mural, incorporating the use of technological devices.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Reading comprehension activities and definition of concepts. 30%

Collaborative mural. 30%
Debate. 30%
Reflection: Three Questions. 10%
46 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

UPD 5: Do you like cheese?

Cycle: 3 Grade: 5
Term: 2 Timing: 15 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
1 relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
through different supports.

2.2. Organising and writing short and simple texts, previously prepared, with adaptation to the
proposed communicative situation, through analogue and digital tools, and using structures and basic
2
vocabulary of common use on everyday and frequent issues, of personal relevance to the students and
close to their experience.

3.2. Selecting, organising and using, in a guided way and in everyday situations, elementary strategies
3 to greet, say goodbye and introduce themselves; formulate and answer simple questions; express
messages, and start and end communication.

4.2. Selecting and applying, in a guided way, basic strategies that help create bridges and facilitate
the understanding and production of information and communication, appropriate to
4
communicative intentions, using, with help, physical or digital resources and supports depending on the
needs of each moment.

5.1. Comparing and contrasting the similarities and differences between different languages reflecting
progressively autonomously on basic aspects of their functioning.

5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.1. Acting with appreciation and respect in intercultural situations, building links between different
languages and cultures, and showing rejection of any type of discrimination, prejudice and stereotype
in everyday and usual communicative contexts.
6
6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
the foreign language is spoken as a source of personal enrichment, showing interest in
understanding basic cultural and linguistic elements that promote sustainability and democracy.
 LENGUA EXTRANJERA:
INGLÉS 47
Tercer ciclo

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Basic communicative functions appropriate to the field and context: greeting, saying goodbye,
apologizing, thanking, asking for or offering help, introducing oneself and others, expressing likes
and preferences, agreement or disagreement, feeling, intention; describing people or
activities; locating events in time and locating objects, people and places in space; requesting and
exchanging information on daily issues; describing routines; giving directions and instructions;
expressing ownership and amount in English.
− Basic linguistic units and meanings associated with such units, such as expression of the entity and
its properties, quantity and number, space and spatial relations, time, affirmation, negation,
interrogation and exclamation, and elementary logical relations.
− Basic vocabulary of interest to students related to personal identification, close interpersonal
relationships, nearby places and environments, leisure and free time, daily life. Key words,
sentences, messages, frequently used daily expressions with correct pronunciation, stress,
intonation and rhythm using simple connectors in English.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).
− Elementary comparison between languages based on elements of the foreign language and other
languages. Interest and curiosity for languages, knowledge of how they work from respect and
tolerance.

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Aspects of language, culture and society related to customs, everyday life and personal
relationships, basic social conventions of common use, non-verbal language, linguistic courtesy
and digital etiquette typical of countries where the foreign language is spoken. English music and
literature as symbols of cultural identity and as a motivating vehicle for the transmission of
cultures and knowledge.

D. Syntactic- − Expression of logical relationships: conjunction (and); disjunction (or); opposition (but); cause
discursive contents (because); finality (to-infinitive); temporal relations (when; before; after).
− Expression of quantity: singular/plural; cardinal numbers up to four digits; ordinal numbers up to
two digits. Quantity: all, (too) many, a lot, (a) little, more, (too) much, half, a bottle/cup/glass/piece
of. Degree: very, too, enough.
− Expression of tastes and preferences: I like/I don’t like; I like verb- ing; I love/I hate.
48 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Initial diagnostic test (KPSI) to find out the group’s prior knowledge.
Activity 2: Presentation of the educational contents of the unit, with the help of the board book “Eating the Alphabet” (Fruits &
Vegetables from A to Z), by Lois Ehlert, which introduces fruits and vegetables from around the world. Its final glossary
provides interesting facts about each food, and so it will be a recurrent resource throughout the unit.

Activity 3: Reading of “Plant, Cook, Eat!” (2018), a children’s cookbook by Joe Archer and Caroline Craig (pages 8-9). Students
complete a template with key vocabulary.

Activity 4: Basic comprehension and synthesis activities, posed through open questions, sentences to complete, tables to relate
concepts, true/false questionnaires, etc. Comparison of answers in pairs, providing feedback.

Activity 5: Elaboration of a multimodal recipe in teams. First, written, and then recorded and shared in the school blog with
Flip.

Activity 6: Group assessment: “Two stars and a wish”. Pupils state two successes and one improvement. Giving positive
feedback with negative feedback reduces discomfort and anxiety.

Activity 7: Completing an individual portfolio to keep a record or class work as well as reflect on one’s own learning.
Activity 8: Debate about the importance of a varied diet, in line with SDG 3 (Good Health and Well-being).

RESOURCES

− Board book “Eating the Alphabet” (Fruits & Vegetables from A to Z), by Lois Ehlert.
− Cookbook “Plant, Cook, Eat!” (2018), a by Joe Archer and Caroline Craig.
− Resources for the development of the multimodal recipe, including technological devices.
− Portfolio.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Template with key vocabulary about food. 20%

The multimodal recipe: written text and digital recording. 40%
Portfolio. 10%
Final debate. 30%
 LENGUA EXTRANJERA:
INGLÉS 49
Tercer ciclo

UPD 6: Our new home

Cycle: 3 Grade: 5
Term: 3 Timing: 18 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
1 relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
through different supports.

2.2. Organising and writing short and simple texts, previously prepared, with adaptation to the
proposed communicative situation, through analogue and digital tools, and using structures and basic
vocabulary of common use on everyday and frequent issues, of personal relevance to the students and
close to their experience.
2
2.3. Selecting, organising and applying, in a guided way, knowledge and strategies to prepare and
produce texts appropriate to communicative intentions, contextual characteristics and textual typology,
using, with help, physical or digital resources depending on the task and the needs of each moment.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
3 repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
interlocutors.

4.2. Selecting and applying, in a guided way, basic strategies that help create bridges and facilitate
the understanding and production of information and communication, appropriate to
4
communicative intentions, using, with help, physical or digital resources and supports depending on the
needs of each moment.

5.1. Comparing and contrasting the similarities and differences between different languages reflecting
progressively autonomously on basic aspects of their functioning.

5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
6 the foreign language is spoken as a source of personal enrichment, showing interest in
understanding basic cultural and linguistic elements that promote sustainability and democracy.
50 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Contextual models and basic discursive genres in the understanding, production and coproduction of
oral, written and multimodal, short and simple, literary and non-literary texts in English:
characteristics and recognition of the context, organization and structuring according to the internal
structure.
− Resources for learning and strategies for the guided search of information in analogue and digital
media.
− Intellectual property of the sources consulted and content used.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Compensatory strategies and techniques for communication deficits in order to respond effectively
to a specific need, despite the limitations derived from the level of competence in the foreign
language and in other languages. Interest and curiosity in languages, knowledge of how they work
based on respect, tolerance and empathy.
− Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).
− Elementary comparison between languages based on elements of the foreign language and other
languages. Interest and curiosity for languages, knowledge of how they work from respect and
tolerance.

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Aspects of language, culture and society related to customs, everyday life and personal
relationships, basic social conventions of common use, non-verbal language, linguistic courtesy
and digital etiquette typical of countries where the foreign language is spoken. English music and
literature as symbols of cultural identity and as a motivating vehicle for the transmission of
cultures and knowledge.
− Basic strategies to understand and appreciate the different languages, arts and cultures, based on
social, environmental and democratic values.

D. Syntactic- − Expression of logical relationships: conjunction (and); disjunction (or); opposition (but); cause
discursive contents (because); finality (to-infinitive); temporal relations (when; before; after).
− Negation: negative sentences with “not”, “never”, “no”, “nobody”, “nothing”; No (+ negative tag).
− Expression of time: present (simple present; present continuous), past (simple past), future (going
to, will).
− Expression of space: prepositions, prepositional phrases and adverbs of location, position, distance,
motion, direction, and origin and arrangement.
 LENGUA EXTRANJERA:
INGLÉS 51
Tercer ciclo

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Visualization of a presentation about housing in the USA.

Activity 2: Brainstorming to motivate students and encourage participation. A template on key concepts is completed.
Activity 3: Reading a book “The House that Jane Built: A story about Jane Addams” by Tanya Lee Stone, an inspiring story
about providing housing and support for immigrants in need. Comprehension and reflection activities.

Activity 4: Act out the story of the book “The House that Jane Built: A story about Jane Addams” as a theater play, assigning
roles to the students to portray the main characters.

Activity 5: Kahoot! Revision game of the contents in team-vs-team mode.

Activity 6: Creating sustainable communities: a learning situation to achieve SDG 11. In groups, students develop innovative
solutions for addressing urban challenges and promoting sustainable lifestyles. Oral presentation of the conclusions.

Activity 7: “Feedback sandwich” in groups. The feedback starts with a couple of positive comments, then points where the
students could improve, and concludes with an encouraging note.

RESOURCES

− Digital resources to present new vocabulary about the topic.

− Template.
− Book “The House that Jane Built: A story about Jane Addams” by Tanya Lee Stone.
− Kahoot! App to assess the learning-process.
− Materials to develop the learning situation about sustainable lifestyles.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Template on key concepts. 10%

Theater play. 20%
Revision game. 20%
Oral presentation of the conclusions of the learning situation about sustainable lifestyles. 40%
Feedback Sandwich tecnhique. 10%
52 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

UPD 7: Mae among the stars

Cycle: 3 Grade: 5
Term: 3 Timing: 15 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
1 relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
through different supports.

2.3. Selecting, organising and applying, in a guided way, knowledge and strategies to prepare and
produce texts appropriate to communicative intentions, contextual characteristics and textual typology,
2
using, with help, physical or digital resources depending on the task and the needs of each moment.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
3 repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
interlocutors.

4.1. Inferring and explaining texts, concepts and brief and simple communications, in a guided way, in
situations in which to attend to diversity, showing respect and empathy for the interlocutors and for the
4
languages used, and interest in participating in the solution of problems of understanding and
understanding in their immediate environment, relying on various resources and supports.

5.1. Comparing and contrasting the similarities and differences between different languages reflecting
progressively autonomously on basic aspects of their functioning.

5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.1. Acting with appreciation and respect in intercultural situations, building links between different
6 languages and cultures, and showing rejection of any type of discrimination, prejudice and stereotype
in everyday and usual communicative contexts.
 LENGUA EXTRANJERA:
INGLÉS 53
Tercer ciclo

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Basic communicative functions appropriate to the field and context: greeting, saying goodbye,
apologizing, thanking, asking for or offering help, introducing oneself and others, expressing likes
and preferences, agreement or disagreement, feeling, intention; describing people or
activities; locating events in time and locating objects, people and places in space; requesting and
exchanging information on daily issues; describing routines; giving directions and instructions;
expressing ownership and amount in English.
− Basic vocabulary of interest to students related to personal identification, close interpersonal
relationships, nearby places and environments, leisure and free time, daily life. Key words,
sentences, messages, frequently used daily expressions with correct pronunciation, stress,
intonation and rhythm using simple connectors in English.
− Basic sound, stress, rhythmic and intonation patterns, and general communicative functions
associated with these patterns. Phonological aspects: sounds, rhythm, intonation and word stress in
phrases frequently used in the classroom, through songs, rhymes, tongue twisters, jokes, riddles,
poetry… accompanied by facial and body gestures and mime. Reading, spelling, recognition, and
utterance of words that share a common pattern, rhyming words, and final phonemes.
Understanding messages produced with different accents of the English language.
− Conventions and verbal and non-verbal strategies of common use, in synchronous or asynchronous
format, to start, maintain and end communication, take and give the floor, ask for and give
clarifications and explanations, compare and contrast, collaborate, etc.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Compensatory strategies and techniques for communication deficits in order to respond effectively
to a specific need, despite the limitations derived from the level of competence in the foreign
language and in other languages. Interest and curiosity in languages, knowledge of how they work
based on respect, tolerance and empathy.
− Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).
− Basic vocabulary and expressions to understand statements about communication, language,
learning and communication and learning tools (metalanguage). Metalinguistic strategies of
inference from contextual clues.
− Elementary comparison between languages based on elements of the foreign language and other
languages. Interest and curiosity for languages, knowledge of how they work from respect and
tolerance.

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Positive assessment and interest in establishing contacts and communicating through different
means (paper or digital) with speakers or students of the foreign language. Appreciation of
personal enrichment through relationships with people from other cultures.
− Strategies for detecting discriminatory uses of verbal and non-verbal language.

D. Syntactic- − Expression of time: present (simple present; present continuous), past (simple past), future (going
discursive contents to, will).
− Expression of existence (to be; there is/there are); the entity (nouns, pronouns, articles,
demonstratives); the quality (very + Adj.); the comparison (comparatives and superlatives: as Adj.
as; bigger (than); the smallest).
54 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Gender-in-a-box: this activity raises awareness about gender and addresses problems associated with rigidly
defined gender roles. It is based on the analysis of images of men and women in media.

Activity 2: Watching some videos depicting different situations about inequalities at work. Comprehension and reflection
activities.

Activity 3: Reading of “Mae among the stars” (2018) by Roda Ahmed, a beautiful picture book inspired by the life of Mae
Jemison, the first African American woman to travel in space. Complete basic reading comprehension activities and definition of
key concepts with the help of an online dictionary.

Activity 4: Elaboration of a lapbook about a woman who is famous because of her work. It is possible to choose between a
female artist or scientist, but there are no requirements regarding her origin.

Activity 5: Peer assessment: “Traffic light” with three levels of success (excellent, very good and good).
Activity 6: Final debate about equality in the workplace, in line with SDG 5 (Gender Equality).
Activity 7: Completing the individual portfolio to keep a record of class work and reflect on one’s own learning.

RESOURCES

− Digital resources for activities 1 and 2.

− Book: “Mae among the stars” (2018) by Roda Ahmed.
− Resources for the development of the lapbook.
− Portfolio.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Reading comprehension activities and definition of concepts. 20%

Elaboration of a lapbook. 30%
Final debate. 30%
Portfolio. 20%
 LENGUA EXTRANJERA:
INGLÉS 55
Tercer ciclo

UPD 8: Picadilly Circus

Cycle: 3 Grade: 6
Term: 1 Timing: 12 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.2. Selecting, organising and applying, in a guided way, appropriate strategies and knowledge in
1 everyday communicative situations of relevance to the students to capture the global meaning and
process explicit information in various texts in English.

2.1. Expressing orally short and simple texts, previously prepared, on everyday matters of relevance to
the students, using, in a guided way, verbal and non-verbal resources, and using basic and frequently
used forms and structures typical of the foreign language.
2 2.2. Organising and writing short and simple texts, previously prepared, with adaptation to the
proposed communicative situation, through analogue and digital tools, and using structures and basic
vocabulary of common use on everyday and frequent issues, of personal relevance to the students and
close to their experience.

3.2. Selecting, organising and using, in a guided way and in everyday situations, elementary strategies
3 to greet, say goodbye and introduce themselves; formulate and answer simple questions; express
messages, and start and end communication.

4.1. Inferring and explaining texts, concepts and brief and simple communications, in a guided way, in
situations in which to attend to diversity, showing respect and empathy for the interlocutors and for the
4
languages used, and interest in participating in the solution of problems of understanding and
understanding in their immediate environment, relying on various resources and supports.

5.2. Using and differentiating progressively autonomously the knowledge and strategies to improve
their ability to communicate and learn the foreign language, with the support of other participants and
analogue and digital media.
5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.1. Acting with appreciation and respect in intercultural situations, building links between different
languages and cultures, and showing rejection of any type of discrimination, prejudice and stereotype
in everyday and usual communicative contexts.
6
6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
the foreign language is spoken as a source of personal enrichment, showing interest in
understanding basic cultural and linguistic elements that promote sustainability and democracy.
56 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Daily expressions in directed and spontaneous conversations of varied topics with fluency, using
longer sentences and simple connectors. Strategies for asking and answering questions. Basic
courtesy rules.
− Basic linguistic units and meanings associated with such units, such as expression of the entity and
its properties, quantity and number, space and spatial relations, time, affirmation, negation,
interrogation and exclamation, and elementary logical relations.
− Basic vocabulary of interest to students related to personal identification, close interpersonal
relationships, nearby places and environments, leisure and free time, daily life. Key words,
sentences, messages, frequently used daily expressions with correct pronunciation, stress,
intonation and rhythm using simple connectors in English.
− Conventions and verbal and non-verbal strategies of common use, in synchronous or asynchronous
format, to start, maintain and end communication, take and give the floor, ask for and give
clarifications and explanations, compare and contrast, collaborate, etc.
− Intellectual property of the sources consulted and content used.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Compensatory strategies and techniques for communication deficits in order to respond effectively
to a specific need, despite the limitations derived from the level of competence in the foreign
language and in other languages. Interest and curiosity in languages, knowledge of how they work
based on respect, tolerance and empathy.
− Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Aspects of language, culture and society related to customs, everyday life and personal
relationships, basic social conventions of common use, non-verbal language, linguistic courtesy
and digital etiquette typical of countries where the foreign language is spoken. English music and
literature as symbols of cultural identity and as a motivating vehicle for the transmission of
cultures and knowledge.
− Strategies for detecting discriminatory uses of verbal and non-verbal language.

D. Syntactic- − Negation: negative sentences with “not”, “never”, “no”, “nobody”, “nothing”; No (+ negative tag).
discursive contents − Expression of existence (to be; there is/there are); the entity (nouns, pronouns, articles,
demonstratives); the quality (very + Adj.); the comparison (comparatives and superlatives: as Adj.
as; bigger (than); the smallest).
− Expression of space: prepositions, prepositional phrases and adverbs of location, position, distance,
motion, direction, and origin and arrangement.
− Temporary expressions: points (quarter past five); divisions (half an hour, summer), and indications
of time (now, tomorrow); duration (for two days); anteriority (before); posteriority (after);
sequence (first, then…); simultaneously (at the same time); frequency (sometimes, on Sundays);
prepositions, prepositional phrases and adverbs of time.
 LENGUA EXTRANJERA:
INGLÉS 57
Tercer ciclo

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Questionnarie about previous ideas using the Kahoot! app.

Activity 2: Visualization of a video about UK customs and culture. In groups, students complete a template with basic
information.

Activity 3: Research activity from various sources (realia provided by the teacher and suggested web pages). In pairs, find an
unusual or surprising custom in UK society. Oral activity to share and contrast the information gathered by each pair. Which is
the most original custom? The pupils vote on the other proposals. Finally, discuss gender-specific customs and their
implications, in line with SDG 5 (Gender Equality) and SDG 10 (Reduced Inequalities).

Activity 4: Role-play between people from UK and Madrid (students decide which group they prefer to represent).
Activity 5: Create a mural in groups. Then, oral presentation of the final product.
Activity 6: Debate about daily habits in UK and in Spain.
Activity 7: Completing an individual portfolio to keep a record and reflect on one’s own learning.
Activity 8: Elaboration of a glossary of key words to describe daily life in United Kingdom. This glossary will be completed
throughout the course at the end of each UPD.

RESOURCES

− Digital resources: Kahoot!, video, internet.

− Template.
− Realia.
− Resources for the development of the mural, including technological devices.
− Portfolio.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Template with information from the video. 10%

Role-play. 20%
Mural. 20%
Debate. 20%
Portfolio. 10%
Glossary of key words. 20%
58 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

UPD 9: When dinosaurs lived on Earth

Cycle: 3 Grade: 6
Term: 1 Timing: 12 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
1 relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
through different supports.

2.2. Organising and writing short and simple texts, previously prepared, with adaptation to the
proposed communicative situation, through analogue and digital tools, and using structures and basic
2
vocabulary of common use on everyday and frequent issues, of personal relevance to the students and
close to their experience.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
3 repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
interlocutors.

4.2. Selecting and applying, in a guided way, basic strategies that help create bridges and facilitate
the understanding and production of information and communication, appropriate to
4
communicative intentions, using, with help, physical or digital resources and supports depending on the
needs of each moment.

5.1. Comparing and contrasting the similarities and differences between different languages reflecting
progressively autonomously on basic aspects of their functioning.

5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
6 the foreign language is spoken as a source of personal enrichment, showing interest in
understanding basic cultural and linguistic elements that promote sustainability and democracy.
 LENGUA EXTRANJERA:
INGLÉS 59
Tercer ciclo

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Daily expressions in directed and spontaneous conversations of varied topics with fluency, using
longer sentences and simple connectors. Strategies for asking and answering questions. Basic
courtesy rules.
− Contextual models and basic discursive genres in the understanding, production and coproduction of
oral, written and multimodal, short and simple, literary and non-literary texts in English:
characteristics and recognition of the context, organization and structuring according to the internal
structure.
− Basic linguistic units and meanings associated with such units, such as expression of the entity and
its properties, quantity and number, space and spatial relations, time, affirmation, negation,
interrogation and exclamation, and elementary logical relations.
− Basic spelling conventions and meanings associated with formats and graphic elements. Correct
use of punctuation and apostrophes.
− Resources for learning and strategies for the guided search of information in analogue and digital
media.
− Intellectual property of the sources consulted and content used.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Compensatory strategies and techniques for communication deficits in order to respond effectively
to a specific need, despite the limitations derived from the level of competence in the foreign
language and in other languages. Interest and curiosity in languages, knowledge of how they work
based on respect, tolerance and empathy.
− Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).
− Basic vocabulary and expressions to understand statements about communication, language,
learning and communication and learning tools (metalanguage). Metalinguistic strategies of
inference from contextual clues.
− Elementary comparison between languages based on elements of the foreign language and other
languages. Interest and curiosity for languages, knowledge of how they work from respect and
tolerance.

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Positive assessment and interest in establishing contacts and communicating through different
means (paper or digital) with speakers or students of the foreign language. Appreciation of
personal enrichment through relationships with people from other cultures.

D. Syntactic- − Expression of time: present (simple present; present continuous), past (simple past), future (going
discursive contents to, will).
− Expression of existence (to be; there is/there are); the entity (nouns, pronouns, articles,
demonstratives); the quality (very + Adj.); the comparison (comparatives and superlatives: as Adj.
as; bigger (than); the smallest).
60 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Initial diagnostic test (KPSI) to find out the group’s prior knowledge.
Activity 2: Reading of “Dinosaurs Before Dark” (1992) by Mary Pope Osborne, adventure to travel back in time to the era of
the dinosaurs.

Activity 3: Cooperative technique: Numbered Heads Together. Activity to check students’ learning after reading the story.
Activity 4: Collaborative story-writing activity where each student contributes a part of the story about dinosaurs in modern
times.

Activity 5: Debate about engaging students in learning about science, history, and evolution in line with SDG 4 (Quality
Education).

Activity 6: Students complete the glossary of key words.

Activity 7: Exit ticket: Mentimeter App.

RESOURCES

− KPSI test.
− Book: “Dinosaurs Before Dark” (Magic Tree House) by Mary Pope Osborne.
− Digital resources to use in class: Mentimeter.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Numbered Heads Together. 40%

Collaborative story-writing. 30%
Debate. 20%
Exit ticket. 10%
 LENGUA EXTRANJERA:
INGLÉS 61
Tercer ciclo

UPD 10: Wonderful animals

Cycle: 3 Grade: 6
Term: 1 Timing: 15 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
1 relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
through different supports.

2.2. Organising and writing short and simple texts, previously prepared, with adaptation to the
proposed communicative situation, through analogue and digital tools, and using structures and basic
vocabulary of common use on everyday and frequent issues, of personal relevance to the students and
close to their experience.
2
2.3. Selecting, organising and applying, in a guided way, knowledge and strategies to prepare and
produce texts appropriate to communicative intentions, contextual characteristics and textual typology,
using, with help, physical or digital resources depending on the task and the needs of each moment.

3.2. Selecting, organising and using, in a guided way and in everyday situations, elementary strategies
3 to greet, say goodbye and introduce themselves; formulate and answer simple questions; express
messages, and start and end communication.

4.1. Inferring and explaining texts, concepts and brief and simple communications, in a guided way, in
situations in which to attend to diversity, showing respect and empathy for the interlocutors and for the
4
languages used, and interest in participating in the solution of problems of understanding and
understanding in their immediate environment, relying on various resources and supports.

5.1. Comparing and contrasting the similarities and differences between different languages reflecting
progressively autonomously on basic aspects of their functioning.

5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.1. Acting with appreciation and respect in intercultural situations, building links between different
6 languages and cultures, and showing rejection of any type of discrimination, prejudice and stereotype
in everyday and usual communicative contexts.
62 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Daily expressions in directed and spontaneous conversations of varied topics with fluency, using
longer sentences and simple connectors. Strategies for asking and answering questions. Basic
courtesy rules.
− Contextual models and basic discursive genres in the understanding, production and coproduction of
oral, written and multimodal, short and simple, literary and non-literary texts in English:
characteristics and recognition of the context, organization and structuring according to the internal
structure.
− Basic linguistic units and meanings associated with such units, such as expression of the entity and
its properties, quantity and number, space and spatial relations, time, affirmation, negation,
interrogation and exclamation, and elementary logical relations.
− Basic sound, stress, rhythmic and intonation patterns, and general communicative functions
associated with these patterns. Phonological aspects: sounds, rhythm, intonation and word stress in
phrases frequently used in the classroom, through songs, rhymes, tongue twisters, jokes, riddles,
poetry… accompanied by facial and body gestures and mime. Reading, spelling, recognition, and
utterance of words that share a common pattern, rhyming words, and final phonemes.
Understanding messages produced with different accents of the English language.
− Basic spelling conventions and meanings associated with formats and graphic elements. Correct
use of punctuation and apostrophes.
− Intellectual property of the sources consulted and content used.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).
− Basic vocabulary and expressions to understand statements about communication, language,
learning and communication and learning tools (metalanguage). Metalinguistic strategies of
inference from contextual clues.
− Elementary comparison between languages based on elements of the foreign language and other
languages. Interest and curiosity for languages, knowledge of how they work from respect and
tolerance.

C. Interculturality − The foreign language as a means of communication and relationship with people from other countries,
as a way of accessing new information and learning about different cultures and ways of life.
Curiosity for other social, linguistic and cultural realities, starting from positions of respect and
tolerance for the interlocutor and their customs, traditions, social conventions, rules of courtesy,
values and culture.
− Aspects of language, culture and society related to customs, everyday life and personal
relationships, basic social conventions of common use, non-verbal language, linguistic courtesy
and digital etiquette typical of countries where the foreign language is spoken. English music and
literature as symbols of cultural identity and as a motivating vehicle for the transmission of
cultures and knowledge.
− Basic strategies to understand and appreciate the different languages, arts and cultures, based on
social, environmental and democratic values.

D. Syntactic- − Exclamation: “What” + noun (What a view!); “How” + Adjective (How lovely!); exclamatory
discursive contents sentences (I love olives!).
− Expression of time: present (simple present; present continuous), past (simple past), future (going
to, will).
 LENGUA EXTRANJERA:
INGLÉS 63
Tercer ciclo

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Presentation of new vocabulary and structures with the help of “Now You See Them, Now You Don’t: Poems
About Creatures That Hide” (2016) by David L. Harrison. In this collection of poetry about camouflage in nature, 19 entries are
grouped into five sections: Sea Life, Reptiles & Amphibians, Mammals, Insects & Spiders, and Birds. The verses are brief and
catchy, making it a good resource for practising rhythm and rhyme aloud.

Activity 2: Reading of some of the inspiring mottos contained in “365 Ways to Save the Planet” by Georgina Wilson-Powell,
which includes approachable ideas and achievable daily actions to live a “greener” lifestyle day by day.

Activity 3: In pairs, creation of a slogan related to the learning situation, in a big construction paper, based on the mottos included
in “365 Ways to Save the Planet”.

Activity 4: In groups, students record a video using the online tool Flip in which they have to convince the audience about
preserving wildlife.

Activity 5: Debate on how to promote the sustainable use of terrestrial ecosystems, in line with SDG 15 (Life on land).
Activity 6: Completing the individual portfolio to keep a record of class work as well as reflect on one’s own learning.
Activity 7: Students complete the glossary of key words.

RESOURCES

− Collection of poems “Now You See Them, Now You Don’t: Poems About Creatures That Hide” (2016) by David L. Harrison
− Book “365 Ways to Save the Planet” by Georgina Wilson-Powell.
− Digital resources to record the video.
− Portfolio.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Creation of the slogan. 30%

Video to convince the audience. 20%
Debate. 30%
Portfolio. 20%
64 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

UPD 11: How much do you like sports?

Cycle: 3 Grade: 6
Term: 2 Timing: 12 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.2. Selecting, organising and applying, in a guided way, appropriate strategies and knowledge in
1 everyday communicative situations of relevance to the students to capture the global meaning and
process explicit information in various texts in English.

2.2. Organising and writing short and simple texts, previously prepared, with adaptation to the
proposed communicative situation, through analogue and digital tools, and using structures and basic
vocabulary of common use on everyday and frequent issues, of personal relevance to the students and
close to their experience.
2
2.3. Selecting, organising and applying, in a guided way, knowledge and strategies to prepare and
produce texts appropriate to communicative intentions, contextual characteristics and textual typology,
using, with help, physical or digital resources depending on the task and the needs of each moment.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
3 repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
interlocutors.

4.1. Inferring and explaining texts, concepts and brief and simple communications, in a guided way, in
situations in which to attend to diversity, showing respect and empathy for the interlocutors and for the
4
languages used, and interest in participating in the solution of problems of understanding and
understanding in their immediate environment, relying on various resources and supports.

5.1. Comparing and contrasting the similarities and differences between different languages reflecting
progressively autonomously on basic aspects of their functioning.

5.2. Using and differentiating progressively autonomously the knowledge and strategies to improve
their ability to communicate and learn the foreign language, with the support of other participants and
5 analogue and digital media.

5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
the foreign language is spoken as a source of personal enrichment, showing interest in
6 understanding basic cultural and linguistic elements that promote sustainability and democracy.

6.3. Selecting and applying, in a guided way, basic strategies to understand and appreciate linguistic,
cultural and artistic diversity.
 LENGUA EXTRANJERA:
INGLÉS 65
Tercer ciclo

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Basic communicative functions appropriate to the field and context: greeting, saying goodbye,
apologizing, thanking, asking for or offering help, introducing oneself and others, expressing likes
and preferences, agreement or disagreement, feeling, intention; describing people or
activities; locating events in time and locating objects, people and places in space; requesting and
exchanging information on daily issues; describing routines; giving directions and instructions;
expressing ownership and amount in English.
− Contextual models and basic discursive genres in the understanding, production and coproduction of
oral, written and multimodal, short and simple, literary and non-literary texts in English:
characteristics and recognition of the context, organization and structuring according to the internal
structure.
− Basic linguistic units and meanings associated with such units, such as expression of the entity and
its properties, quantity and number, space and spatial relations, time, affirmation, negation,
interrogation and exclamation, and elementary logical relations.
− Conventions and verbal and non-verbal strategies of common use, in synchronous or asynchronous
format, to start, maintain and end communication, take and give the floor, ask for and give
clarifications and explanations, compare and contrast, collaborate, etc.
− Resources for learning and strategies for the guided search of information in analogue and digital
media.
− Intellectual property of the sources consulted and content used.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Compensatory strategies and techniques for communication deficits in order to respond effectively
to a specific need, despite the limitations derived from the level of competence in the foreign
language and in other languages. Interest and curiosity in languages, knowledge of how they work
based on respect, tolerance and empathy.
− Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Strategies for detecting discriminatory uses of verbal and non-verbal language.

D. Syntactic- − Negation: negative sentences with “not”, “never”, “no”, “nobody”, “nothing”; No (+ negative tag).
discursive contents − Temporary expressions: points (quarter past five); divisions (half an hour, summer), and indications
of time (now, tomorrow); duration (for two days); anteriority (before); posteriority (after);
sequence (first, then…); simultaneously (at the same time); frequency (sometimes, on Sundays);
prepositions, prepositional phrases and adverbs of time.
66 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Questionnarie about previous knowledge, to be completed individually by each student.

Activity 2: Elaboration of a concept map, which favour the understanding of concepts about gender equality.
Activity 3: Reading of some of the inspiring stories in “She Persisted in Sports: American Olympians Who Changed the Game”
(2020) by Chelsea Clinton, which includes values such as perseverance, dedication and contributions to breaking gender barriers
in sports.

Activity 4: Roleplay: representing the situation assigned to each group of students with the help of guided dialogues.
Activity 5: Debate focused on gender equality in sport in line with SDG 4 (Quality Education) and SDG 5 (Gender Equality).
Activity 6: Exit ticket: Create a wordcloud with Mentimeter.
Activity 7: Students complete the glossary of key words.

RESOURCES

− Digital resources like Mentimeter.

− Book “She Persisted in Sports: American Olympians Who Changed the Game” (2020) by Chelsea Clinton.
− Resources for the development of a concept map.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Concept map. 10%

Role play. 40%
Debate. 30%
Exit ticket. 20%
 LENGUA EXTRANJERA:
INGLÉS 67
Tercer ciclo

UPD 12: Mother Nature

Cycle: 3 Grade: 6
Term: 2 Timing: 12 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
1 through different supports.

1.2. Selecting, organising and applying, in a guided way, appropriate strategies and knowledge in
everyday communicative situations of relevance to the students to capture the global meaning and
process explicit information in various texts in English.

2.1. Expressing orally short and simple texts, previously prepared, on everyday matters of relevance to
the students, using, in a guided way, verbal and non-verbal resources, and using basic and frequently
used forms and structures typical of the foreign language.
2 2.3. Selecting, organising and applying, in a guided way, knowledge and strategies to prepare and
produce texts appropriate to communicative intentions, contextual characteristics and textual typology,
using, with help, physical or digital resources depending on the task and the needs of each moment.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
3 repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
interlocutors.

4.1. Inferring and explaining texts, concepts and brief and simple communications, in a guided way, in
situations in which to attend to diversity, showing respect and empathy for the interlocutors and for the
languages used, and interest in participating in the solution of problems of understanding and
understanding in their immediate environment, relying on various resources and supports.
4
4.2. Selecting and applying, in a guided way, basic strategies that help create bridges and facilitate
the understanding and production of information and communication, appropriate to
communicative intentions, using, with help, physical or digital resources and supports depending on the
needs of each moment.

5.2. Using and differentiating progressively autonomously the knowledge and strategies to improve
their ability to communicate and learn the foreign language, with the support of other participants and
analogue and digital media.
5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
6 the foreign language is spoken as a source of personal enrichment, showing interest in
understanding basic cultural and linguistic elements that promote sustainability and democracy.
68 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Basic communicative functions appropriate to the field and context: greeting, saying goodbye,
apologizing, thanking, asking for or offering help, introducing oneself and others, expressing likes
and preferences, agreement or disagreement, feeling, intention; describing people or
activities; locating events in time and locating objects, people and places in space; requesting and
exchanging information on daily issues; describing routines; giving directions and instructions;
expressing ownership and amount in English.
− Daily expressions in directed and spontaneous conversations of varied topics with fluency, using
longer sentences and simple connectors. Strategies for asking and answering questions. Basic
courtesy rules.
− Basic vocabulary of interest to students related to personal identification, close interpersonal
relationships, nearby places and environments, leisure and free time, daily life. Key words,
sentences, messages, frequently used daily expressions with correct pronunciation, stress,
intonation and rhythm using simple connectors in English.
− Basic spelling conventions and meanings associated with formats and graphic elements. Correct
use of punctuation and apostrophes.
− Resources for learning and strategies for the guided search of information in analogue and digital
media.
− Intellectual property of the sources consulted and content used.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Compensatory strategies and techniques for communication deficits in order to respond effectively
to a specific need, despite the limitations derived from the level of competence in the foreign
language and in other languages. Interest and curiosity in languages, knowledge of how they work
based on respect, tolerance and empathy.
− Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Basic strategies to understand and appreciate the different languages, arts and cultures, based on
social, environmental and democratic values.

D. Syntactic- − Expression of logical relationships: conjunction (and); disjunction (or); opposition (but); cause
discursive contents (because); finality (to-infinitive); temporal relations (when; before; after).
− Expression of modality: factuality (declarative sentences), capacity (can), obligation (have [got] to;
imperative), permission (can), intention (going to).
 LENGUA EXTRANJERA:
INGLÉS 69
Tercer ciclo

ACTIVITIES/LEARNING SITUATIONS

Activity 1: KWL Chart to engage students’ prior knowledge.

Activity 2: Presentation of new vocabulary and structures about environmental problems via flashcards.
Activity 3: Reading texts about the importance of taking care of the environment: articles on climate change, pollution and
endangered species. Complete basic reading comprehension activities.

Activity 4: In groups, create a video with Flip to highlight the importance of appreciating the richness of nature and living in
freedom. Guided search of information in analogue and digital media in order to write the script for the video.

Activity 5: At home (flipped classroom) students watch a Youtube video in which this book is told by a native: “Punctuation
takes a vacation” (2003) by Robin Pulver. This funny tale shows just how important punctuation is to reading and writing, and
helps illustrate how different types work. The next day, in class, each group reviews and corrects the scripts (if necessary).

Activity 6: Final debate about protecting endangered species in line with SDG 15 (Life on Land).
Activity 7: Complete a KWL Chart to assess the learning process, including self-assessment and group assessment.
Activity 8: Students complete the glossary of key words.

RESOURCES

− KWL Chart.
− Flashcards.
− Articles discussing climate change, pollution and endangered species.
− Digital resources for the recording of the video.
− Computer or tablet (flipped classroom).

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Reading comprehension activities. 10%

Script and video. 40%
Debate. 20%
KWL Chart. 30%
70 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

UPD 13: Easter Bunny

Cycle: 3 Grade: 6
Term: 2 Timing: 12 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
1 through different supports.

1.2. Selecting, organising and applying, in a guided way, appropriate strategies and knowledge in
everyday communicative situations of relevance to the students to capture the global meaning and
process explicit information in various texts in English.

2.1. Expressing orally short and simple texts, previously prepared, on everyday matters of relevance to
2 the students, using, in a guided way, verbal and non-verbal resources, and using basic and frequently
used forms and structures typical of the foreign language.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
3 repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
interlocutors.

4.2. Selecting and applying, in a guided way, basic strategies that help create bridges and facilitate
the understanding and production of information and communication, appropriate to
4
communicative intentions, using, with help, physical or digital resources and supports depending on the
needs of each moment.

5.2. Using and differentiating progressively autonomously the knowledge and strategies to improve
their ability to communicate and learn the foreign language, with the support of other participants and
analogue and digital media.
5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
the foreign language is spoken as a source of personal enrichment, showing interest in
6 understanding basic cultural and linguistic elements that promote sustainability and democracy.

6.3. Selecting and applying, in a guided way, basic strategies to understand and appreciate linguistic,
cultural and artistic diversity.
 LENGUA EXTRANJERA:
INGLÉS 71
Tercer ciclo

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Daily expressions in directed and spontaneous conversations of varied topics with fluency, using
longer sentences and simple connectors. Strategies for asking and answering questions. Basic
courtesy rules.
− Contextual models and basic discursive genres in the understanding, production and coproduction of
oral, written and multimodal, short and simple, literary and non-literary texts in English:
characteristics and recognition of the context, organization and structuring according to the internal
structure.
− Basic vocabulary of interest to students related to personal identification, close interpersonal
relationships, nearby places and environments, leisure and free time, daily life. Key words,
sentences, messages, frequently used daily expressions with correct pronunciation, stress,
intonation and rhythm using simple connectors in English.
− Basic sound, stress, rhythmic and intonation patterns, and general communicative functions
associated with these patterns. Phonological aspects: sounds, rhythm, intonation and word stress in
phrases frequently used in the classroom, through songs, rhymes, tongue twisters, jokes, riddles,
poetry… accompanied by facial and body gestures and mime. Reading, spelling, recognition, and
utterance of words that share a common pattern, rhyming words, and final phonemes.
Understanding messages produced with different accents of the English language.
− Conventions and verbal and non-verbal strategies of common use, in synchronous or asynchronous
format, to start, maintain and end communication, take and give the floor, ask for and give
clarifications and explanations, compare and contrast, collaborate, etc.
− Intellectual property of the sources consulted and content used.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).
− Basic vocabulary and expressions to understand statements about communication, language,
learning and communication and learning tools (metalanguage). Metalinguistic strategies of
inference from contextual clues.

C. Interculturality − The foreign language as a means of communication and relationship with people from other countries,
as a way of accessing new information and learning about different cultures and ways of life.
Curiosity for other social, linguistic and cultural realities, starting from positions of respect and
tolerance for the interlocutor and their customs, traditions, social conventions, rules of courtesy,
values and culture.
− Positive assessment and interest in establishing contacts and communicating through different
means (paper or digital) with speakers or students of the foreign language. Appreciation of
personal enrichment through relationships with people from other cultures.
− Basic strategies to understand and appreciate the different languages, arts and cultures, based on
social, environmental and democratic values.

D. Syntactic- − Expression of existence (to be; there is/there are); the entity (nouns, pronouns, articles,
discursive contents demonstratives); the quality (very + Adj.); the comparison (comparatives and superlatives: as Adj.
as; bigger (than); the smallest).
− Expression of quantity: singular/plural; cardinal numbers up to four digits; ordinal numbers up to
two digits. Quantity: all, (too) many, a lot, (a) little, more, (too) much, half, a bottle/cup/glass/piece
of. Degree: very, too, enough.
− Expression of the mode: Adv. of manner (slowly, well, quickly, carefully).
72 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Questionnarie about previous ideas using the Plickers tool.

Activity 2: Taboo game: describing key words about the topic without using the word itself.
Activity 3: Reading of “Killer Underwear Invasion!” (2022) by Elise Gravel, a hilarious and timely tool to help kids learn how
to tell what news is true and what isn’t. It deals with the important subject of media literacy and is intented to equip younger
readers with the skills needed to interact with global news.

Activity 4: Character Interviews: Ask students to imagine they are interviewing one of the characters from the book. They have
to write a list of questions they would ask the character and then role-play the interview with a partner.

Activity 5: Collaborative story-writing activity where each student contributes a part of the story about egg hunting adventure.

Activity 6: Final debate about current events and latest news, with emphasis on SDG 16 (Peace, Justice and Strong
Institutions).

Activity 7: Updating student’s portfolio to assess strengths and weak points.

Activity 8: Students complete the glossary of key words, including the words on the taboo cards.

RESOURCES

− Digital resources such as Plickers.

− Taboo cards.
− Book “Killer Underwear Invasion!” (2022) by Elise Gravel.
− Portfolio.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Taboo game. 10%

List of questions and role-play. 20%
Story-writing. 20%
Debate. 30%
Portfolio. 20%
 LENGUA EXTRANJERA:
INGLÉS 73
Tercer ciclo

UPD 14: What’s fun about music?

Cycle: 3 Grade: 6
Term: 3 Timing: 15 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.2. Selecting, organising and applying, in a guided way, appropriate strategies and knowledge in
1 everyday communicative situations of relevance to the students to capture the global meaning and
process explicit information in various texts in English.

2.2. Organising and writing short and simple texts, previously prepared, with adaptation to the
proposed communicative situation, through analogue and digital tools, and using structures and basic
vocabulary of common use on everyday and frequent issues, of personal relevance to the students and
close to their experience.
2
2.3. Selecting, organising and applying, in a guided way, knowledge and strategies to prepare and
produce texts appropriate to communicative intentions, contextual characteristics and textual typology,
using, with help, physical or digital resources depending on the task and the needs of each moment.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
3 interlocutors.

3.2. Selecting, organising and using, in a guided way and in everyday situations, elementary strategies
to greet, say goodbye and introduce themselves; formulate and answer simple questions; express
messages, and start and end communication.

4.2. Selecting and applying, in a guided way, basic strategies that help create bridges and facilitate
the understanding and production of information and communication, appropriate to
4
communicative intentions, using, with help, physical or digital resources and supports depending on the
needs of each moment.

5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
5
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
the foreign language is spoken as a source of personal enrichment, showing interest in
6 understanding basic cultural and linguistic elements that promote sustainability and democracy.

6.3. Selecting and applying, in a guided way, basic strategies to understand and appreciate linguistic,
cultural and artistic diversity.
74 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Contextual models and basic discursive genres in the understanding, production and coproduction of
oral, written and multimodal, short and simple, literary and non-literary texts in English:
characteristics and recognition of the context, organization and structuring according to the internal
structure.
− Basic sound, stress, rhythmic and intonation patterns, and general communicative functions
associated with these patterns. Phonological aspects: sounds, rhythm, intonation and word stress in
phrases frequently used in the classroom, through songs, rhymes, tongue twisters, jokes, riddles,
poetry… accompanied by facial and body gestures and mime. Reading, spelling, recognition, and
utterance of words that share a common pattern, rhyming words, and final phonemes.
Understanding messages produced with different accents of the English language.
− Resources for learning and strategies for the guided search of information in analogue and digital
media.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).
− Elementary comparison between languages based on elements of the foreign language and other
languages. Interest and curiosity for languages, knowledge of how they work from respect and
tolerance.

C. Interculturality − The foreign language as a means of communication and relationship with people from other
countries, as a way of accessing new information and learning about different cultures and ways of
life. Curiosity for other social, linguistic and cultural realities, starting from positions of respect
and tolerance for the interlocutor and their customs, traditions, social conventions, rules of
courtesy, values and culture.
− Aspects of language, culture and society related to customs, everyday life and personal
relationships, basic social conventions of common use, non-verbal language, linguistic courtesy
and digital etiquette typical of countries where the foreign language is spoken. English music and
literature as symbols of cultural identity and as a motivating vehicle for the transmission of
cultures and knowledge.
− Basic strategies to understand and appreciate the different languages, arts and cultures, based on
social, environmental and democratic values.

D. Syntactic- − Expression of aspect: punctual (simple tenses), durative (present continuous), habitual (simple
discursive contents tenses + adverb “always”, “daily”), inchoative (start-ing), terminative (finish-ing).
− Expression of existence (to be; there is/there are); the entity (nouns, pronouns, articles,
demonstratives); the quality (very + Adj.); the comparison (comparatives and superlatives: as Adj.
as; bigger (than); the smallest).
 LENGUA EXTRANJERA:
INGLÉS 75
Tercer ciclo

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Icebreaker brainstorming in small groups to encourage participation: Is music a symbol of cultural identity? Fill out a
template.

Activity 2: Listen to various songs with different accents of the English language. Activities to develop auditory discrimination
skills.

Activity 3: Running dictation in groups to promote communication, key words and grammar structures, by means of rhymes,
tongue twisters, jokes, and riddles.

Activity 4: Elaboration of a concept map to facilitate the understanding of concepts related to important musicians around the
world.

Activity 5: Explore how music can have postive effects on people’s mental and emotional health, in line with SDG 3 (Good
Health and Well-being). Share and contrast the information gathered by each group. In pairs, elaborate a report as product of the
research work.

Activity 6: Students complete the glossary of key words with vocabulary related to emotions and music.
Activity 7: Exit ticket: Find Someone Who about musicians.

RESOURCES

− Template.
− Digital devices for listening activities in class.
− Resources for the development of the concept map, including technological devices.
− Materials for the exit ticket actvity.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Listening activities. 20%

Running dictation. 20%
Concept map. 20%
Research work and report. 30%
Exit ticket. 10%
76 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

UPD 15: Antipodes

Cycle: 3 Grade: 6
Term: 3 Timing: 12 sessions

SPECIFIC
ASSESSMENT CRITERIA
COMPETENCES
1.1. Recognising, interpreting and analysing the global meaning, as well as specific words and phrases
of short and simple oral, written and multimodal texts on frequent and everyday topics of personal
relevance and areas close to their experience, as well as literary texts appropriate to the level of
development of the students, expressed in an understandable, clear way and in standard language
1 through different supports.

1.2. Selecting, organising and applying, in a guided way, appropriate strategies and knowledge in
everyday communicative situations of relevance to the students to capture the global meaning and
process explicit information in various texts in English.

2.1. Expressing orally short and simple texts, previously prepared, on everyday matters of relevance to
the students, using, in a guided way, verbal and non-verbal resources, and using basic and frequently
used forms and structures typical of the foreign language.
2 2.2. Organising and writing short and simple texts, previously prepared, with adaptation to the
proposed communicative situation, through analogue and digital tools, and using structures and basic
vocabulary of common use on everyday and frequent issues, of personal relevance to the students and
close to their experience.

3.1. Planning and participating in brief and simple interactive situations on everyday topics of personal
relevance and close to their experience, through various supports, relying on resources such as
repetition, leisurely pace or non-verbal language, and showing empathy and respect for linguistic
courtesy and digital etiquette, as well as for the different needs, ideas and motivations of the
3 interlocutors.

3.2. Selecting, organising and using, in a guided way and in everyday situations, elementary strategies
to greet, say goodbye and introduce themselves; formulate and answer simple questions; express
messages, and start and end communication.

4.1. Inferring and explaining texts, concepts and brief and simple communications, in a guided way, in
situations in which to attend to diversity, showing respect and empathy for the interlocutors and for the
4
languages used, and interest in participating in the solution of problems of understanding and
understanding in their immediate environment, relying on various resources and supports.

5.2. Using and differentiating progressively autonomously the knowledge and strategies to improve
their ability to communicate and learn the foreign language, with the support of other participants and
analogue and digital media.
5 5.3. Recording and using, in a guided way, the progress and difficulties in the foreign language
learning process, recognizing the aspects that help to improve and carrying out self-assessment and co-
assessment activities, such as those proposed in the European Language Portfolio (ELP) or in a
learning diary.

6.2. Accepting and respecting the linguistic, cultural and artistic diversity typical of countries where
6 the foreign language is spoken as a source of personal enrichment, showing interest in
understanding basic cultural and linguistic elements that promote sustainability and democracy.
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CONTENTS
Block Knowledge, skills and attitudes
A. Communication − Self-confidence. Error as an instrument of improvement as part of the learning process.
− Basic strategies for the comprehension, planning and production of brief, simple and
contextualized oral, written and multimodal texts in English.
− Knowledge, skills and attitudes that allow starting mediation activities in basic daily situations in
which communication strategies are used to resolve conflicts, improve communication or as a link
between various interlocutors in the same or different languages, create relationships, reach
agreements, bridge cultural differences… fostering attitudes of respect and mutual collaboration.
− Basic communicative functions appropriate to the field and context: greeting, saying goodbye,
apologizing, thanking, asking for or offering help, introducing oneself and others, expressing likes
and preferences, agreement or disagreement, feeling, intention; describing people or
activities; locating events in time and locating objects, people and places in space; requesting and
exchanging information on daily issues; describing routines; giving directions and instructions;
expressing ownership and amount in English.
− Daily expressions in directed and spontaneous conversations of varied topics with fluency, using
longer sentences and simple connectors. Strategies for asking and answering questions. Basic
courtesy rules.
− Basic linguistic units and meanings associated with such units, such as expression of the entity and
its properties, quantity and number, space and spatial relations, time, affirmation, negation,
interrogation and exclamation, and elementary logical relations.
− Basic vocabulary of interest to students related to personal identification, close interpersonal
relationships, nearby places and environments, leisure and free time, daily life. Key words,
sentences, messages, frequently used daily expressions with correct pronunciation, stress,
intonation and rhythm using simple connectors in English.
− Conventions and verbal and non-verbal strategies of common use, in synchronous or asynchronous
format, to start, maintain and end communication, take and give the floor, ask for and give
clarifications and explanations, compare and contrast, collaborate, etc.
− Intellectual property of the sources consulted and content used.
− Basic analogue and digital tools for oral, written and multimodal comprehension, production and
co-production, and virtual platforms for interaction, cooperation and educational collaboration for
learning, communication and the development of projects with speakers or students of the foreign
language. Guided, limited and responsible use of digital tools.

B. Multilingualism − Basic strategies to identify, organize, retain, recover and use linguistic units (lexicon,
morphosyntaxis, sound patterns, etc.), as well as to use images, diagrams, posters, vocabulary
cards, personal image dictionaries, mental maps, songs…, from the comparison of languages.
− Basic strategies and tools for self-assessment and co-assessment, analogue and digital, individual
and cooperative (rubrics, class diaries, portfolios, estimation scales, checklists…).

C. Interculturality − The foreign language as a means of communication and relationship with people from other countries,
as a way of accessing new information and learning about different cultures and ways of life.
Curiosity for other social, linguistic and cultural realities, starting from positions of respect and
tolerance for the interlocutor and their customs, traditions, social conventions, rules of courtesy,
values and culture.
− Aspects of language, culture and society related to customs, everyday life and personal
relationships, basic social conventions of common use, non-verbal language, linguistic courtesy
and digital etiquette typical of countries where the foreign language is spoken. English music and
literature as symbols of cultural identity and as a motivating vehicle for the transmission of
cultures and knowledge.
− Strategies for detecting discriminatory uses of verbal and non-verbal language.

D. Syntactic- − Expression of logical relationships: conjunction (and); disjunction (or); opposition (but); cause
discursive contents (because); finality (to-infinitive); temporal relations (when; before; after).
− Interrogation: Wh- questions; auxiliary verbs in questions: to do, to be, to have, will.
− Expression of time: present (simple present; present continuous), past (simple past), future (going
to, will).
− Expression of modality: factuality (declarative sentences), capacity (can), obligation (have [got] to;
imperative), permission (can), intention (going to).
− Expression of space: prepositions, prepositional phrases and adverbs of location, position, distance,
motion, direction, and origin and arrangement.
78 PROGRAMACIÓN
DIDÁCTICA
Comunidad de Madrid

ACTIVITIES/LEARNING SITUATIONS

Activity 1: Questionnarie about previous ideas using the Kahoot! app.

Activity 2: Research activity using various web pages to find out about means of transport in different countries. Then,
students create a mural with that information.

Activity 3: Elaborate a city map in order to give directions. In advance, students must draft a template with useful grammar,
specially for the expression of space as well as to ask for and give clarifications and explanations, incorporating courtesy rules to
convey a respectful discourse.

Activity 4: Roleplay: represent the situation assigned to each group of students with the help of guided dialogues and the
template.

Activity 5: Debate about means of transport in Spain and in different countries, in line with SDG 3 (Good Health and Well-
being) and SDG 11 (Sustainable Cities and Communities).

Activity 6: The glossary (dictionary of terms initiated in UPD 8) is alphabetised and transferred to a digital medium.
Activity 7: Co-writing a rubric as a tool for assessment. Then, the rubric is completed.
Activity 8: The portfolio is updated to provide a comprehensive and holistic view of a student’s abilities and accomplishments.

RESOURCES

− Digital devices and resources.

− Resources for acquiring information about means of transport, including technological devices.
− Materials for creating a city map.
− Rubric.
− Portfolio.

ASSESSMENT INSTRUMENTS AND TOOLS QUALIFICATION CRITERIA

Research work and mural. 20%

Template with grammar structures and courtesy rules. 10%
Role play. 20%
Debate. 20%
Digital dictionary of terms. 10%
Rubric. 20%
 LENGUA EXTRANJERA:
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8 Conclusion
This teaching programme for the area of Foreign Language: English intended for the third
cycle of Primary Education has been developed in detail with a clear educational intention. It is
based on educational inclusion, competency-based learning, co-education and the gender
perspective.
Meaningful and relevant learning activities and situations, connected to reality, have been
planned, prioritising the active participation of students and promoting the development of key
and specific competences. These activities and situations are aligned with the UDL
principles, thus guaranteeing an adaptable and accessible pedagogical environment for all
students. In addition, the incorporation of the Sustainable Development Goals of the 2030
Agenda reflects the commitment to an education that promotes values of sustainability and global
citizenship.
Through the use of authentic resources and a variety of formats, this syllabus aims to provide a
significant educational experience, connected to the context, encouraging reflection and peer-
to-peer collaboration.
Inclusion is reinforced through a variety of methodologies and assessment strategies that allow
students to adapt to the diversity of learning styles and paces.

9 Bibliography and webliography

■
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https://udlguidelines.cast.org
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