Programación Didáctica de Inglés para 4º de la ESO

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TRABAJO FIN DE MÁSTER MASTER´S DEGREE FINAL PROJECT Programación didáctica para Inglés de 4º de la ESO, con proyecto de innovación docente: "¡A todo gas! Consigue el primer puesto en el aprendizaje del inglés" Syllabus for the English Language Subject of the 4th grade of CSE, with a teaching innovation project entitled: "Power up!

Become the leading driver in the English learning race" STUDENT: Silvia Mª Bravo Palomares AREA OF KNOWLEDGE: English ACADEMIC SUPERVISOR: Alicia Fernández Barrera PRACTICUM SUPERVISOR: Yasmín Toscano Castilla SCHOOL: San Francisco de Asís SUBMISSION DATE: June 1st , 2022 Máster Universitario en Profesor de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas. Universidad de Castilla-La Mancha.

Table of Contents List of figures.............................................................................................................................i List of tables ..............................................................................................................................i 1. Introduction .......................................................................................................................1 2. Theoretical framework.......................................................................................................2 2.1. Psychological framework ...........................................................................................2 2.2.

Sociological framework..............................................................................................5 2.3. Pedagogical framework .............................................................................................6 2.4. Epistemological framework........................................................................................8 3. Curricular justification......................................................................................................10 4. Legal framework for language learning...........................................................................11 5.

English subject syllabus design ......................................................................................14 a. Introduction..................................................................................................................14 b. Description of the educational centre ..........................................................................15 c. Students' profile...........................................................................................................17 d. Timing..........................................................................................................................17 e.

Key competences........................................................................................................18 f. Objectives....................................................................................................................21 g. Contents ......................................................................................................................21 h. Methodology................................................................................................................23 i. Differentiation ..............................................................................................................27 j.

Evaluation and assessment.........................................................................................30 k. Cross-curricular and interdisciplinary contents............................................................33 l. Teaching materials and resources ..............................................................................34 m. Complementary and extracurricular activities ..............................................................35 n. Educational innovation project.....................................................................................36 i.

Introduction ..............................................................................................................36 ii. Description and justification .....................................................................................37 iii. Participants ..............................................................................................................37 iv. Timing...................................................................................................................38 v. Planning................................................................................................................38 vi.

Key competences.................................................................................................39 vii. Objectives.............................................................................................................40 viii. Contents...............................................................................................................41 ix. Methodology.........................................................................................................42 x. Differentiation........................................................................................................43 xi.

Evaluation.............................................................................................................45 xii. Cross-curricular and interdisciplinary contents.....................................................45 xiii. Teaching materials and resources .......................................................................46 o. Teaching units' tables..................................................................................................46 6. Master's final project evolution........................................................................................59 7.

Personal assessment of the Master's Degree ................................................................59 8. Conclusion ......................................................................................................................60 9. Bibliography ....................................................................................................................61 9.1. References...............................................................................................................61 9.2. Curriculum documents.............................................................................................64 9.3.

Legal references ......................................................................................................65 9.3.1. National legislation............................................................................................65 9.3.2. Regional legislation...........................................................................................66 9.4. Webgraphy...............................................................................................................66 10. Appendixes .....................................................................................................................67 i List of figures Figure 1.

National and regional legislation for academic year 2021-2022. Own elaboration.12 Figure 2. Specific curricular levels. Own elaboration.............................................................13 Figure 3. Programmes undertaken by CSFA (Ciudad Real). Own elaboration. ....................16 Figure 4. Contents of the 4th grade of CSE. Own elaboration. ..............................................22 Figure 5. Compensation and facilitation strategies. Own elaboration. ..................................23 Figure 6. Theories and approaches in the syllabus. Own elaboration...................................26 Figure 7. Teaching and learning materials.

Own elaboration................................................34 Figure 8. Online resources. Own elaboration........................................................................35 Figure 9. Timing of the innovation project. Own elaboration. ................................................38 Figure 10. Project planning associated with Bloom's taxonomy. Own elaboration. ..............39 Figure 11. Stage and didactic objectives of innovation project. Own elaboration. ................41 List of tables Table 1. New legislation and modifications. Own elaboration................................................13 Table 2. School timetable. Own elaboration.

.........................................................................17 Table 3. Academic terms. Own elaboration...........................................................................18 Table 4. Distribution of units of work in academic year 2021-2022. Own elaboration. ..........18 Table 5. Relationship between syllabus and Multiple Intelligences. Own elaboration. ..........27 Table 6. Differentiation according to the LOMLOE. Own elaboration....................................28 Table 7. Differentiated instruction in CSE. Own elaboration..................................................29 Table 8. Formative evaluation tools.

Own elaboration...........................................................31 Table 9. Assessment tools for speaking and writing. Own elaboration..................................31 Table 10. Summative evaluation based on assessment criteria. Own elaboration................32 Table 11. Cross-curricular and interdisciplinary contents in the syllabus. Own elaboration. .33 Table 12. Complementary and extracurricular activities. Own elaboration............................35 Table 13. Contents of the innovation project. Own elaboration. ............................................41 Table 14. Differentiated instruction in innovation project. Own elaboration. ..........................44 Table 15.

Evaluation tools for the innovation project. Own elaboration.................................45 Table 16. Materials for innovation project. Own elaboration..................................................46 1 1. Introduction The present dissertation, which has been developed in the academic year 2021-2022 at the University of Castilla-La Mancha (UCLM) is aimed at teaching English in a classroom of 4th grade of Compulsory Secondary Education (CSE, hereafter) in the educational centre "Colegio San Francisco de Asís" (CSFA) in Ciudad Real.

One of its main objectives is to apply all the contents learnt during the theoretical modules and the practicum of the Master's Degree in Teacher Training for CSE, Baccalaureate, Vocational Training and Language Teaching, with a view to encouraging students to use English in an effective manner in a wide repertoire of contexts. Thus, it attempts to promote authentic language use and the acquisition of pragmatic knowledge whose practical implications will go beyond the classroom by means of the innovation project and the unit of work.

Both are complementary, since the latter serves to help students get acquainted with rules, laws and customs in different countries across the world, while the former raises their awareness of traffic safety by using elements from the famous videogame Super Mario Kart. The main objectives underlying the syllabus of this project are related to the promotion of values such as respect towards diversity, tolerance, self-awareness and responsibility, among other competences that are highly regarded by the Council of Europe (2020), like appreciating cultural diversity and otherness, as well as valuing other worldviews and beliefs.

In addition to this, the teaching units provide students with both theoretical and practical knowledge, paired with relatable factual contents, so that they sharpen a wide variety of skills such as decision- making, leadership, creativity or critical thinking. It also aims at enabling all students to succeed by incorporating extension and reinforcement activities for differentiated learning. Conversely, the overall goal of the innovation project is to enhance their knowledge and awareness of traffic safety, as well as encourage a responsible and civic attitude that could aid in protecting themselves and other road users.

All units of work and the innovation project have been created under the provisions of the Organic Law of December 29th( LOMLOE)1, and have been developed according to the regulations that are currently in force (see Curricular Justification in section 3). In addition to this, the units of work have also been framed within the curriculum documents of the institution in which they have been put into practice, seeking to meet their guidelines as accurately as possible. Nowadays, it is a well-known fact that the inexorable spread of globalisation and the emergence of a multicultural world have accentuated the need for foreign language learning.

1 The Organic Law 3/2020, of December 29th , which amends the Organic Law 2/2006 of May 3rd , on Education (LOE). [Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOE)]. 2 On a parallel path, it is not surprising that the rise of English as the global lingua franca has had an enormous impact on educational institutions, which could be exemplified by the fact that L2 speakers or those who have learnt English as a second language far outnumber the number of its L1 or native speakers (Mauranen, 2019).

Thus, the hegemonic position of English as an international language in this globalised era has stressed the importance of learning English as a foreign language (EFL), to the extent that the linguist David Crystal (2003) asserted that it has become the "most widely taught foreign language" (p. 5). Adolescence is commonly viewed as a stage of life that encompasses significant changes and whose ending point is marked by adulthood. Despite this, its beginning or end are dependent on sociocultural or historical contexts, not to mention that it may vary from person to person. However, not only is the very definition of adolescence ambiguous, but also the language when addressing it.

Stanley Hall, the "father" of adolescence2, also grounded his beliefs on the fact that this is primarily defined by a time of storm and stress (Hall, 1904, as cited in Stirrups, 2018), that is, by emotional upheaval prior to adulthood. Notwithstanding the similarities between Hall's views and the negative portrayals of adolescents today, attention should not only be paid to the physical changes that herald this stage, but also to its cognitive, emotional, behavioural and social dimensions. Adopting a holistic view could, therefore, allow teachers to reach an enhanced understanding of adolescents that might better support their needs and ameliorate the teaching and learning process.

In the following section, the theoretical framework upon which this dissertation is based is discussed, paying special attention to the psychological, sociological, pedagogical and epistemological factors that are of most importance for the purposes of this project. Subsequently, the next two sections provide the legal framework within which it is set. The different elements of the innovation project and the units of work shall be illustrated and described in the English subject syllabus design. An overall assessment of the development of this project and a reflection upon the importance of the Master's Degree are presented in the last sections.

Finally, this project concludes with an overview of all references, materials and tables that have been used in the bibliography and the appendixes. 2. Theoretical framework 2.1. Psychological framework From a cognitive perspective, Jean Piaget's Theory of Cognitive Development, as outlined in the "Encyclopedia of School Psychology" by Watson and Skinner (2004) is worth noting. Understanding the developmental stage known as the formal operational stage (from 11 years 2 Hall (1904) coined this term in his book Adolescence, marking the beginning of scientific and scholarly research in this field. 3 of age onwards), could shed some light on the functioning of adolescents' minds.

In this stage, intelligence is demonstrated through propositional logic and the ability to solve problems in a systematic manner. Watson and Skinner (2004) also highlighted the fact that cognitive structures in the formal operational stage include hypothetical-deductive reasoning, through which the adolescent is capable of making different associations of past, present and future possibilities. Although Piaget postulated that everyone could move from each stage until achieving formal reasoning, this author neglected the role of sociocultural factors, together with other environmental stimuli, in facilitating the acquisition of formal thought.

In fact, according to Hill (2001), only a third of the population can reach this stage. Within this framework, pupils ought to be given the opportunity to develop their abilities by the school, whose one of its most important functions is to provide them with appropriate and significant teaching and learning experiences so that they can reach their full potential. For this reason, understanding Piaget's theory could enable teachers to make more informed decisions when assessing the cognitive skills of their students and matching them with the demands of the curriculum.

Adolescence is marked by the task of developing a sense of self, which is exemplified by Erikson's stages of psychosocial development (1993), through which adolescents are in search of a sense of personal identity. "Identity vs. role confusion" allows them to explore different alternatives so that they identify the roles that they will occupy upon reaching adulthood. Thus, in response to role confusion, each individual tries different options to find their identity and place in society. As stated by Erikson (1993), the adolescent mind is "a mind of the moratorium" (p.

263), since there is a conflict between what has been learnt during childhood and the ethics that are to be developed to reach adulthood. Since adolescents are not still sure about their own identity, it is plausible that they might adopt a concept of identity focused on what their peers expect of them, thereby establishing an identity to feel accepted. This could be further elucidated by the results from Steinberg's experiment (2008), which demonstrated that there exists an increase in risk-taking among adolescents, especially in the presence of their peers.

In fact, even though both adults and adolescents can perceive risks and the consequences of engaging in reckless behaviour, the latter engage in riskier choices because the brain is fuelled by seeking rewards in front of other individuals of their same age group. This accounts for the fact that a considerable number of adolescents, albeit being able to identify risks and their consequences, are more likely to engage in risky activities. However, Steinberg (2008) emphasised that adolescents' involvement in risk-taking does not stem from "ignorance, irrationality, delusions of invulnerability, or faulty calculations" (p.

3), but from changes that affect the brain at a socioemotional level, rather than cognitive. Thus, it is of great importance for education practitioners to enhance their knowledge regarding the changes that occur within the structure and functioning of the brain during adolescence, since they could 4 provide invaluable insights into the reasons underpinning some behavioural responses. Building upon this premise, adolescence is also marked by egocentrism, which leads to the development of a personal fable and imaginary audience. Both of which are related to adolescents' identity and could give rise to risky behaviours, as they are defined by feelings of uniqueness and invincibility.

The significance of the innovation project should be highlighted in this regard, given that it could help when raising awareness of traffic safety and the consequences of one's actions. After the onset of puberty, important brain changes result in reward-seeking and risk-taking behaviours, which are coupled with mood swings and difficulties in regulating emotions (Arain et al., 2013). In fact, such changes are often to the detriment of self-esteem, which plays a vital role with regard to foreign language teaching and learning. By way of illustration, language learning on the part of adolescents could lead to negative feelings that might threaten the L2 ego.

Brown (1994) brought to the forefront that being under the scrutiny of their peers could pose a threat to language learning, as this author stated that "in adolescence, the physical, emotional, and cognitive changes of the pre-teenager and teenager bring on mounting defensive inhibitions to protect a fragile ego" (p. 143). Hence, it is plausible to argue that adolescents are liable to be reluctant to speak English because of what their peers might think of them and because of the inhibitions used as a wall to protect their language ego. Following this line of thought, the notion of self-concept is associated with one's self-evaluation of their attributes in academic or non-academic settings.

In the context of education, the role of teachers and educational institutions is of paramount importance when developing either a negative or positive self-concept, since it does not only involve individual constructs dependent on one's mental functioning, but also on the influence of others. The need for a comprehensive education at schools is highlighted by Herrera et al. (2020), since it has been demonstrated a higher self-concept is linked with higher levels of both happiness and academic achievement, whereas a negative self-concept has a detrimental influence on academic performance.

Having provided an overview of adolescence from a cognitive, emotional, social, behavioural and physiological standpoint by using developmental psychology as the main theoretical framework, the field of educational psychology should be borne in mind as well. Among the repertoire of learning theories available, behaviourism and cognitivism shall be explored. The former equates learning with observable stimulus-response interactions, together with the association between them.

Within this context, it is worth reflecting on Skinner's (1963) contribution, as one of his most important legacies rests upon the theory of operant behaviour, which posited that the strengthening and weakening of behavioural responses are contingent upon positive and negative reinforcement. Ergo, reinforcement could be employed in the classroom to increase the desired behaviour on the part of students. As an 5 illustration, Tony and Norah (2009) have provided evidence that some intervention strategies stemming from behaviourism are effective for reducing behavioural patterns that could be disruptive to the learning process.

Conversely, the emergence of cognitivist theories served to highlight the fact that learning is not simply a response to a stimulus, but a complex process dependent on mental schemata or how information should be presented so that it is meaningful and understandable. One aspect to be taken into consideration is the importance placed on how human beings learn behavioural patterns and interact with the environment. Bandura's Social Learning Theory (1977), for example, provided useful insights into how individuals learn via observation and modelling, while other cognitive processes are simultaneously at play, thereby matching their cognitive skills with observed behavioural patterns.

It is precisely in this context where the teacher plays a vital role, as they act as a role model for their students. Although the aforementioned theories have established the psychological framework of this project, it is the author's belief that learning is highly dependent on both the teacher and their students, rather than solely on internal (cognitive) or external (behaviourist) factors. As Ausubel (1968) asserted, educational psychology could be reduced to just one principle, which is as follows: "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" (p. 6). 2.2.

Sociological framework In order to adopt a sociological perspective, a process known as the "self-fulfilling prophecy" should be discussed. According to Tubergen (2020), it is a phenomenon caused by behaviour that is based on false beliefs about a given situation, which evokes an original false conception and makes it come true in the end. In this context, the role of expectations can exert a significant influence, which is often disregarded by teachers, on learners' outcomes.

For instance, the Pygmalion effect, a phenomenon demonstrated by Rosenthal and Jacobson (1968), illustrates how the false beliefs of teachers have important consequences, since they could result in more self-confidence on the part of the pupils. What could be learnt from this phenomenon is that opinions can impact how teachers behave towards their students and their subsequent choice of actions, even if these opinions are grounded on false beliefs. In such cases, some instructors may lower their expectations towards certain students, which can lead to lower academic performance and, in turn, make pupils believe that those assumptions are true.

In a parallel way, the Galatea effect serves to further elaborate on this point, as it is related to the beliefs and expectations that students have about themselves. Hence, those that receive positive attention internalise such beliefs and behave accordingly, whereas those that do not are more likely to develop a negative self-image. Additionally, Tarabini (2021) has called the function of schools during the 21st century into question, since this author has revealed the multiple forms of inequality and exclusion that are 6 inherently tied to education systems.

What a school should be has been at the heart of an ongoing debate since the establishment of Sociology of Education as a discipline in the 1950s, but it has gained renewed attention with the advent of the COVID-19 pandemic, which has shed light on the uneven functions of schools, aside from exacerbating them. As an illustration, although schools are viewed as a social institution from a sociological perspective, online schooling has provided an insight into families' capacity as providers of learning conditions, since the ability to cope with the changes stemming from the pandemic is highly dependent on the economic, socioemotional and cultural capital of every family.

Similarly, researchers like Ingersoll (2019) have highlighted that families with lower socioeconomic status have access to lower levels of cultural, material and psychological resources for educational success, like private tuition. Taking the aforementioned arguments into consideration, it is increasingly imperative to ensure equal opportunities for educational attainment for all members of society regardless of their background and reduce the education gap widened by the pandemic.

Nonetheless, one of the most important questions that have arisen from the pandemic is tightly tied to a so-called "crisis of meaning" concerning the role of schools with regard to social development and learning conditions, insofar as it is unable to provide rewarding learning experiences for all students and "ensure powerful learning" (Young, 2013, as cited in Tarabini, 2020, p. 2). One of the main consequences of the abovementioned crisis is dropout rates at school, which could be accounted for by the lack of engagement at a cognitive, emotional and behavioural level.

For this reason, the dichotomy of cognition and emotion in educational institutions should not be neglected, since it is necessary for ensuring a successful acquisition of knowledge and making learners feel that they belong to the school, not only physically (i.e. school attendance), but also emotionally. As Tarabini (2020) contends, equality of conditions shall be truly achieved when policies in terms of redistribution, recognition, representation and care are promoted within schools and with teachers themselves as their main allies. 2.3.

Pedagogical framework Pedagogically speaking, it is of great importance to take into account the role played by the Free Institution of Education, also known as Institución Libre de Enseñanza (ILE), which was founded by Francisco Giner de los Ríos in 1876. Among one of its greatest innovations, it is worth mentioning that this institution placed importance on a thorough development of pupils, since it was believed that educational action ought to leave a mark that went beyond academic knowledge, thus leading to the transformation of students into thoughtful, educated and sincere citizens.

Therefore, one of the objectives set out by the ILE was to educate people in the full sense of the word and help learners free their minds and become well-rounded individuals that would be useful for society and the nation. Another key tenet is the fact that Giner de los Ríos 7 firmly believed that teachers and schools should constantly update their knowledge so that they could contribute to the full development of students' personality and health. Building upon this framework from a constructivist perspective, two theories that have been deemed relevant for this project must be explored.

On the one hand, the first of which involves Bruner's Discovery Learning Theory (1977), in which support is provided by the teacher in the form of instructional scaffolding, which follows a spiral organisation (it should be easily understood by learners). On the other hand, attention ought to be given to Vygotsky's (1978) Social Learning Theory and, more specifically, to the Zone of Proximal Development (ZPD)3, which stated that learning occurs through social interactions with the surrounding cultural and social context.

As Gredler and Shields (2008) pointed out, among the factors influencing cognitive development, the role of classroom instruction is of great significance, as the teacher's guidance enables pupils to construct their own cognitive development within the ZPD. In this way, the role of a more knowledgeable other plays a significant function when aiding the pupils to move through the ZPD and ensure conscious awareness of their own cognitive processes.

Against the backdrop of the present-day pandemic, especially when lockdown measures were enacted by the government, implementing the ZPD and the construction of knowledge from a Vygotskian standpoint proved difficult, since the social setting of the school environment was replaced by online learning. Despite this, according to Li et al. (2021), cultivating the ZPD in classroom practice could allow teachers to increase their effectiveness when it comes to their teaching practice, while simultaneously helping their students to enhance their understanding of core concepts.

This is also consistent with the cultivation of a curriculum based on objectives that truly foster the development of the key competences, which could help students achieve a deeper understanding of knowledge and equip them with lifelong skills. In Spain, the LOMLOE insists on the need to adapt to the plethora of changes occurring in society nowadays, thereby placing emphasis on a competency-based curriculum model. Moreover, in an attempt to improve Spain's ranking in the Programme for International Student Assessment (PISA), a series of changes have been introduced by the aforementioned law (see Section 3 for more information about curricular justification).

Bearing this in mind, it is important to highlight that pedagogical innovations, apart from following a top-down approach (i.e. governmental decisions), must be applied at several levels so that they have real and meaningful effects on daily classroom practice. To this end, Monarca and Rappoport (2013) have stressed that actions should be carried out in the prescriptive curriculum (i.e. documents and regulations), in training and support of the teaching staff as well as the teaching and learning process. 3 The area between what the learner can do on their own and with help of a more capable peer (Vygotsky, 1978).

8 To conclude the pedagogical framework, differentiation is a crucial aspect that must be carefully considered, especially due to the exceptional context stemming from the virtualisation of teaching and the closure of schools after the national lockdown. The implications of this unforeseen situation begged a reassessment of measures and attention given to students' diversity, as it was necessary to adapt the educational environment to their special educational needs.

As highlighted by Torres and Jiménez (2021), the achievement of educational inclusion is dependent on the creation of "participatory tools and spaces" for all learners, with the aim of promoting the development of every student "as comprehensively and deeply as possible" (p. 4). In this sense, since every pupil has different skills, abilities, cultures, ways of thinking and needs, diversity and heterogeneity should be regarded as a paramount aspect and an added potential to education. Never has been more necessary for schools than it is today to adapt to the emerging educational needs of their students and support education continuity.

There is no denying that the closure of schools was a global incident that made educators rethink education, but as Pozo et al. (2021) maintain, said unparalleled situation could also become the catalyst for questioning deep beliefs and developing meaningful resources. 2.4. Epistemological framework As far as language learning is concerned, one of the most pertinent questions to which English teachers must attempt to answer is related to what knowing a language actually means.

Following this line of thought, Reagan and Osborn (2020) indicated that being competent in an L2 could have multiple meanings, as it could refer to a very high or native command, the necessary communicative skills to function in a sociocultural context wherein the L2 is spoken, or those basic skills that allow for completing relatively easy tasks in the L2. It could be argued that the notion of language knowledge is a core aspect underlying pedagogical practices carried out in educational settings as well as one of the epistemological foundations (i.e. the nature of knowledge) that is inextricably linked to how foreign languages are taught.

Within the EFL classroom, teaching approaches, extra-curricular materials, assessment methodologies and contents are grounded on the assumptions of language educators and governmental institutions about what students must know in relation to language learning. Even though social constructivist theories advocate for student-centred learning, whereby pupils actively construct knowledge and use higher-order thinking skills4 (HOTS), many teachers still opt for traditional or teacher-centred approaches as the default practice (Brownlee et al., 2012).

Apart from the correlation between EFL teachers' epistemological beliefs and the teaching approaches chosen in the classroom, students' personal epistemology 4 HOTS require more complex cognitive processes, since they involve analysing and evaluating information, and ultimately using said information to create a new product. 9 constructs are also of great relevance. Arguably, these constructs could shape the way that learners interact with their teachers and peers, together with their academic goals, learning strategies, attitudes and persistence or effectiveness when learning EFL.

Ergo, researchers in the realm of epistemology like Mardiha and Alibakhshi (2020) believe that investigating epistemological conceptions can enhance teachers' performance and help educators develop an insight into the reasons underlying learning conceptions held by EFL teachers. For the purposes of this dissertation, the question about what knowing a language means and, more specifically, how the development of such knowledge is carried out in the classroom, shall be discussed.

First and foremost, although an L1 is learnt by exposure to linguistic input during childhood, one of the most relevant aspects that should be taken into consideration is the fact that L2 learning is not tantamount to L1 learning. Despite this, there exist major theories for L2 learning that are based upon child language acquisition approaches. Total Physical Response, for instance, is a methodology parallel with L1 learning, since it mirrors the order of L1 acquisition during childhood (i.e. focus on listening comprehension before developing spoken output).

Once established, speech tends to occur naturally and effortlessly, thereby reproducing L1 acquisition in the earliest stages of childhood. Added to this, it is worth noting that L2 learning has evolved since the 20th century from the Grammar-Translation Method, in which no attention was paid to speaking or listening skills whatsoever; the Direct Method through which grammar was taught inductively and classroom instruction was performed almost exclusively in the L1, to more current approaches, which include: 1) competency-based language teaching, which places emphasis on what learners are expected to do with the language upon having learnt it (i.e.

it focuses on linguistic outputs rather than inputs); 2) task- based learning, which involves real communication and authentic language usage so as to perform tasks; and 3) cooperative language learning, which emphasises L2 acquisition by means of interactive group activities in a wide variety of settings as well as in a positive classroom climate. Thus, it is beyond dispute that language learning is highly dependent on a series of factors, which range from students' and teachers' roles, linguistic input inside the classroom and beyond this setting, a comprehensive development of all skills (i.e.

reading, listening, speaking and writing) affective filters like motivation, the usage of different materials, groupings or how the L2 is contextualised. Nevertheless, teachers should keep such approaches and techniques in mind to subsequently adapt them in their lessons, as they can prove useful to enhance L2 learning and give students the experiences that they need to better support their academic journey not only as regards EFL, but in every subject across the curriculum.

Ergo, education should not only limit itself to the development of lower-order thinking skills (LOTS) like remembering or understanding linguistic structures, but it should also promote students' 10 engagement in HOTS so that they can create new ideas, products or objects using their knowledge. 3. Curricular justification As previously advanced in the pedagogical framework, Spanish education has been subject to numerous changes throughout history that have impacted the development of the current panorama.

Relevant examples of which are the ILE, through which Spanish pedagogy made its mark on educational theory and practice; during the 1970s, teacher training was improved and the creation of more complex programming (i.e. the curriculum) was performed; over the 1980s, however, further methodologies were developed with a view to creating more dynamic learning environments, which included workshops and projects; in 1990, the implementation of the Organic Law on the General Organisation of the Education System (LOGSE)5 resulted in the introduction of a curricular model characterised by two features: awareness of students' diversity (i.e.

prior to this law, learners with different learning abilities and capacities were segregated) and a stronger role on the part of teachers when developing the curriculum (e.g. didactic programmes as well as curricular and educational projects).

In addition to this, one of the most important changes introduced by the law and that has been preserved in subsequent ones is the introduction of the assessment criteria, in conjunction with the fact that educational policy responsibilities were transferred from a national level to the Autonomous Communities; in 2006, the Organic Law of Education (LOE)6 added the key competences to the curriculum so that learners could sharpen a wider repertoire of skills, including: knowing (cognitive), knowing how (abilities) and knowing to be (attitudes); subsequently, the Organic Law for the Improvement of Educational Quality (LOMCE)7 was enacted in 2013 and the LOMLOE in 2020.

Among the most significant differences between the LOMLOE and LOMCE is students' promotion. According to LOMCE, pupils shall promote if they have passed all subjects or provided that they have a negative evaluation in two subjects at most that are not simultaneously Mathematics and Spanish Language and Literature. With the implementation of the LOMLOE, however, the decision on whether a pupil should promote or not will no longer depend on the number of subjects that they have failed, but on what is deemed better for their academic progress.

Hence, in spite of having failed two or more subjects, pupils can promote if the school board considers that they can successfully follow the next academic course. A further key difference concerning evaluation is the fact that the learning standards outlined in the annexes of the Royal Decrees 126/2014 of February 28th, and 1105/2014 of December 26th, are expected to have a merely guiding role. Added to this, whereas the evaluation of the 5 [Ley Orgánica 1/1990, de 3 de octubre, de Ordenación General del Sistema Educativo]. 6 [Ley Orgánica 2/2006, de 3 de mayo, de Educación]. 7 [Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa].

11 learning process is formative, continuous and integrative in LOMCE, assessment must be inclusive rather than integrative after the enactment of LOMLOE. It would be advisable to distinguish between integration and inclusion, particularly in the context of Special Educational Needs Students (SENS): while the former refers to intervention policies that promote the assistance within the ordinary classroom, the latter comprises different types of strategies that focus on groupings, assessment methods, material adaptations, etc. Thus, inclusion goes beyond the mere presence of pupils, as it promotes their involvement and progress.

The concept of inclusion is an umbrella term that is one of the pillars embedded in the new law, which aims at offering adequate support for students in any classroom and ensuring that everyone feels represented and has access to education. Furthermore, in relation to the key competences, the LOMLOE aims to develop an additional competence on top of the seven ones defined by LOMCE, that is, the plurilingual competence (i.e. the ability to use different languages to communicate in an effective and appropriate way).

Lastly, further changes stemming from the LOMLOE are related to the fact that Spanish has ceased to be the language of instruction and that educational centres have gained more autonomy when it comes to developing their own educational project. 4. Legal framework for language learning As regards language learning across Europe, the Common European Framework of Reference for Languages (CEFR) provides a clear and objective basis from which the elaboration of curriculum guidelines, teaching and learning materials and assessment could be effectively accomplished.

According to this framework, proficiency in a foreign language is measured by levels in a continuum of abilities that range from A1 (beginner) to C2 (mastery). The CEFR is also viewed as an eclectic and action-oriented approach to language education, since it is oriented to real-life tasks, with emphasis on the fact that language learning is a lifelong process in which different skills play a vital role.

What is more, the concept of plurilingualism, which is the additional competence introduced by the LOMLOE, has been growing in importance in the Council of Europe's stance on language learning, given that the aims of the CEFR include this concept within language education (Council of Europe, 2020). Against this background, the primary difference between plurilingualism and multilingualism should be borne in mind: while the latter is the coexistence of languages in a given society or knowing different languages, the former consists of a dynamic linguistic repertoire that renders effective communication possible.

From this perspective, importance is placed by the Council of Europe (2020) on the role of languages when it comes to enabling speakers from other culturally and linguistically backgrounds to achieve successful cross-cultural communication. Thus, the goal of language education does not solely imply reaching a mastery level of one or more foreign languages with the "ideal" native speaker as the model to emulate, but 12 encouraging learners to "fully participate in social and educational contexts, achieving mutual understanding, gaining access to knowledge and in turn, further developing their linguistic and cultural repertoire" (Council of Europe, 2020, p. 123).

In a similar vein, the adoption of Content and Language Integrated Learning (CLIL) has been encouraged by a myriad of educational policies across Europe over the last decade, as it was envisioned as an opportunity to embed L2 education in more authentic learning contexts. In Spain, CLIL programmes became a prolific practice, as they stemmed from the commitment to European policies that promoted teaching at least two foreign languages. This is particularly the case of the Council of Europe (2020), which advocated for an integrating approach across language education.

This is arguably why increasing priority was given to CLIL, as it was deemed the best approach to actively encourage linguistic diversity. Thus, it may be argued that CLIL provided a different type of pedagogy with regard to language learning, which was adapted to meet the ever-changing demands of a globalised world. In fact, through CLIL, it was believed that students could develop a thorough knowledge of a foreign language through interconnections with other subjects. On this basis, the next figure provides further contextualisation of the legislative frames that influence language education at a national and regional level: Figure 1.

National and regional legislation for academic year 2021-2022. Own elaboration. -The Organic Law 3/2020, of December 29th, which modifies the Organic Law 2/2006. -Royal Decree 1105/2014, of December 26th, which establishes the basic curriculum for CSE and Baccalaureate. -Royal Decree 984/2021, of November 16th, which regulates final evaluations and promotion in CSE, Baccalaureate & Vocational Training. -Royal Decree 217/2022, of March 29th, which establishes the arrangement and minimum contents of CSE. -Order ECD/65/2015, of January 21st, which describes the relationship between skills, contents and assessment criteria of Primary Education, CSE and Baccalaureate.

-Order ECD/462/2016, of March 31st, which regulates the incorporation of those who have not passed subjects from the curriculum to a course of CSE or Baccalaureate. -Order ECD/1361/2015, of July 3rd, which establishes the curriculum of CSE and Baccalaureate, and regulates continuous assessment. Spain -Law 7/2010, of July 20th, of Education, which regulates CSE. -Decree 02/07/2012, of July 2nd, which regulates organisation and functioning of schools in CSE in Castilla-La Mancha. -Decree 40/2015, of June 15th, which regulates the curriculum of CSE and Baccalaureate. -Decree 47/2017, of July 25th, which regulates foreign language learning for non-university education in Castilla-La Mancha.

-Decree 85/2018, of November 20th, which regulates inclusive education. -Order 15/04/2016 of the Regional Ministry of Education, Culture and Sports, which regulates evaluation in CSE and Baccalaureate. -Order 105/2017, of May 26th, of the Regional Ministry of Education, Culture and Sports, which regulates the official documents used for evaluation in CSE. Castilla-La Mancha 13 It should be highlighted that new legislation has been enacted with a view to being implemented in the academic year 2022-2023.

Even though this project is based upon the legal framework that was devised for 2021-2022, the most important changes brought forward by the regulations are briefly explained in the next table: Former legislation New legislation Observations National Royal Decree 1105/2014 Royal Decree 243/2022, of April 5th , which establishes the organisation and minimum contents of Baccalaureate. The new legislation came into force on April 7th , 2022. It shall be applied during the academic year 2022-2023. Royal Decree 984/2021 Order ECD/65/2015 ECD/1361/2015 Order EFP/279/2022, of April 4th , which regulates evaluation and promotion of Primary Education, CSE, Baccalaureate & Vocational Training.

The new legislation came into force on April 9th , 2022. It affects Articles 25.7, 28 and 34 of ECD/1361/2015. Regional Order 15/04/2016 Decree 8/2022, of February 8th, which regulates evaluation and promotion in Primary Education, CSE, Baccalaureate & Vocational Training in Castilla-La Mancha. It involves a partial derogation of the former legislation, since it affects Articles 1, 3, 4, 7, 9, 10, 11, 15, 16, 17, 18, 19 and 21 of Order 15/04/2016. Table 1. New legislation and modifications. Own elaboration.

Hence, the syllabus presented in this paper is based upon the abovementioned legal requirements in Spain, all of which are regulated by the Ministry of Education and subsequently adapted according to each autonomous community. The modifications and derogations stemming from new legislation that has come into force shall be taken into consideration as well. In a similar light, In addition to this legal framework for language learning, education centres have the autonomy to decide how to achieve the learning objectives and the key competences, thereby designing what is illustrated in the next figure: Figure 2. Specific curricular levels. Own elaboration.

2nd level Annual General Programming Educational Project Organisational rules and COVID-19 contigency plan 3rd level Syllabus design Units of work 4th level Differentiation measures for SENS 14 The levels illustrated in the previous figure shall be explained in greater detail in section B: " Description of the educational centre", in which an overview of the external and internal factors within the school community of CSFA is provided. Said documents have also been considered when developing the units of work and the innovation project. 5. English subject syllabus design a.

Introduction Knowing a foreign language is at the heart of "global education", a concept envisioned by the Council of Europe. Likewise, the motto of the European Union known as "United in diversity" also hints at the fact that multilingualism is one of the essential components of unity and intercultural understanding across the continent. Hence, foreign language education is of great significance in this regard, since schools are arguably one of the most widespread methods for L2 learning.

In an increasingly globalised world beset with technological changes, the role of English and, by extension, the paper played by EFL educators, would be vital for students' future prospects at a personal, academic, or professional level. Therefore, foreign language learning should indeed yield tangible changes that do not require each pupil to memorise a series of linguistic concepts to pass an exam, but that are to be used in a wide variety of contexts.

Merely encouraging to learn within the classroom could be for nought if students are not given the opportunity to fully demonstrate their knowledge and, most importantly, how they could use it for different purposes according to the communication context. Thus, the fact that language learning is a continuous and lifelong process ought to be taken into consideration by every English syllabus, whose main aim should be to enable learners to use English effectively not only across the curriculum, but in a breadth of authentic situations and throughout students' lives.

Similarly, it is important to recall that language learning should lead to the integral development of pupils, through which a combination of skills is put into practice within the classroom to be further applied outside the school. In this regard, EFL is inextricably linked with the promotion of abilities and knowledge that are necessary so that students can become responsible and active citizens, who can exercise their own agency to create a sustainable future in a complex and uncertain world.

In such a context, the didactic programme that shall be presented in this dissertation primarily follows a holistic approach, given that the teaching and learning process should not only concern itself with imparting academic contents, but with providing tools that the learners could use when understanding and interacting in a positive way with the surrounding world. Nonetheless, if not properly taught, English can also cause significant language barriers for students when communicating and using this language throughout their lives.

It is in this respect that the syllabus designed for learners from the 4th grade of CSE in the academic year 15 2021-2022 aims at fostering multicultural awareness and equipping them with the necessary English skills to become active members and citizens of a highly multilingual and globalised world. In compliance with the legal framework that has been previously outlined, the syllabus for the subject of EFL is targeted at students in the last stage of CSE at CSFA in Ciudad Real. Said syllabus is divided into 12 units of work, of which one shall be taught four days per week for roughly three weeks (i.e. Unit 6: A whale of a time).

It is utterly important to highlight that the title of the teaching syllabus, Changing times, hints at the fact that adolescence is a period marked by a plethora of changes and, at the same time, at the idea that today's society is changing at an ever-increasing rate. In light of this, one of the primary objectives of the syllabus is to provide students with the competences that they need for the future thanks to their focus on real events that are shaping the world, while allowing them to use their new language skills in different learning situations that are relevant to their lives.

By encouraging pupils to think critically and fostering the development of both social and emotional learning, the teaching programme will provide them with the necessary skills and knowledge to make a positive impact on different social situations and, ultimately, influence and change the world. b. Description of the educational centre CSFA, which was originally founded by the Hermanas Franciscanas Hijas de la Misericordia in 1959, is a semi-private school located in Ciudad Real (Castilla-La Mancha) in Ronda del Carmen 56. The demographic composition of its neighbourhood, which used to be characterised by cultural, and socioeconomic poverty, has dramatically changed since then.

Urban growth in the area, together with the fact that it is next to Puerta de Toledo (i.e. a Mudejar gate that is one of the main landmarks of the city) have both transformed the exogenous context into which CSFA is embedded. Nowadays, the school's intake comprises every educational stage (i.e. Preschool, Primary School and CSE) with one classroom per grade level, except for Baccalaureate. Students generally come from families with medium socioeconomic status, yet some of whom may pertain to either higher or lower financial standing.

Furthermore, CSFA has a current student body that ranges from 25 to 31 learners enrolled in CSE per grade level, which is in compliance with the ratio established by governmental regulations. As for the 4th grade of CSE, which is the group of interest, the classroom is composed of 25 students. There is a total of 23 teaching staff in all educational stages (i.e. taking Preschool, Primary School and CSE together), with 9 teachers pertaining to CSE. Consequently, a single teacher could be in charge of instructing several interrelated subjects, as is the case with the English teacher, who also teaches French.

Against this backdrop, one of the greatest strengths of CSFA is the close-knit community among staff members and students, which is coupled with a family-like atmosphere. Regarding infrastructure, every student has access to these amenities: A library, a computer lab, 16 workshop rooms, a dining room, a support room for SENS and a gymnasium (i.e. sometimes used as the assembly hall or auditorium). Likewise, the school is made up of one single-storey and a couple of two-storey buildings, which are divided into Preschool, Primary School and CSE, respectively. Outdoor activities are held in places within walking distance of the school, such as the park known as "Parque del Cementerio".

In addition to this, complementary educational services include canteen service, before-school care and a sixth hour8 as a means to improve school-family communication. Similarly, the school also provides platforms that facilitate interaction between teachers and parents, including EducamosCLM, TokApp, corporate-based emails and Google Classroom. Each classroom is furnished with a projector, speakers, computers and laptops with a broadband Internet connection or online resources and games on Oxford Premium's website, together with air purifiers supplied with HEPA filters and hand sanitiser dispensers to reduce the risk of infection during the ongoing pandemic.

Daily cleaning and disinfection measures are also extended to doorknobs, chairs, tables and other pieces of furniture, as well as spaces such as toilets and the canteen. Further measures that have been adopted would be the school's reliance on natural ventilation (e.g. windows and doors should be partially or fully open) to minimise COVID-19 transmission via aerosols, reorganisation of school spaces to maintain interpersonal distance, use of infographics and posters to ensure that everybody abides by the school's COVID-19 measures, mandatory temperature monitoring each morning and social distancing to prevent large gatherings.

If a student cannot attend school because he/she has contracted the virus, online platforms such as Google Meet and Google Classroom will be employed. Even though school trips have been adjourned until there is an amelioration of the pandemic, other extracurricular activities are available, such as English language workshops, taekwondo, school plays and informative speech topics about the environment, gender equality, social media, etc. CSFA is also in compliance with programmes that foster students' development in these areas: Figure 3. Programmes undertaken by CSFA (Ciudad Real). Own elaboration.

8 An additional hour outside the school's schedule is devoted to interaction between tutors and families. Teach one or more subjects in a foreign language. Plurilingualism in Castilla-La Mancha Quantitative and qualitative improvement of EFL, external assessment on teachers' and students' performance, and teacher training. Bilingual English Development & Assessment (BEDA) Promotion of healthy habits. Food education Programme carried out by all CSFA centres in Spain, which focuses on self- discovery, cultivating one's inner world and self- awareness. "Educar en la interioridad" 17 c. Students' profile There are 109 students currently enrolled in CSE at CSFA.

The 4th grade of CSE 9 is made up of 25 students, 5 of whom are retaking this educational stage and 4 do require differentiation strategies to successfully follow the teaching and learning process. From the latter group, two learners have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), one is dyslexic and there is one student from Morocco that requires adaptations in terms of assessment and methodology. This could be exemplified by the fact that examinations…