Muestra Programación 4eso

CUERPO DE PROFESORES- INGLÉS
PROGRAMACIÓN DIDÁCTICA INGLÉS SECUNDARIA

CENTRO DE OPOSICIONES
PROGRAMACIÓN INGLÉS SECUNDÀRIA
MUESTRA PARCIAL DE PROGRAMACIÓN DE

INGLÉS SECUNDARIA ADAPTABLE A
CUALQUIER COMUNIDAD AUTÓNOMA.
www.e-ducalia.com
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editor.
INDEX
1. INTRODUCTION
General considerations
Relationship between the classroom teaching programme and the
didactic programme
1.3 Curriculum development: centre and students
2. OBJECTIVES
General aspects
Relation between Stage Objectives and the didactic units of our
programme
Stage Objectives and Area Objectives
3. CONTENTS
General considerations: selection criteria
Types of contents
Timing: contents organised in timed didactic units
Distribution of the didactic units: units 1-15
Contents related to TIC
Crosscurricular Topics
Tels.: Mañana: 610 900 111 Tarde: 610 888 870 www.e-ducalia.com Programación didáctica in /
4. METHODOLOGY
Motivation: learners’ interests and needs
Active participation and functional learning
Time organization in the classroom
Complementary and Extracurricular activities
Classroom Grouping criteria
Communicative and structural teaching
Tasks Focus
the Basic Competences
5. CRITERIA AND PROCEDURES OF EVALAUTION

Considerations about evaluation and assessment
Diagnostic evaluation
Formative evaluation
Summative evaluation
Tests
Other evaluation instruments and procedures
Assessment criteria
Evaluation of the Teaching Programme and evaluation of students who
failed English language and promoted
Evaluation of the teaching programme
6. ATTENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL

NEEDS
Introduction: Why does Attention to Diversity appears?
Proposals for the organisation of the lessons
Diversity strategies to lead diversity in the classroom
Types of adaptations
Treatment of specific educational needs under the LOE in our students
Psychopedagogical evaluation orientation
7. MATERIAL RESOURCES
Selection criteria
Types of material resources
Other aspects
8. CONCLUSION
9. BIBLIOGRAPHY
10. ANNEXES
1. INTRODUCTION
1.1. GENERAL CONSIDERATIONS
The following document is an English Teaching Programme based Legal Regulations

on the Organic Law of Education, LOGSE, passed by the Spanish
LOGSE - March 30th 2002
Government on March 30th 2002 as well as taking into account the LOCE, 10/2002, Dec,23rd
LOE 2/2206, May 3rd
new changes which can be caused by the new Organic Law LOE -BOE n.106, May 4th 2006
2/2006 on May 3rd (BOE n. 1006 on May 4th 2006) and regulates the
whole Educational System nowadays at the Educational centres.
Hence, each autonomous community will be able to elaborate a concrete Royal Decree for
its own region, for instance in the Valencian Community we can find the Royal Decree
39/2002, March 5th, DOGV where the curriculum of CSE is established.
According to this law, a didactic programme should be used to:
Collaborate with the teaching practice

Ensure coherence between educational aims and the reality of the classroom
Be an instrument of plan, develop and evaluate the teaching-learning process
Offer a framework of reference to organize attention to diversity
Provide elements for analysing and evaluating the Educational Project, the Curricular
project and the teaching practice
Although each year and stage is equally important and valuable for the teaching-learning
process, we have decided to focus our programme on the Compulsory Secondary Education
because this is a stage in which every single student has to go through.
Namely, we have selected the FOURTH FORM OF CSE because it is the highest level within this
stage and it gives us the opportunity to develop significant contents and
attitudes in class.
Being the end of this stage, and for some students, the end of formal
education, we must provide our students with the necessary skills and
knowledge to face the world of work.
Education is the most suitable means to construct the students’ personality, to develop their
abilities and to configure their understanding of reality. These goals are reinforced by
integrating the cognitive and affective dimensions.
We would like to make our reader aware that this didactic programme must not be
considered static or close, but as an entity which can be modified and adapted after its
implementation in a real teaching-learning situation, which will undoubtedly become the
most useful and permanent source of feedback for the teaching planning process.
Hence, the Fourth Form of Compulsory Secondary Education will be the axis to be taken into
account in this English Teaching Programming and therefore we have developed the
objectives, the methodological criteria to be used more appropriate for this year group, the
Crosscurricular Topics to be treated, the main communicative skills to be dealt by the students
as well as the contents to be included and the evaluation criteria we have considered more
adequate for their level.
Before starting with the Didactic Programme, we should bear in mind a possible definition of
it:
“It is a written document included in the School Curricular Project based on

the decisions and conclusions taken by each Didactic Department.
The organization of all curricular and academic activities of the area of English
– Foreign Language- to be performed along a school is found in this document.”
For all these reasons, each department carries out the didactic Programme of their subject
following the guidelines of the Committee for Pedagogic Coordination.
The Didactic programme of the department of English will include the Objectives, contents
and evaluation criteria and scheduling for the different levels offered by the school – in our
case only the 4th From of CSE -. Other contents included in didactic programmes are cross
curricular aspects, general methodological guidelines, assessment procedures and
percentages, plans for students who fail the subject in previous years, attention to diversity,
materials and other resources and additional and out-of-school activities such as Extra-
curricular and Complementary activities.
According to MEC, the two fundamental tasks for the teacher to be developed in the
classroom programme are:
Firstly, the Sequencing and Timing of contents and objectives
Secondly, the Planning and Timing of activities and Evaluation
Another outstanding aspect to be taken into account is the so called Basic Competences on
which the different ways of learning are integrated, and permit our students to compare
them with different types of contents and in different communicative contexts.
According to the European Union we can distinguish eight basic competences:
Competence in Linguistic communication

Mathematics competence
Competence in the knowledge and interaction with the physical world
Treatment of the information and digital competence
Social and civic competence
Cultural and artistic competence
Competence for learning to learn
Personal autonomy and initiation
The curriculum of Compulsory Secondary Education is

divided in subjects, in which we can look for referent items that permit the development and
acquisition of the competences in this stage. On the other hand, not only the objectives but
also the own selection of the contents will achieve the development of every competence.
As we can see, the different levels of curricular development are a set of interrelated
decisions, ranging from general, open and flexible plans to the very specific and particular
decisions of the classroom.
To sum up, the Classroom Teaching Programme is the last level of
specification of the curriculum. It is made up of a set of ordered and
sequenced didactic units for each group of students.
At the same time, we have also taken into consideration that at this
stage most of the students are 15 or 16 years old, so when thinking of
the development of the contents of the area of English, we must
take their age into account. Most of them are suffering deep
changes, both in the physical and psychological domain, in order to
choose materials and activities which would meet better the new
interest and to make the learning of the Foreign Language as
attractive and motivating as possible.
Laws
Justification
Definition
6. ATTENTION TO DIVERSITY
1. INTRODUCTION
Why does Attention to diversity appear?
The term treatment of diversity is closely related to those individual
differences amongst the students which create a deep and general
problem for the teachers.
The Organic Law for the General Planning of the Education System (LOGSE and now LOE)
reflected this heterogeneity as “attention to diversity” and organized a set of measures and
plans, most of which are still valid and followed by the different didactic departments until the
publication of the new regulatory development of the LOE.
This law incorporates diversity dealing with attention to students with special educational
needs.
Rather than ensuring integration as in LOGSE, the new Organic law LOE seeks ensuring the
individual right to a quality education under the principles of non-discrimination and
normalization.
It is the ambition of special educational needs and disability division that every child with
potential in school can make a successful transition to adulthood and the world of further and
higher education, training or work.
To promote the interest in disabled children, and to promote the support they may receive,
our main objective is to offer any single students the help he/she needs at the pedagogical
level, trying to adjust the educational intervention to the individuality of the students and
keeping the balance with the comprehension of the curriculum.
With the plan of Attention to Diversity we try to organize human and material resources, so
that constitute the most appropriate response to the real problems we encountered in the
classroom. At the beginning of each course students receive mixed training: some students
have deficiencies in literacy, mathematics and basic logical
reasoning, others present very low or zero interest, others are not
adapted, or openly reject the school system, and so on.
Our goal is that during the period of schooling all students learn,
marked by the general objectives, although not all of them reach the
same extent. As in any other educational system we do not expect
an immediate impact, but it seems reasonable to assume that the
sooner the needs of each student will have more chances to change their habits or training.
The heterogeneity of our students, the difference in terms of individual skills – disabled or
gifted -, in terms of personal store or school records and the plurality of interests, motivations,
social and cultural level, family background, immigration, etc, have become one of the
greatest concerns of our society and of our school.
Aware as we are of the value of learning a foreign language, we undertake the task of
programming and planning the teaching-learning process during a year within the Secondary
Education.
Following the current legislation – LOGSE and LOE- the Didactic Programme should be used
to:
1. Collaborate with the teaching practice

2. Ensure coherence between educational aims and the reality of the classroom
3. Be an instrument to plan, develop and evaluate the teaching-learning process
4. Offer a framework of reference to organize attention to diversity
5. To provide elements for analysing and evaluating the Educational Project, the
Curricular Project and the Teaching Practice
Taking into consideration the fourth point of this chart, and being this the end of the stage
and for some students, the end of their formal education, we must provide our students
with the necessary skills and knowledge to face the world of work.
Hence, our programme must not be considered static or close, but as an entity which can
be modified and adapted after its implementation in a real teaching-learning situation,
which will undoubtedly become the most useful and permanent source of feedback for
the teaching planning process.
Accordingly, the most general objective comes from the Organic Law for the Quality of
Education – 23rd December, 2002- which specifies that the aim for the whole Compulsory
Secondary Education is:
“To transfer the students the fundamental elements of our culture, specially in its scientific
technological and humanistic dimension; to consolidate methods of study and work which
foster autonomous learning and skills development; to train them to take on responsibilities
and exercise their rights and to prepare them for pursuing their studies and for their
insertion in the labour world”.
All this diversity depends on two key factors:

Sociocultural factors: related to economic and sociocultural
context,(changes in the conception of the family, in working life, in the
current conception of the free-time activities and leisure, technological development,

migration processes etc.) As well as other geographical, ethnic and religious factors
that also play an essential role in increasing the diversity of society and therefore, its
educational system.
Psychocological factors: related to differences in the intellectual capacities of

each student, not everyone learns at the same pace or in the same way, the
motivation for learning, professional and academic interests, the different styles of
teaching and learning, etc.
2. PROPOSALS FOR THE ORGANIZATION OF THE LESSONS.
The LOE, based on the educational integration of students with permanent educational
needs, will have as fundamental purpose to make their learning process easier, according to
their abilities, and this will imply the creation of an adapted curriculum for these students.
Hence, they might get help from learning support and resource teachers; the staff resources
planned in each educational centre will focus on, as an essential function, the elaboration of
the proposals for the organization, attention and elaboration of the students.
The ability to learn: Each student has got his/her own capacity to learn things and
consolidate them; to achieve this, we will take into account as a base that every
student will be able to reach a minimum level of knowledge if they work in a
continuous way. This aspect is not only considered at the beginning of the academic
course but also throughout the development of the teaching-learning process, hence,
our role as teachers of a foreign language will be to include tasks with different levels
of difficulty to integrate every student in the teaching-learning process.
So we will start with controlled activities and bit by bit, our students will use free
practice activities. On the other hand, we will also facilitate reinforcement
activities and extension activities.
The motivation to learn: We will work the differences in the sociocultural

background where they come from which will have an enormous
influence not only related to the individual motivations, but also in a more
functional and logical way to present the contents. To select them, we will consider
the point of view of our students, their ages, experiences and background.
Forms of learning: As we all know, the students can be reflexive or impulsive when
facing to academic tasks. For example, when teaching grammatical structures we will
include charts and exercises to learn and revise the grammar step by step and of
course a wide repetition and practice in different communicative situations.
Thinking about the different styles and levels in the development of the learning
abilities we will design activities with a temporalization of strategies in order to carry
out his/her autonomy in the learning of each communicative skill.
Hence, we will use several types of individualized reinforcement activities such as

charts, crosswords, etc.
The interest of our students: The interest of each student in the learning of a Foreign
language depends on his/her motivation or necessity to do it. So we will include a
great variety of topics trying to be interesting fro them and led them to establish
different levels of knowledge and autonomy in our students.
3. DIVERSITY STRATEGIES TO LEAD DIVERSITY IN THE CLASSROOM
We cannot forget that society expects that our students acquire knowledge in content,
procedures and attitudes that enable them not only to deal with life, but to be prepared to
face new academic and professional challenges even greater demands. Therefore, try to be
realistic when we talk about diversity, we do not talk to respond to individual needs of each
student in particular, since this possibility is beyond the reach of any teacher under normal
conditions.
3.1. MEASURES TO TAKE INTO ACCOUNT:
Ordinary Didactic Programming in response to educational diversity:

We all know that the classroom is the place where the most learning is carried out by
students.
That is why we consider it appropriate to include as examples some of the measures

and items that can be taken into account in the Didactic Programming led to
diversity:
OBJECTIVES AND CONTENTS

Identify and prioritize the objectives and content expressed for the course or the
cycle pointing to the minimum in each unit didactics.
Prioritize the objectives and content based on their importance for future learning,
its functionality and practical application, etc.
Give priority to the objectives and content according to the variety of capacities.
Provide for the possibility of changing the sequence and temporalisation
objectives and content to enhance learning and achieve greater significance and
respect for different rhythms.
METHODOLOGY
Take into account the disposal and grouping of pupils in the classroom.
Raising sessions where alternate explanation of the theory with the realization of
exercises.
Use the language of study materials according to the level of understanding of
pupils, especially with N.E.E
Select methodological techniques and strategies that are useful for all students
also done so for those with learning difficulties and N.E.E (technical demonstration
and techniques of cooperative work or school tutoring)
Encourage the use of different materials and resources so they can manipulate
and experiment.
ASSESSMENT
Make an initial assessment before a new teaching-learning process
Introduce the assessment to the classroom context (continuous assessment, valuing
the daily work, interest, participation ...)
Identify and/or facilitate the minimum contents to be studied
Assessment tools used varied and diverse (exams, papers, questionnaires,
interviews, objective tests…)
These are measures that respond to standard situations and do not suppose significant
variations in the curriculum, why are also known as Curricular Adaptations not
Significant.
Extraordinary measures addressed to diversity:
Although the purpose of the educational system is that all students achieve the
minimum objectives and contents established, the reality tells us that there are
students that even with the help and ordinary measures are not able to achieve this
level.
As we have seen, the causes may vary and the result is that require other measures,
more specific and extraordinary strategies to learn. In some cases, these lessons will be
the same as those who study their peers but with different materials and tools.
Students with Students with special

difficulty educational needs
in learning (a.c.n.e.e)
Ordinary Extraordinary
measures measures
4. TYPES OF ADAPTATIONS
When talking about students that present a.c.n.e.e we can find that most of their
educational necessities are superior to the ordinary ones. For that, they will require an
organization of personal resources and specific materials.
Some of the most outstanding measures followed by each different didactic Department
to be considered are:
1. CURRICULUM SPECIFICATION: according to the characteristics of

P.E.C.
the region and the educational centre. The teacher will need to
plan the attention to diversity from the P.E.C to the P.C.C because
here on these documents we, as teachers of students with N.E.E will find out the first
answers to help them as soon as possible.
2. INDIVIDUALIZED CURRICULAR ADAPTATION (Significant or Non-significant): They

include students with learning difficulties. Any single student has his/her personal
adaptation of the objectives and contents. These adaptations can be significant if
the delay is more than two years or Non-significant if it is not so much time. So it
ensures everyone reaches objectives in accordance with their possibilities using
different methods and techniques. Our students with ACIS will be taught by the P.T
(therapeutic teacher) in the instrumental areas on which these students have ACIS.
These students with N.E.E will be distributed among the different academic groups.
3. INDIVIDUALIZED ADAPTATION OF ACCESS: providing personal, material and

technical resources for students with physical disabilities and communication
problems (visual or hearing impairment).
4. OPTIONAL SUBJECTS: (itineraries in LOE): reflection of the diversity of

interests of the students. They may choose among varied subjects such as
French Language, classical culture, games of logic, theatre, astronomy,
etc. The optional subjects will be selected according to the following
criteria:
1. Groups from 10 students to 20 students maximum, exceptionally French language

which could have a minor quantity of students.
2. To have an available timetable in the English Language Department for
reinforcement lessons and split lessons.
5. REINFORCEMENT AND EXTENSION MEASURES: for students who do not promote to the
following year or promote failing one or two areas. The English Department will
organise extra-classes to help those students who failed in the previous year of cycle.
They will have to attend lessons at least once a week and they will have one of the
teachers to help them catch up with the rest of students whose level is rather
acceptable. They will also take different exams along the year to check how the
knowledge is improving, making special emphasis on the oral use of the language.
On the other hand, we also make reference to other type of reinforcement and
Extension activities; those activities which are taught in different academic levels in
order to give response to the varied interests and motivations.
6. CURRICULAR DIVERSIFICATION PROGRAMMES (P.D.C.): when the already mentioned

measures do not have positive attitude towards learning. They are directed to
students who are not be able to reach the C.S.E certificate.
7. SPLIT LESSONS: The Educational Law for C.S.E recognises a different type of lesson: the
Split Lesson. In order to improve teaching and learning process, students are split into
2 groups one hour per week. The objective is to give the students a more
personalised and close attention, improving in that way the learning of the English
language.
The two teachers will decide whether they focus the attention on the practice of skills
or divide the students according to their level of English and their competence on
the target language. On the other hand, if teachers decide to make a special
attention on working with the four basic skills, extra material will be supplied to the
students to work with the language: Readings, Listenings, Speaking practice and
Writings. However, a special emphasis will be made on the oral production –

speaking and pronunciation- which tends to be more difficult to practice with
the whole class. They are applied to some subjects of the curriculum such as
Foreign Language, Biology, Technology… Firstly, we will carry out a diagnostic
test at the beginning of the academic course in order to organize our students into 3
sub-level of competence groups.
8. COMPENSATORY PROGRAMME: It is designed specially for foreign students who so not

know our language and culture. They will be distributed in two groups belonging to
the two Secondary Education stages. They will attend to Castillian and Valencian
language classes in another classroom and later they will complete their academic
timetable with the rest of the group. With this kind of programmes we try to facilitate
their social and educational integration, to develop their communicative
competence in Valencian and Castillian, and to know different cultures.
9. EDUCATIONAL SUPPORT SERVICE AT HOME (SAED): for those students who have
to be at home in large periods of time due to any illness.
10. HOSPITALARY CLASSROOMS: for those students who must be in a hospital due to
whatever kind of illness.
11. SOCIAL GUARANTE PROGRAMME: for those students who have not reached the
C.S.E certificate and want to achieve an academic title to dedicate to the labour
world.
The majority of this kind of measures, as we can see, require an individualized programme
and of course, supports and personal material resources. The teacher here will need the
help of specialists such as educational orientators, the teachers of primary education
specialised in special education or P.T, etc.
5. TREATMENT OF SPECIFIC EDUCATIONAL NEEDS UNDER THE ORGANIC

LAW FOR THE QUALITY OF EDUCATION (LOE) IN OUR STUDENTS.
This concept has been fed undoubtedly by factors like the immigration, which has
provoked the whole social commotion influencing in addition other areas such as the
labour one, the economic one and certainly, the educational one.
To begin, we must remember that Attention to the Diversity is not only to talk only about
immigration, that is, students who do not know our language, they live in social
disadvantage, have important lacks of curricular coordination, etc. One tries to go
beyond the intercultural education.
Nevertheless, we are sure that the today education is to understand and to attend to the
diversity of our classrooms and this implies that our students have turned into an inherent
responsibility in their own educational activity.
Any professional of the education that observes a classroom will catch quickly the
existence of diverse students.
The curricular adjustment not only belongs necessary for the diagnosed pupils with ACIS in
the classroom. However, we find other pupils who have difficulties to learn with a standard
programme. Also it is necessary to provide adjustments in order to attend to the different
manners of learning.
Hence the students with educational needs related to his/her personal and school history
or personal conditions of psychic disability, motor or sensory, to those with needs of
compensation – late incorporation to the educational system, irregular education, and
failure to adapt to the school way… In general they are diagnosed and proposed for ACIS
or measures of compensation.
As well, it is necessary to provide adjustments in order to employ the different manners of

learning.
The 2002 Organic Act on the Quality of Education (LOCE) stipulates that, in the case of
pupils with N.E.E, the identification and evaluation of their needs will be carried out by
teams of professionals who will establish performance plans with regards to each pupil’s
educational needs, taking into account both parents’ and teachers’ opinions, as well as
the management team of the corresponding establishment. At the end of each year, the
evaluation team will assess the extent to which the objectives set out in the plan have
been achieved. This will facilitate the introduction of the necessary adaptations, including
the most suitable type of schooling according to pupil’s educational needs. If necessity,
this decision can be made during the school year.
The LOE recognises three main groups of students with special educational needs:
1. STUDENTS WITH A LATE INTEGRATION IN THE EDUCATIONAL SYSTEM:
They refer to that group of students whose social and cultural background
and their family have plunged them into a problematic personal situation, which requires
certain didactic help.
The centre will facilitate their process of integration, especially those who are under 16. Most
of the students in this group belong to ethnic minorities and to the large number of immigrants
we are receiving in the last years: the so-called Cultural Diversity.
Furthermore, here the English Department will also face students with English as their mother
tongue. Those students will be treated differently in order to maintain their motivation and
interest in the subject. Hence, the teacher has to provide them with graded readings,etc.
The school and administration will facilitate their process of integration. Programmes will be
developed for those who may not know the Spanish/Valencian culture and language or for
those who do not master the basic instrumental areas. This training can be done in special
classroom but with a simultaneous integration in the ordinary groups.
Although the regulatory development is still to be published, sometimes the reality of our
schools has led us to prepare those plans. Our society has received a large number of
immigrants in the last years, what has given birth to a new type of diversity: cultural diversity.
The schools have developed host plans to contact with the families and their background,
assess the level of the students regarding the knowledge about the Spanish language and
about the other subjects, determine the suitable level in which they should be assimilated,
organise the distribution in different classrooms, etc.
The department of English language must play an important role in this sense, not only due to
the importance of this language at an international level, but also as a vehicle to work
intercultural education. Students will be asked to share their experiences, contrast and
compare nationalities and cultures, namely in unit …., but also in the rest of units through the
socio-cultural contents and the emphasis on cross-curricular contents such as equality of
opportunities and peace and international cooperation.
2. STUDENTS HIGH-INTELLECTUALLY GIFTED:
They are defined as students who need extra work in order to motivate them. They are
considered to be potentially “talented” or “over talented”, and the levels and stages are
more flexible for those students. They will possess an intellectual giftedness which is an
intellectual ability significantly higher than average.
The administrations will contribute in the identification of their needs as earlier as possible. The
duration of the different levels and stages is more flexible for those students, regardless of their
age. In fact, they can be up-graded to the following year in at least three occasions during
the Compulsory Education as the Decree in Council 943/2003 states.
3. STUDENTS WITH SPECIAL EDUCATIONAL NEEDS:
This is a wider term which encompasses students who need special support and attention
during a specific stage of their academic age or during the whole period. These students
may be physically or psychologically disabled; they may have visual or hearing impairment or
present serious mental or behaviour disorders.
The schooling of these students will be carried out in special classrooms in ordinary schools, in
schools for students with special needs or a combination of both, with the support of the
therapeutic teachers and we will develop methods for the detection of the problems to
achieve the general objectives established for all the students. The decision will be made
according to their needs, to the pedagogic coordination committee’s criterion, to the
direction of the school, the teachers and their parents.
New technologies, such as portable computers and new hearing systems for the bells,
deserve highly consideration in the treatment of those specific needs. They can be arranged
under the following classification:
SPECIFIC Including dyslexia and allied conditions, where a child may

LEARNING experience difficulties in learning to read, write or do maths.
DIFFERENCES
SPEECH Including immature speech patterns and delayed language
AND development. Speech impediments where children experience
LANGUAGE difficulties in learning to speak or understand language.
DISORDERS
Autistic spectrum, where a child has a serious communication
COGNITIVE disorder which affects their ability to learn and to interact
DISORDERS socially with others.
BEHAVIOURAL Attention Deficit Disorder and Hyperactivity, where a child has

DIFFICULTIES difficulty forming social relationships and concentrating on work.
MOTOR FUNCTION Including cerebral palsy and poor motor control.

DISORDERS
Including Visually Impaired, where children are partially sighted
SENSORY or blind and Hearing Impaired, involving hearing loss or
IMPAIRMENTS deafness which can seriously affect a child’s speech and
his/her ability to communicate with others.
The administration will provide the staff and resources necessary to implement those plans.
Similarly, the administration will develop methods for an early detection of the problem and
programmes to make them achieve the general objectives established for all the students.
Nevertheless, if they are not able to reach these goals, there will be vocational courses
adapted to their needs to ensure their social and labour integration.
Our department of English language will apply the former procedure until the corresponding
orders in council for the LOE are published.
Nevertheless, we must highlight the importance that the information and other technologies
already have in the treatment of those specific needs. Depending on the demands of our
students and on the resources of the school and students, this department can use:
TYPE OF DISABILITY SUITABLE INSTRUMENTS

Braille keyboard and printer
VISUAL IMPAIRMENT Voice synthesizer
Talking CD-ROMS and computers
HEARING IMPAIRMENT Resources to amplify sound
Resources to change sound into text
Sign language interpreters
SPEECH IMPAIRMENTS Computer-assisting output
Talking CD-ROMS and computers
Keyboards and mouse adapted
MOTOR IMPAIRMENTS Head-mounted input devices
Eye-tracking systems
Digital displays
6. PSYCHOPEDAGOGICAL EVALUATION AND ORIENTATION
As we have already mentioned, the objective of this didactic department is to

identify student’s needs as soon as possible and to guide parents, teachers and students
about plans and measures to be taken.
Furthermore, this department must bear in mind the diversity among those students who
are not catalogued as deserving “specific educational needs”; that means the different
paces of learning, their different interests and backgrounds.
The teacher of English Language will take into account all these considerations and
respect the guidelines of the department for psycho pedagogic orientation in order to
fulfil the Teaching Programme, taking into consideration the fact that any academic year
will have varied special educational needs students and the adaptations should not be the
same for every students.
To sum up, our task would be the identification of these students, the adaptation of our
teaching programme and the provision of individualized teaching if necessary.

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CUERPO DE PROFESORES- INGLÉS

PROGRAMACIÓN DIDÁCTICA INGLÉS SECUNDARIA

PROGRAMACIÓN INGLÉS SECUNDÀRIA

MUESTRA PARCIAL DE PROGRAMACIÓN DE

5. CRITERIA AND PROCEDURES OF EVALAUTION

6. ATTENTION TO STUDENTS WITH SPECIFIC EDUCATIONAL

The following document is an English Teaching Programme based Legal Regulations

According to this law, a didactic programme should be used to:

Collaborate with the teaching practice

“It is a written document included in the School Curricular Project based on

Competence in Linguistic communication

The curriculum of Compulsory Secondary Education is

1. Collaborate with the teaching practice

All this diversity depends on two key factors:

current conception of the free-time activities and leisure, technological development,

Psychocological factors: related to differences in the intellectual capacities of

2. PROPOSALS FOR THE ORGANIZATION OF THE LESSONS.

The motivation to learn: We will work the differences in the sociocultural

Hence, we will use several types of individualized reinforcement activities such as

3. DIVERSITY STRATEGIES TO LEAD DIVERSITY IN THE CLASSROOM

3.1. MEASURES TO TAKE INTO ACCOUNT:

Ordinary Didactic Programming in response to educational diversity:

That is why we consider it appropriate to include as examples some of the measures

OBJECTIVES AND CONTENTS

respect for different rhythms.

Extraordinary measures addressed to diversity:

Students with Students with special

1. CURRICULUM SPECIFICATION: according to the characteristics of

2. INDIVIDUALIZED CURRICULAR ADAPTATION (Significant or Non-significant): They

3. INDIVIDUALIZED ADAPTATION OF ACCESS: providing personal, material and

4. OPTIONAL SUBJECTS: (itineraries in LOE): reflection of the diversity of

1. Groups from 10 students to 20 students maximum, exceptionally French language

6. CURRICULAR DIVERSIFICATION PROGRAMMES (P.D.C.): when the already mentioned

Writings. However, a special emphasis will be made on the oral production –

8. COMPENSATORY PROGRAMME: It is designed specially for foreign students who so not

5. TREATMENT OF SPECIFIC EDUCATIONAL NEEDS UNDER THE ORGANIC

As well, it is necessary to provide adjustments in order to employ the different manners of

1. STUDENTS WITH A LATE INTEGRATION IN THE EDUCATIONAL SYSTEM:

2. STUDENTS HIGH-INTELLECTUALLY GIFTED:

3. STUDENTS WITH SPECIAL EDUCATIONAL NEEDS:

SPECIFIC Including dyslexia and allied conditions, where a child may

BEHAVIOURAL Attention Deficit Disorder and Hyperactivity, where a child has

MOTOR FUNCTION Including cerebral palsy and poor motor control.

TYPE OF DISABILITY SUITABLE INSTRUMENTS

6. PSYCHOPEDAGOGICAL EVALUATION AND ORIENTATION

As we have already mentioned, the objective of this didactic department is to

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