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Inglés Programación Didáctica: os presento aquí la nueva versión de mi libro para Profesores de inglés de Secundaria, e incluyo la introducción al mismo. Lógicamente, en inglés. Espero que os sirva de ayuda a la hora de redactar vuestras programaciones. Especialmente en lo relativo a los objetivos,  resultados y estándares de aprendizaje,  rubricas, evaluación orientada al aprendizaje, etc.

También confío en que os de ideas a la hora de preparar vuestras clases. Como he incluido en el modelo de programación la técnica de “flipping the classroom“, o lo que a mí me gusta llamar “vuelco a las aulas”, os invito a leer lo que llevo publicado sobre esta meta-estrategia.

Os dejo ahora con la introducción al libro.

A recap on Inglés Programación Didáctica

First Edition

The very first edition of Inglés Programación Didáctica I published with MAD dates back to February 2005. In those days, the legislation on which the syllabus in the book was based was the so-called LOCE. This Education Act would never be implemented as it was repealed by LOE in May 2006.

Second Edition

The necessary changes were made to the book to adapt it to the new legislation and a new edition was published. However, the contents in the syllabus itself were very much the same as those included in the first version.

Third Edition of Inglés Programación Didáctica

Based on Recast LOE as amended by LOMCE

Now we are presenting here a new version of the book to adapt it to the LOMCE, the legislation passed in 2013 and which came into force in full this academic year 2016-17. We do not know how long it will be in force.

Contents of the syllabus will essentially be the same

Yet, the contents of the syllabus are and will be very much the same. The explanation is simple.

• First of all, this book is, to a great extent, based on the Common European Framework of Reference.
• Secondly, the legislation may change in terms of how the Education System is organised, but the contents of what we teach are, essentially, the same.

Contents of what we teach are, essentially, the same.

Because we teach

• to help students develop the four skills, regardless of whether the Education Authorities divide them into two or four blocks of content.
• grammar or lexis, hopefully, so that students can use what they have learnt in real communicative situations.
• We also aim to help our students become critical thinkers.

Or, if we do not, we should.

The genesis of Inglés Programación Didáctica

I started selecting the articles and materials on which this syllabus is based, and planning and designing its contents during the academic year 2003-04, once the requirements set by the Ministry of Education became known.

With the valuable help of 

Susan Black, in charge of the actual classes for Secondary School Teachers of English at Sls Hallam at the time, contributed with her corrections to parts of the content.

The final outcome is based

on bibliography and legislation

Essentially from a selection of materials used in the classes as supplementary materials and the bibliography included in the book, including current legislation –both LOE & LOMCE.

The experience gained 

from all my students and the suggestions made by some former ones —particularly for this edition Sandra González, María de Gonzalo Arenillas, Adelaida Sirgado & Natalia Vicente— and on the knowledge from courses done at the UNED and online.

And my dear partners

My husband, Vernon Nash has been essential with his revision and comments.  So has my son, Roy Nash, who has helped with the translation of a large portion of current legislation and with insightful comments and edits.

The original contents of the book have, therefore, been revised, updated and changed when considered necessary.

Sections in the book

The book has finally been divided into five sections:

Section 1: The Foundations

It includes key considerations to be taken into account when designing the Syllabus for English. For this part the main sources have been:

• The Common European Framework of Reference for Languages
• Various articles from the Internet TESL Journal
• ERIC (Education Resources Information Centre, of the US Department of Education)
• Other online and offline resources listed in the bibliography
• The insights I have learnt -and I carry on learning- from Flipped Learning Global
• Current legislation in force for the whole of Spain:
  •  Organic Act 2/2006 (LOE recast text of 29 July 2015),
  • Organic Act 8/2013 (LOMCE),
  • RD 1105/2014, laying down all the essential elements in the curriculum,
  • Order ECD/65/2015, describing the connections between competences, contents & assessment criteria for primary, compulsory and higher secondary education;
  • Royal Decree 310/2016, regulating the final assessments for compulsory and higher secondary education
  • Royal Decree-law 5/2016 amending RD 310/2016, RD 1105/2014 & Organic Act 8/2013 (LOMCE) .

Section 2: Practical Guidelines

It aims to give candidates specific guidelines to follow when planning their syllabus, units and teaching sessions for Compulsory Secondary Education (ESO in its Spanish Acronym) & Bachillerato. Needless to say, there is a constant reference to the first section.

Section 3: A Sample

Syllabus Design for 1^st CSE/ESO is just that, an example for a specific area, a specific school and a specific class, taking into account what has been said under “the Foundations” and following the “Guidelines” in the second section.

The purpose is to show you one possible way of doing it. Bear in mind that this reflects my personal view. Your job is to reflect yours.

Section 4: The Oral Presentation

Here we provide some tips on how to approach the oral presentation in the exam and how to develop and plan the Didactic Unit, for the exam and for your classes if you need it.

Section 5: Current Legislation

This includes a list of the current legislation for each Autonomous Region in Spain on Curricula. You are, nevertheless, advised to check the corresponding website to be properly updated.

It also includes an English version of the key elements from LOE, LOMCE, RD 1105/2014 and ECD/65/2015, including contents, assessment criteria and learning standards for assessment.

And to this, we are adding: A Basic Framework to help you design your personal Syllabus Design

If you feel something should have beeen included and it is not, let me know. If it is reasonable, I’ll try to  make it part of the next edition.

Overall aims

The general aim of this manual is to give candidates and Secondary English teachers in general ideas on how to organise their syllabus design and the planning of their didactic units.

It also aims to provide an insight into the different elements involved in planning, the main contents of “The Common European Framework for Languages”, and current Spanish legislation on Education.

I hope that this Guide serves you to get ideas on how to draft your own syllabus design rather than copy and paste it.

Where can you find the book?

• Editorial Mad-7 Editores
• List of bookshops where it is available.
• It is part of the materials we provide to students enrolling for the New Edition of
  • Poppies Foundation Course (Starting in July 2017 and September 2017)
  • Building Blocks I, II or III (Starting in July 2017, September and October 2017).
• If you still have problems getting the book, contact me 

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