A Syllabus Design Guide should be
Unambiguous
Or to put it less ambiguously, clear (I had to look for a synonym to get the first “U”: Clear foundations, clear guidelines to follow, clear examples, clear legislation on which it is based.
Up-to-date
Which is exactly why I am currently revising the book I published with Editorial MAD-7 Editores on Programación Didáctica. To incorporate some changes and improvements in learning theories, teaching techniques, etc. Also to adapt it to the LOMCE (clarifying concepts such as “learning standards”, “learning outcomes”, etc.)
Hang on, a minute, though…
If the LOMCE is finally repealed, will it affect the Guide and, therefore, your Syllabus Design?
Let me tell you a little secret. When the LOMCE came into force, in the academic year 2015-16, I kept telling my students that, if they had
- a sound syllabus design, with all the essential elements,
- something which was of their own making,
- and based on their experience as English teachers in Secondary schools,
They would only have to make a few “adaptations” to comply with the new legislation. This is what one of those students said to me, after getting her position last year:
So, even if the LOMCE curricula may be soon repealed, I don’t think the key elements will change much for English just as they haven’t changed much from LOE to LOMCE.
We may need to make a few adjustments, that’s all.
What is truly important is to be innovative, realistic and keep abreast of teaching techniques and resources. That is why the book will be supplemented with a variety of posts here, at POPPIES (Preparación-Oposición-Profesores-Pública-Inglés-Enseñanza-Secundaria)
Useful
And I mean, useful not only for the Oposición or Competitive Exam but also for your classes.
I am fully aware of the fact that the syllabus you present at the Competitive Exam needs to be “ideal”. I also agree with the comment expressed here concerning the Oposiciones for teachers Yet, I am also convinced that, in English, how you present your rationale, and your unit is essential to get a good enough mark and the position you are after. In my experience, those who sound closer to reality and explain how they approach things in real classroom situations, stand better chances.
Which brings me to the question I would like to ask you:
What would you like to find in the Guide?
I am finishing the revision of the Foundations, with all the elements I consider essential. It is very much like in the 2008-2012 edition, but, hopefully, clearer and improved.
Tomorrow is February, 7th. Charles Dickens’ 205 birth anniversary and, for me, a date of particular significance.
So, although I have always taken into account the comments and feedback from my students, I would like to extend it to those subscribed to the Poppies’ blog and who are not my students, and also to anybody who may read this post:
What would YOU —as a “Candidato a la Oposición a Profesor de inglés de enseñanza secundaria” or as a teacher— like to find in such a guide?
If you drop me a line about your needs before Friday 10th, I’ll see what I can do to oblige. I’ll consider any proposal, as long as it is something I can honestly do and does not go against my morals.