DOSSIER – Assessment

- Ver Presentacion-Explicacion y ejemplos en Recopilacion programaciones

editoriales
- Adaptación COVID resaltada
- Leer Normativa sobre Curriculo y específica de evaluación
- Basarse en la normativa y añadir los supuestos acuerdos de tu centro
- Hay archivos con traducción de la normativa.
- Sub-Secciones:
- INTRODUCTION
o General and defining aspects, Legal Framework, Aims, Principles
- LEARNING PROCESS ASSESSMENT
o Evaluation Criteria and Relations – Poner los criterios oficiales de la
normativa traducidos y con posibilidad de hacer comentario sobre ellos
similar a los objetivos; Poner entre paréntesis los objetivos y competencias
que se relacionan con cada criterio – también se pueden poner el código de
los estándares relacionados; – los criterios y estándares oficiales del RD y los
de Andalucía están traducidos en archivos y las relaciones en los ejemplos de
relaciones de los contenidos.
o Assessable Learning Standards – copiar traducidos (apuntar números de los
criterios relacionados y/o las competencias). * Otra opción es poner los
estándares en una tabla junto con los criterios, poniendo los de cada bloque
en una columna sin relacionar uno a uno, sino todos juntos.
o Sequencing and Weighting of Evaluation Criteria for the Level – poner la
relación de los criterios que se evaluarán en el nivel concreto, su ponderación
para la calificación del área en el nivel y los instrumentos de evaluación
utilizados – si no cabe se puede poner en anexos y aquí explicar un poco y
poner una captura de pantalla.
o Sequencing of Learning Standards –referir e incluir en anexos
o Descriptors of Achievement of Key Competences for the Level – copiar
algunos del dossier o de las orientaciones de normativa- y comentar que se
valorarán del en niveles Iniciado/Medio/Avanzado a final de curso en sesión
de Evaluación – se pueden poner en anexos y explicar aquí cómo se usan
o Area Profile and Competence profile: explicar la relación y poner captura o
referir a anexos
o Criteria for Marking – explicar que además de la ponderación de criterios
para todo el curso, debemos ponderar los instrumentos de evaluación (se hace
en cada UDI) y establecer los criterios de calificación de las UDIs, trimestres
y el curso
 COVID: en docencia no presencial cambian los instrumentos y los
criterios de calificación
o Minimal Achievements for Positive Mark – 50% de logro y/o aspectos
mínimos específicos acordados en el centro
 o Retaking Measures and Programmes (posibilidad de refuerzo y recuperación
a final de trimestre y de curso; evaluación extraordinaria; programas de
recuperación de pendientes y programas específicos para repetidores)
o Evaluation Sequencing (initial, continuous, final, extraordinary)
o Evaluation Procedures and Instruments – explicar su uso y referir a los
anexos
 COVID: en docencia no presencial cambian los instrumentos y los
criterios de calificación
o OPTIONAL: o para anexos
 Communicative Competence Descriptors
 Portfolio and Self-assessment Checklists
- TEACHING PROCESS ASSESSMENT
o General Aspects

EOI:
Normativa: https://www.adideandalucia.es/?view=disposicion&cat=41
https://www.eoilacarolina.net/evaluacion-en-covid.html
Ejemplos en dossier al final

EN LA DEFENSA:

Como siempre, hay que definir, citar normativa y describir tu planteamiento escrito en la
programación y luego defender aquello que consideres más importante.
Resumiremos estas subsecciones y daremos la idea de que todo está relacionado, de forma
que partimos de las Key Competences y sobre todo Communicative Competence, y a la hora
de programar tenemos en cuenta que evaluaremos los criterios y estándares y que usaremos
descriptores del grado de desarrollo de las competencias y contenidos. Todo se valorará
haciendo uso de diversos instrumentos de evaluación, con la rúbrica de la unidad como
instrumento principal de registro. Explicar que hemos secuenciado entre 4 y 8 criterios por
unidad, que están ponderados según lo acordado en el centro y que se valoran en cada
unidad ponderando de distinto modo los instrumentos de evaluación.

- Repasad la Presentación y la NORMATIVA referida a

Evaluación:

 Evaluación de Enseñanzas:
 ORDEN de 14 de julio de 2016, por la que se desarrolla el currículo
correspondiente al Bachillerato en la Comunidad Autónoma de Andalucía, se

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 regulan determinados aspectos de la atención a la diversidad y se establece la
ordenación de la evaluación del proceso de aprendizaje del alumnado (Texto
consolidado, 24-02-2018). (ANULADA – Instrucción 9/2020 – mismos criterios)
 ORDEN de 14 de julio de 2016, por la que se desarrolla el currículo
correspondiente a la Educación Secundaria Obligatoria en la Comunidad
Autónoma de Andalucía, se regulan determinados aspectos de la atención a la
diversidad y se establece la ordenación de la evaluación del proceso de
aprendizaje del alumnado (Texto consolidado, 24-02-2018).
 ORIENTACIONES para la descripción del nivel competencial adquirido por el
alumnado de Educación Secundaria Obligatoria y de Bachillerato (Dirección
General de Ordenación Educativa y Agencia Andaluza de Evaluación
Educativa, 30-05-2017).
 REAL DECRETO 1105/2014, de 26 de diciembre, por el que se establece el
currículo básico de la Educación Secundaria Obligatoria y del Bachillerato
(Texto consolidado, 30-07-2016).
 REAL DECRETO 310/2016, de 29 de julio, por el que se regulan las evaluaciones
finales de Educación Secundaria Obligatoria y de Bachillerato (Texto consolidado,
10-12-2016).
 REAL DECRETO 310/2016, de 29 de julio, por el que se regulan las evaluaciones
finales de Educación Secundaria Obligatoria y de Bachillerato (BOE 30-07-2016).
 INSTRUCCIONES de 2 de mayo de 2019, de la Dirección General de Ordenación y
Evaluación Educativa, por las que se concretan determinados aspectos relacionados
con la realización de las evaluaciones finales de etapa para el curso 2018-2019.
 RESOLUCIÓN de 18 de marzo de 2019, de la Dirección General de Ordenación y
Evaluación Educativa, por la que se desarrolla el procedimiento para la realización
en la Comunidad Autónoma de Andalucía de las evaluaciones finales de carácter
muestral y diagnóstico de Educación Primaria y Educación Secundaria Obligatoria
para el curso 2018/19.

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 LOS CRITERIOS Y ESTÁNDARES ESTÁN TRADUCIDOS EN OTROS
ARCHIVOS Y SE PUEDEN INCLUIR DENTRO DE TU SECCIÓN DE EVALUACIÓN
O EN LOS ANEXOS si ya los has incluido redactados en otro sitio, SEGÚN EL
ESPACIO DISPONIBLE

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DESCRIPTORES DE COMPETENCIAS

De editorial

The DESCRIPTORS in which key competences have been broken down allow us to
demonstrate the competences of students in this subject and this course, together
with the overall development of key competences to let us establish the
corresponding level (Initial, Medium or Advanced):

1. Competence in linguistic communication (CL)

Indicators
CL1. LISTENING
CL1.1. Hearing and understanding simple instruction sequences or directions given by the teacher or
obtained via mechanical means.
CL1.2. Discerning meaning in various oral texts in different communication settings
CL1.3. Identifying specific information in various oral texts in different communication settings
CL1.4. Having a general understanding and extracting specific information from short and simple situations,
with repeated watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CL2. SPEAKING
CL2.1. Making good use of pronunciation, rhythm, intonation and accentuation in different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying or reading aloud to the class short texts made by the student
himself.
CL3. TALKING
CL3.1. Using basic structures inherent in the foreign language in different communicative contexts
significantly.
CL3.2. Establishing daily and familiar conversations on known topics in settings where communication is
predictable.
CL4. READING
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts on various topics of interest.
CL4.3. Making straightforward inferences in the comprehension of various texts on topics of interest.
CL4.4. Reading texts on various topics of interest.
CL5. WRITING
CL5.1. Writing in a foreign language from previously studied models.
CL5.2. Producing written content addressing the recipient and purpose of the text.

2. Mathematical, scientific and technological competence (FCTC)

Indicators
CMCT1. Sorting the recorded data according to a classification criterion.

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CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or
chart.
CMCT3. Relating certain activities of life with proper functioning of the body.
CMCT4. Identifying different species of living beings.
CMCT5. Recognizing the process of scientific experimentation.

3. Digital Competence (CD)

Indicators
CD1. Searching, collecting and organizing information in a digital format.
CD2. Using information and communication technologies to test and verify information.
CD3. Using digital media for learning a foreign language.

4. Learning to learn (AA)

Indicators
AA1. Using several strategies for learning to learn, such as monolingual and bilingual dictionaries.
AA2. Using several responsive or interactive strategies to solve communication problems.
AA3. Valuing the use of foreign language as a learning tool.

5. Social and civic competences (SC)

Indicators
SC1. Taking part in conversations on familiar topics in settings where communication is predictable.
SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the
right to speak.
SC3. Valuing the use of foreign language as a means of communication with other people, and displaying
curiosity and interest towards people who speak the foreign language.
SC4. Identifying the customs of countries where foreign language is spoken.

6. Sense of initiative and entrepreneurship (SIEE)

Indicators
SIEE1. Searching, collecting and organizing information in different formats.
SIEE2. Enjoying the reading of age-appropriate texts, displaying a positive attitude towards reading.
SIEE3. Using simple strategies for the planning and monitoring of work.

7. Cultural awareness and expression (CEC)

Indicators
CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the
foreign language is spoken.
CEC2. Identifying some of the traditions of countries where the foreign language is spoken.
CEC3. Using artistic techniques in projects or papers.

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CEC4. Taking place in the development of group musical compositions using various musical and/or scenic
resources.

EJEMPLOS

Ninguno de los de abajo está perfecto. Comprueba la propuesta de subapartados, copia sobre
todo la normativa traducida y toma del dossier las ideas que te vengan bien. Elabora tu
sección personalizando y adaptando.

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9. ASSESSMENT

9.1. General aspects

Every teaching-learning process is incomplete without a consistent system of

assessment or evaluation which offers a clear and reliable vision to all the agents involved
about the degree to which the objectives have been acquired and, above all, about which
aspects need to be improved, re- structuring or changing whatever is necessary. This is why
we say that evaluation in education must be formative and flexible, as established in the
Order of 14th July 2016.
Taking into consideration the integrative and differentiating character of our
educational system as reflected in the R.D. 1105/2014, our evaluation has a continuous
character in order to detect any difficulties and help our students to solve them in order to let
them carry on with their learning process. Also, it is necessary to observe our students daily
in order to demand different levels of achievement from each of them. In relation to this
sensibility towards our classroom’s diversity and its reflection on evaluation, some minimal
evaluation criteria will be common for all our students to pass the subject. Besides, we will
establish the evaluation of the reinforcement programme followed by two of our students.
We will try to transmit our students these views on evaluation for them to see it as a
compromise towards improvement rather than as additional pressure or judgement. In fact,
they will self-evaluate themselves and the teacher’s work by means of the Portfolio,
promoting their implication in the process. To be coherent with our principles, we, as
teachers, must also carry out a self-evaluation of our teaching work as well as of our
teaching programme.

9.2. Learning Process Evaluation

9.2.1. Evaluation Criteria and Relations

In the LOMCE framework, our evaluation criteria perform a double function: they
serve as referents for the evaluation process and they also act as goals to be achieved in
every cycle of Education. In the map of development of our area, there is a set of evaluation
criteria related to the area objectives and the learning standards of the stage, which, at the
same time, are related to the contents and key competences in the curricular development
of our area.
According to R.D. 1105/2014 and the Order 14-07-16, the evaluation criteria are:

B1 – COMPREHENSION OF ORAL TEXTS

2.1.1. Identify the essential information and some of the most relevant details in brief and
well- structured oral texts, transmitted live or by technical means and articulated at slow
speed, in an informal or neutral register, and dealing with everyday issues in usual
situations, provided that the acoustic conditions do not distort the message and you can
listen to what was said again. LCC, DC / Objectives: 1, 12.

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2.1.2. Know and know how to apply the most appropriate strategies for understanding the
general meaning, essential information, main ideas and the most relevant details of the text.
LCC, LL / Objectives: 7, 9, 12.
2.1.3. Know and use for the understanding of the text the sociocultural and sociolinguistic
aspects related to daily life (study habits and leisure activities), living conditions
(environment), interpersonal relationships (in the private sphere, in the educational centre),
behaviour (gestures, facial expressions, use of the voice, eye contact) and social conventions
(customs, traditions). LCC, SCC / Objectives: 8, 9, 10, 11.
2.1.4. Distinguish the function or communicative functions: most relevant to the text and
basic discursive patterns related to the textual organization (introduction of the theme,
development and closure). LCC / Objectives: 1, 10, 11.
2.1.5. Apply to the understanding of the text the knowledge about the constituents and the
organization of syntactic and discursive patterns of very frequent use in oral communication.
LCC, LL, SIE / Objectives: 1, 6.
2.1.6. Recognize oral lexicon of very common use relating to everyday issues and general
topics or related to one’s own interests, studies and infer context and co-text, with visual
support, the meanings of some words and expressions. LCC / Objectives: 1, 6.
2.1.7. Discriminating phonological patterns, sound patterns, patterns of stress, rhythm and
intonation of most common use, and recognize the meanings and the most general
communicative intentions related to them. LCC / Objectives: 1, 6.
2.1.8. Identify some cultural or geographical elements of countries and cultures where the
foreign language is spoken and show interest in knowing them. LL, SCC, CAE / Objectives:
7, 10, 13.
2.1.9. Value the foreign language as an instrument to communicate and publicise the
Andalusian culture. SIE, CAE / Objectives: 10, 13, 14.

B2 – PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION

2.2.1. Produce short or medium length understandable texts, both in face-to- face
conversation, by telephone or other technical means, in a neutral, formal or informal
register, with a simple language, in which people give, request and exchange information on
topics of importance in daily life and known issues or personal or educational interest and
justify in a simple but sufficient way the reasons for certain actions or plans, despite any
interruptions or hesitations, obvious breaks, discursive reformulations, selection of
expressions and structures and requests for repetition by the interlocutor. LCC, DC, SIE /
Objectives: 2, 12.
2.2.2. Know and know how to apply the most appropriate strategies to produce short
monological and dialogical oral texts with a simple and clear structure, using, among others,
procedures such as the adaptation of the message to patterns of the first language or others,
or the use of approximate lexical elements before the absence of more precise others. LCC,
LL, SIE. / Objectives: 7, 9, 12.
2.2.3. Incorporate into the production of oral texts some acquired sociocultural and
sociolinguistic knowledge related to social structures, interpersonal relationships, behaviour
patterns, behaviour and social conventions, respecting the most important norms of courtesy
in the respective contexts. LCC, SCC, SIE / Objectives: 8, 9, 10, 11.
2.2.4. Carry out the functions demanded by the communicative purpose, using the exponents
and the most common discursive patterns to organize the text in a simple and coherent way
with the context. LCC, SIE / Objectives: 2, 10, 11.
2.2.5. Show control over a limited repertoire of commonly used syntactic structures and use
to communicate simple mechanisms adjusted to the context and communicative intention.

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(lexical repetition, ellipsis, personal, spatial and temporal deixis, juxtaposition and
connectors and frequent conversational markers). LCC, LL / Objectives: 2, 6.
2.2.6. Use a sufficient oral lexical repertoire to communicate information, related to general
topics related to habitual and everyday situations, susceptible to adaptation in less common
situations. LCC / Objectives: 2, 6.
2.2.7. Pronounce and use intonation in a clear and intelligible way, although sometimes the
foreign accent is evident or sporadic pronunciation errors are made, as long as they do not
interrupt the communication, and although it is necessary to repeat from time to time to help
the comprehension. LCC / Objectives: 2, 6.
2.2.8. Handle short phrases, groups of words and formulas to communicate in brief
exchanges in common and everyday situations, sometimes interrupting the speech to find
expressions, articulate less frequent words and repair communication in less common
situations. LCC. Objectives: 2, 10, 11.
2.2.9. Interact in a simple manner in clearly structured exchanges, using simple formulas or
gestures to take or assign the speaking time, although it depends to a large extent on the
performance of the interlocutor. LCC. / Objectives: 1, 2.
2.2.10. Identify cultural or geographical elements of countries and cultures where the foreign
language is spoken and show interest in knowing them. LL, SCC, CAE. / Objectives: 7, 10,
13.
2.2.11. Value the foreign language as an instrument to communicate and make known the
Andalusian culture. SIE, CAE / Objectives: 10, 13, 14.

B3 – COMPREHENSION OF WRITTEN TEXTS

2.3.1. Identify the essential information, the most relevant points and important details in
short and well-structured texts, written in an informal or neutral register, dealing with daily
issues, topics of interest or relevant to the studies themselves and containing simple
structures and a lexicon commonly used in both print and digital formats. LCC, CMST, DC /
Objectives: 3, 4, 12.
2.3.2. Know and know how to apply the most appropriate strategies for understanding the
general meaning, essential information, points and main ideas or relevant details of the text.
LCC, LL, SIE / Objectives: 3, 4, 11
2.3.3. Know and use for the comprehension of the text sociocultural and sociolinguistic
aspects related to everyday life (study and work habits, leisure activities, including artistic
manifestations such as music or cinema, living conditions (environment, social structure),
personal relationships (between men and women, at work, in the educational centre) and
social conventions (customs, traditions) LCC, SCC / Objectives: 8, 9, 10, 11.
2.3.4. Distinguish the most relevant function or communication functions of the text and a
repertoire of its most common exponents, as well as frequently used discursive patterns
related to the textual organization (introduction of the theme, development and thematic
change and textual closure). LCC / Objectives: 3, 4, 10, 11.
2.3.5. Recognise, and apply to the understanding of the text, the constituents and the
organization of syntactic structures commonly used in written communication, (e.g.
exclamatory structure to express surprise). CCL, CAA, SIEP / Objectives: 3, 4, 6.
2.3.6. Recognise common-use written lexicon relating to everyday matters and general
topics or related to one’s own interests, studies and occupations, and infer from the context
and the co-text, with or without visual support, the meanings of some words and expressions
that are unknown. LCC, CAE / Objectives: 3, 4, 6.

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2.3.7. Recognise orthographic, typographical and punctuation conventions, as well as
commonly used abbreviations and symbols (use of the apostrophe, &;, etc.), and their
associated meanings. LCC / Objectives: 3, 4, 6.
2.3.8. Identify cultural or geographical elements of countries and cultures where the foreign
language is spoken and show interest in knowing them. LL, SCC, CAE / Objectives: 7, 10,
13
2.3.9. Value the foreign language as an instrument to communicate and publicise the
Andalusian culture. SIE, CAE / Objectives: 10, 13, 14.

B4 – PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND INTERACTION

2.4.1. Write on paper or in electronic format, short, simple and clearly structured texts on
everyday topics or topics of personal interest, in a formal, neutral or informal register,
adequately using basic cohesion resources, basic orthographic conventions and the most
common punctuation marks, with reasonable control of expressions and simple structures
and a lexicon of frequent use. LCC, DC, SIE / Objectives: 5, 12.
2.4.2. Know, select and apply appropriate strategies to produce short or medium length
written texts for example by rephrasing structures from other texts of similar characteristics
and communicative purposes, copying formats, formulas and conventional models of each
type of text. LCC, LL, SIE / Objectives: 7, 9, 12.
2.4.3. Incorporate sociocultural and sociolinguistic knowledge acquired into the production
of written text related to social structures, interpersonal relationships, behaviour patterns,
behaviour and social conventions, respecting the most important norms of courtesy in the
respective contexts. LCC, SCC, SIE / Objectives: 8, 9, 10, 11.
2.4.4. Carry out the functions demanded by the communicative purpose, using the most
common exponents of said functions and the most frequently used discursive patterns to
organize the written text in a simple manner with sufficient internal cohesion and coherence
with respect to the communication context. LCC, SIE / Objectives: 5, 10, 11.
2.4.5. Master a limited repertoire of commonly used syntactic structures and use simple
mechanisms adjusted to the context and communicative intention (lexical repetition, ellipsis,
personal, spatial and temporal deixis, juxtaposition, and frequent connectors and discursive
markers). LCC, LL, SIE / Objectives: 5, 6.
2.4.6. Know and use a sufficient lexical repertoire to communicate information, opinions
and short, simple and direct points of view in habitual and daily situations, although in less
usual situations and on lesser-known subjects the message must be adapted. LCC, CAE /
Objectives: 5, 6.
2.4.7. Know and apply, so that the text is understandable for the most part, elementary
punctuation marks (e.g. period, comma) and basic orthographic rules (e.g. capitalization and
lowercase letters or the use of the apostrophe), as well as the most common orthographic
conventions in the writing of texts in electronic support (e.g. SMS). LCC, LL, SIE /
Objectives: 3, 4, 6.
2.4.8. Identify some cultural or geographical elements of countries and cultures where the
foreign language is spoken and show interest in knowing them. LL, SCC, CAE / Objectives:
7, 10, 13.
2.4.9. Value the foreign language as an instrument to communicate and make known the
Andalusian culture. SIE, CAE / Objectives: 10, 13, 14.

9.2.2. Assessable Learning Standards

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 Learning standards complement and specify the evaluation criteria, allowing us to
define the learning outcomes that every student is expected to achieve. In order to fulfil this
function properly, they must be observable and measurable.
The general learning standards for the area below are to be specified in each of the
didactic units. In this programme, there is one learning standard per skill in each IDU (see
Sequencing of Learning Standards in Appendix X). The learning standards are included in
the legal framework established by R.D. 1105/2014 and they will also be used in order to
check if the students have achieved the evaluation criteria.

B1 – ORAL COMPREHENSION

1.1. Captures the main points and relevant details of directions, messages and brief
communications which are enounced slowly and clearly (e.g. change of boarding gate in an
airport, information on activities in a summer camp, or on the answering machine of a
cinema), providing that the acoustic conditions are good and that the sound is not distorted.
1.2. Understands the general drift of what is said to him / her in day-to- day structured
transactions and operations (e.g. in hotels, shops, hostels, restaurants, centres of leisure,
study or work).
1.3. Identifies the general meaning and the principal points of a formal or informal
conversation between two or more interlocutors which takes place in his presence, when the
topic is familiar to him / her and the discourse is articulated with clarity, at medium speed
and in a standard variety of the language.
1.4. Understands, in an informal conversation in which he / she participates:- descriptions,
narrations, points of view and opinions regarding practical matters of daily life and topics of
his / her interest, when he / she is spoken to with clarity, slowly and directly and if the
interlocutor is prepared to repeat or reformulate what they have said.
1.5. Understands, in a formal conversation, or interview (e.g. in centres of study or work) in
which he or she participates, that which is asked of him / her with regard to personal,
educational, occupational matters or affairs of personal interest, as well as simple and
predictable commentaries related to the above, providing that he or she may request that
what has been said be repeated, clarified or elaborated upon.
1.6. Distinguishes, with the aid of an image, the principal ideas and relevant information in
presentations on educational, occupational or personal interest topics (e.g. about a curricular
topic or a talk to organize teamwork).
1.7. Identifies the essential information in television programmes on daily matters or affairs
of personal interest articulated slowly and clearly (e.g. news, documentaries or interviews),
when the images aid in comprehension.

B2 – ORAL PRODUCTION: EXPRESSION AND INTERACTION

2.1. He/she makes brief rehearsed presentations, well-structured and with visual aids (e.g.
slides or PowerPoint), on concrete aspects of topics of interest to him/her or related to
his/her studies or occupation, and responds to brief simple questions from the audience on
the content of the above.
2.2. He/she copes well with day-to- day procedures and transactions, including travel,
lodging, transport, shopping and leisure, following basic norms of courtesy (greetings and
treatment).
2.3. Participates in informal conversations whether face-to- face, by telephone or by other
technical means, in which social contact is established, information is exchanged, opinions
and points of view are expressed, invitations and offers are made, things are requested and

12
offered, instructions are asked for and given, or steps are discussed which must be followed
to perform a group activity.
2.4. Takes part in a formal conversation, meeting or interview of academic or occupational
character (e.g. to undertake a Summer course or to participate in a volunteer group),
exchanging sufficient information, expressing his/her ideas on habitual topics, giving his/her
opinion on practical problems when asked directly, and reacting in a simple way to
comments, provided he/she may request repetition of key points if necessary.

B3 – WRITTEN COMPREHENSION

3.1. Identifies, with the aid of an image, instructions on the working and operation of
Electronic apparatus or machines, as well as instructions for performance of activities and
safety regulations (e.g. in an educational establishment, a public place or a leisure area.
3.2. Understands the principal points of advertisements and publicity material from
magazines or internet formulated in a simple and clear manner, and related with matters of
personal interest, in personal, academic and occupational areas.
3.3. Understands personal correspondence in any format in which he/she speaks about
himself / herself; people, things and places are described; past, present and future deeds are
described, whether real or imaginary, and feelings, desires and opinions are expressed
related with general affairs, known to them or of interest to them.
3.4. Understands the essential points in formal correspondence in which he/she is informed
of affairs of interest to him/her in a personal, educational or occupational context (e.g. about
a language course or an internet purchase).
3.5. Captures the principal ideas in brief journalistic texts in any format if the numbers, the
names, the illustrations and the titles convey a large part of the message.
3.6. Understands specific information in Web pages and other clearly structured reference or
consultation materials on themes related to academic subjects, occupational matters, or of
personal interest (e.g. about a curricular topic, a computer program, a city, a sport or the
environment), always providing that he/she may re-read the difficult sections.
3.7. Understands the basic information (e.g. in reading material for young people) in short
and well-structured fictional stories and obtains an impression about the character of the
different personalities, their relations and the plot.

B4 – WRITTEN PRODUCTION: EXPRESSION AND INTERACTION

4.1. Completes a simple questionnaire with personal information relating to his/her

education, occupation, interests or hobbies (e.g. in order to subscribe to a digital publication,
enrol in a workshop, or become a member of a sports club).
4.2. Writes notes and messages (SMS, WhatsApp, chats), in which brief commentaries are
made or instructions and directions are given in relation with activities and situations of
daily life and of interest to him/her.
4.3. Writes notes, advertisements and short messages (e. g. in Twitter or Facebook) related
with activities and situations of daily life, of personal interest to him/her or on current affairs
topics, respecting the conventions and norms of courtesy and of netiquette.
4.4. Writes very brief reports in conventional format with simple and relevant information
about habitual events and the motives for certain actions, in the academic and occupational
fields, describing in a simple manner situations, people, objects and places and signalling the
principal happenings in a schematic manner.
4.5. Writes personal correspondence in which social contact is established and maintained
(e.g. with friends in other countries), information is exchanged, important events and

13
personal experiences are described in simple terms (e.g. victory in a competition);
instructions are given, offers and suggestions are made and accepted (e.g. an invitation or
other plans are cancelled, confirmed or modified), and opinions are expressed in a simple
manner.
4.6. Writes basic short formal correspondence, directed to public or private institutions or
commercial entities, asking for or giving the requested information in a simple manner and
observing the formal conventions and norms of courtesy basic in this type of texts.

9.2.3. Sequencing and Weighting of Evaluation Criteria

I have sequenced and distributed the evaluation criteria of the first cycle of CSE in
all my didactic units for the level. In each unit, I have considered necessary to introduce two
evaluation criteria for each linguistic skill (listening, speaking, reading and writing).
Each criterion has a different percentage, depending on the number of times it is
repeated. For instance, if one criterion is in four units, it will be more important than another
which is only used once or twice. You can see the distribution and weighting of the different
evaluation criteria in my didactic units on the chart in Appendix X.

9.2.4. Criteria for marking

The new evaluation procedures established by the current legislative framework

(LOMCE) changes the traditional conception of evaluation in which teachers used to assign
a different value to the test, final task…whose sum provided us with the mark of the student
in the subject.
According to the new regulations in Andalusia, teachers have to distribute the 100%
of the mark along the evaluation criteria, so that we assign each criterion a different
percentage. In order to measure these criteria, teachers must also apply specific evaluation
instruments (see section 9.2.9).
Each skill will have a weight of a 25% distributed along the criteria for the block or
skill. In order to apply a value to each criterion, I have considered how often this criterion is
evaluated in the units, so that those which have been used more frequently will have a higher
percentage.
See the percentages and evaluation instruments in the Sequencing and Weighting of
Evaluation Criteria in Appendix X.
Tengo que dar porcentajes?? 50% test ….. – eso es para la unidad - aquí puedes poner
como se saca la nota del año, trimestre

The criteria for marking are:

 Year: Weighted Percentages of the Evaluation Criteria for the Year. (Chart
Sequencing and Weighting of Evaluation Criteria)
 Term: Arithmetic Average of the Evaluation Criteria in the Term.
 Unit: 25% for each skill, weighted percentages of the 8 Evaluation Criteria in the
Unit. (Weight of each Criterion: 12,5%).
 Evaluation criterion: Weighting of Instruments specified in each IDU.

9.2.5. Descriptors of the development of Key Competences

We will be assessing the Key Competences all throughout the year, since the
evaluation criteria of every unit are related to one or more competences, as established in the
Order ECD/65/2015 (BOE) and the Order of 14th July 2016 (BOJA). In Appendix X, we

14
include the competence profile of our subject, ((together with some self-assessment
checklists for the levels specified in the CEFRL.
Besides, we will carry out a global, detailed assessment at the end of the year with a
long-term view of the development of the Key Competences on the part o the students.. In
order to do so, in our Evaluation process we will bear in mind the following Key
Competences descriptors adapted to my pupils:

 C1. Competence in Linguistic Communication

- To express orally emotions, experiences and opinions in a coherent way.
- To adapt the speech to different communicative situations, controlling the nonverbal
elements and respecting the own rules of the communicative interchange.
- To become aware of the social and cultural conventions when produce texts.
- To understand different types of texts from the daily life and the social relations being
recognized its communicative intention.
- To become aware of the necessity to respect the orthographic norms in the written text
production.
- To use the new vocabulary to express orally with property and precision.
- To know the combination rules of the different classes of words and sentences for the
production and understanding of a text.
- To compose texts from the daily life and from the social relations to the communicative
conditions of the situation.
 C2. Competence in Mathematics, Science and Technology
- To use and relate the numbers, their basic operations, symbols and the different ways of
expression and mathematical reasoning.
- To show a favourable aptitude to investigate and solve problems, to collaborate with the
others.
- To show interest for the observation of living beings using different instruments, sources
and foundations in the realisation of easy researches.
 C3. Digital Competence
- To search for information, select, classify, analyse and interpret it by using the different
ICTs available.
- To use ICTs to expand their linguistic competence and in general, their knowledge on any
area, and to communicate with teachers, classmates and other learners and teachers around
the world.
 C4. Learning to Learn
- To apply strategies to learn languages and reflect on their importance to continue learning
this foreign language and any other/s outside the school.
- To show reading and study habits necessary for this and for every subject at their stage and
recognize which learning strategies work better with themselves.
 C5. Social and Civic Competence
- To know and to practice the dialogue like basic tool of interpersonal communication and
resolution of conflicts
- To know the values which characterize a democratic society: freedom, solidarity,
participation, citizenship, tolerance.
- To construct, to accept and to practice rules of coexistence agreed with the democratic
values.
 C6. Sense of initiative and Entrepreneurship
- To act with initiative and personal creativity.
- To show confidence to express opinions when taking decisions.
- To be able to identify some students’ emotions and to respond facing them.

15
  C7. Cultural Awareness and Expression
- To cultivate the expression of ideas, experiences or feelings through Literature.
- To understand and to value different cultural traditions.

Tablas de relación del desarrollo de las competencias?? - Appendixes

CEFRL Checklists?? - appendixes

9.2.6. Minimal achievements for positive mark

Our aim is that students achieve the objectives at their most, that is to say, that the
evaluation criteria mentioned above are fulfilled within a considerable framework of
progress and performance, depending on individual capacities and circumstances. However,
in order to be transparent and fair, we have established some minimal achievements that
every student must attain in order to have a positive mark:
 The student gets at least a 50 percent of achievement of the evaluation criteria.
 The student does the class work and homework of every unit.
 The student participates in class activities showing a receptive and positive.
 The student elaborates the Final Task as it is required.
 The student shows a respectful and cooperative attitude in class.

9.2.7. Retaking Measures and Programmes

Students who fail in one of the teaching units will have an opportunity to retake in
the term and year assessment, where we will include the previous evaluation criteria.
Besides, they will be provided with reinforcement activities and the required ordinary
measures for their improvement.
Students who fail the English subject at the end of the school year will be given a
report informing them about the contents which they have not assimilated yet and they will
be able to take another extraordinary exam to determine whether they pass the subject or
not. This exam will take place at the beginning of September, and it will be 70% of the final
score. The remaining 30% will be given to the worksheets that I have prepared for them and
which they will have to present with all the activities done before taking the exam.
Students who failed English in the previous year will have to fulfil the following
conditions to pass the subject:
- Do the activities proposed by the teacher, that is, remedial work.
- Pass the two evaluation periods (the first and the second evaluations) or a special exam in
May to confirm the degree of assimilation of contents from the corresponding failed year.
If the remedial work has been successfully done and the student passes the final
evaluation, the previously failed year or years will be passed.

9.2.8. Evaluation Sequencing

Once we have set the main evaluation criteria and learning standards, it is time to
establish what types of evaluation we are going to carry out and, accordingly, when these are
going to take place.
→ Diagnostic/initial evaluation: Its aim is to gather information about the students’
previous knowledge and motivation and determine the point of departure to teach the new
contents. It provides a starting point and guidelines for remedial action and prevention of
possible problems. At a general level, it will take place at the beginning of the academic year
and in every didactic unit.

16
→ Formative/continuous evaluation: It has a self-feeding character, in the sense that it
provides both the teacher and the learner with information about the learning process and it
also makes possible the student’s progress. The aim of the formative evaluation is to report
the student on his/her position with regard to his/her own learning process. This refers both
to the product (what the student has learnt) and to the process (how the student has learnt).
→ Summative/final evaluation: It takes into account the result of the learning process as a
whole, both in terms of products and processes. This type of evaluation will be carried out at
the end of every teaching unit and at the end of every term. The final assessment at the end
of the academic year will be a summative and global evaluation of the attainments achieved
during the course.
→ Extraordinary: It consists of a re-taking exam carried out in September, in which those
students whose final average mark at the end of the school year is not positive will have the
opportunity to show a minimal management of the contents learnt along the year.

9.2.9. Evaluation Procedures and Instruments

The use of a large variety of instruments of evaluation makes it possible for the
teacher to evaluate not only the results but also the process of the teaching-learning
experience, which allows carrying out curricular modifications to cater for the specific needs
of every student at any moment.
In this programme, every activity performed in class is considered to be a potential
means of evaluation (task-based approach). In fact, in every unit some activities are handed
in for the teacher to correct or notes of the students’ performances are taken in the teacher’s
diary by means of observation sheets, scales, registers and rubrics. Particularly, in each unit
students will do a series of online revision exercises (linked on the blog) whose results will
be sent to my email.
Self-evaluation and Co-evaluation sheets and rubrics are important instruments of
evaluation in this syllabus too. The students often evaluate their own performance (self-
evaluation sheets on their portfolio) as well as their partners’ performances (i.e. group self-
evaluation, evaluating an expository activity, others’ final task, etc.).
In a task-based approach, the main instrument of evaluation is the final task,
carried out at the end of every unit. The performance of the final task requires displaying the
knowledge learned through every unit in an active way. Generally, it involves using several
skills, methods and strategies. Therefore, it constitutes an extensive source of information
for both teacher and students that will be measured using a final task rubric or evaluation
sheet.
Apart from the final task, an objective final test will also be employed at the end of
every unit in order to evaluate the students’ acquisition of contents, procedures and
strategies. These tests will contain activities similar to those developed during the unit and
take into account different skills.

17
 Moreover, for those students who do not get good results in each of the units,
recovery work will be provided in the form of revision and reinforcement exercises on a
worksheet as well as an end-of- the-year test for recovery.
I will keep record of the students’ progress in the evaluation rubrics of each unit
with which I will assess the evaluation criteria in four levels of domain plus 0 for previous
level and 5 for extra level in order to cater for diversity (See Appendix XX).

9.2.10. Communicative Competence Descriptors??? – serían los de las checklists del

cefrl

9.2.11. Portfolio and Self-assessment Checklists

One form of authentic assessment being widely adapted in schools today is portfolio
assessment. The Language portfolio can be defined as a container that holds evidence of an
individual’s skills, ideas, interests, and accomplishments when learning a language.
Portfolios make it easier to develop grading schemes that emphasize assessing individual
student growth rather than competition with other students. Often portfolios are used to
supplement, not replace, traditional assessment procedures. Students should have freedom in
selecting items to include in their portfolios. It is advantageous to make the whole portfolio
process a collaborative teacher-student effort, with the teacher functioning more as a coach
than a director. Any item that provides evidence of a student’s achievement and growth can
be included in a portfolio and also as a self- assessment work, we will provide our students
with different checklists (as we can see in the appendixes) where they can tick what they
have learnt in every unit taking into account the different points:
 Understanding: Listening and Reading
 Speaking: Spoken interaction and Spoken production
 Writing
Examples of documents my students will include in their Portfolio and that I will be
evaluating are: examples of written work, journals and logs, mind maps and notes, group
reports, tests and quizzes, charts, graphs, list of books read, questionnaires results, peer
reviews and self- evaluation sheets. - ok

9.3. Teaching Process Evaluation

Evaluation cannot only focus on the learner’s performance and progress, but also on
the teacher’s work, the programme and, in extension, on the teaching process itself in order
to improve, add or eliminate whatever activity, procedure or dynamics which does not give
the expected results.
As a teacher, I will regularly take notes and fill in some self-assessment sheets and
rubrics about the strong and weak points of this syllabus, as well as the adjustment and
appropriateness of the strategies employed, taking into account the students’ opinions.
Although these opinions will be accounted for orally, they will be confirmed through the
syllabus evaluation sheets and questionnaires handed out at the end of each term. The
notes are collected in the teacher’s diary and they cover all the essential aspects of the
syllabus. The teacher presents the analysis of these notes in the Final Report and discusses
the results with other colleagues of the cycle.
The reflection on the ideas proposed will be a source of information for future
changes and modifications on the part of the teacher in order to suit the educational needs of
the students.

18
 All the evaluation documents mentioned in this section can be found in Appendix X,
Evaluation Documents.

1. EVALUATION
1.1. GENERAL AND DEFINING ASPECTS
Once we have explained all the procedures we are going to follow to design this syllabus,
we cannot forget that we should measure all these processes. In order to accomplish that, we
need a consistent system of evaluation which offers a clear and reliable vision to all the
agents involved in the process. We will evaluate the degree to which the objectives have
been acquired as well as the aspects which need to be improved, re-structured or changed if
necessary.
Taking into consideration the integrative and differentiating character of our educational
systems as reflected in the Royal Decree 1105/2014, Decree 111/2016 and the Order of 14th
July 2016, our evaluation has a continuous character in order to detect any difficulties on
time and help our students to solve them in order to let them carry on with their learning
process. Furthermore, we should observe our students daily in order to demand different
levels of achievement from each of them. In relation to this sensibility towards our
classroom’s diversity and its reflection on evaluation, some minimal evaluation criteria will
be common for all our students to pass the subject. Besides, we will establish the evaluation
of the reinforcement programme followed by two of our students.
We will try to transmit our students these views on evaluation for them to see it as a
compromise towards improvement rather than as additional pressure or judgement. In fact,
they will self-evaluate themselves and the teacher’s work by means of the Portfolio,
promoting their implication in the process. To be coherent with our principles, we, as
teachers, must also carry out a self-evaluation of our teaching work as well as of our
teaching programme.

8.2. LEARNING PROCESS EVALUATION

8.2.1 EVALUATION CRITERIA AND LEARNING STANDARDS
In the LOMCE framework, our evaluation criteria perform a double function: they serve as
referents for the evaluation process and they also act as goals to be achieved in every cycle
of Education. In the map of development of our area, there are twenty five evaluation
criteria related to the area objectives and the learning standards of the stage, which, at the
same time, are related to the contents and key competences in the curricular development
of our area.
BLOCK 1: COMPREHENSION OF ORAL TEXTS
KEY
EVALUATION CRITERIA LEARNING STANDARDS
COMPETENCES
1.1 Identify essential LCC, DC 1.1. The student identifies the topic
information, main ideas and of discussion of a formal or informal
most relevant details in oral conversation.
texts related to familiar topics.
1.2. Know and know how to LCC, LL 1.2 The student understands the
apply the suitable strategies to essential information in everyday
understand oral texts. conversations.
1.3. Know and use sociocultural LCC, SCC 1.3. The student understands
and sociolinguistic aspects. instructions, announcements, messages

19

1.4. Distinguish the most LCC
relevant communicative
functions and features of a text
as well as frequent discursive
patterns.
1.5. Apply to the comprehension LCC, LL, SIE
of the text knowledge of the
constituents and organization of
syntactic and discursive patterns
frequently used in oral
communication, as well as their
associated meanings (for
example, interrogative structure
to make a request).
1.6. Recognize lexis related to LCC
everyday life.
1.7. Identify common sound, LCC
accent, rhythm and intonation
patterns.
BLOCK 2: PRODUCTION OF ORAL TEXTS: EXPRESSION AND INTERACTION
KEY
EVALUATION CRITERIA
COMPETENCES
2.1. Produce short and clear texts LCC, DC, SIE
about familiar topics in ordinary
conversations.
2.2. Know and apply the most LCC, LL, SIE
adequate strategies to produce
short oral monologues and
dialogues.
2.3. Incorporate the sociocultural LCC, SCC, SIE
and sociolinguistic knowledge to
the production of oral texts.
2.4. Perform communicative LCC, SIE
functions and frequently used
discursive patterns.
2.5. Show a reasonable LCC, LL, SIE
command of a limited number of
and statements addressed carefully and
slowly to him/her.
1.4. The student understands what
he/she is being asked in a formal
conversation or interview in schools or
at work.
1.5. The student understands an informal
conversation.
1.6. The student identifies, by means of
visual support, the main ideas and
relevant details in presentation and talks.
1.7. The student understands and extract
the essential information from TV
programs dealing with everyday matters.
LEARNING STANDARDS
2.1. The student does brief, rehearsed
1. and well-structured presentations using
visual aids.evaluation criteria 1, 2, 5
2.
2.2. The student gets on properly in
3. quotidian procedures and transactions.
 evaluation criteria 3, 6
2.3. The student participates in informal
conversations face to face or via
4. telephone or using any other technical
mediums.
 evaluation criteria 4, 7, 9
5.
20
frequently used syntactic
structures.
2.6. Know and use a range of LCC
oral common vocabulary. 6.

2.7.Pronounce and use intonation LCC

in a clear and comprehensible
way.
2.8. Take part in short exchanges LCC 2.4. The student takes part in an
in habitual and ordinary 7. academic/professional formal
situations. conversation, meeting or interview.

2.9. Interact easily in clearly LCC

structured exchanges.

BLOCK 3: COMPREHENSION OF WRITTEN TEXTS

KEY
EVALUATION CRITERIA
COMPETENCES
3.1. Identify the essential LCC, CMST, DC
information, main ideas and
most relevant details in texts.
3.2. Know and apply the suitable LCC, LL
strategies to understand texts.
3.3. Know and use sociocultural LCC, SCC
and sociolinguistic aspects.
3.4. Distinguish the most LCC
relevant communicative
functions and features of a text
as well as frequent discursive
patterns.
3.5. Apply the knowledge about LCC, LL, SIE
the features and the organization
of common syntactic and
discursive patterns.
3.6. Recognise written lexicon LCC, CAE
related to everyday life.
3.7. Recognise main spelling LCC
conventions, abbreviations and
symbols.
LEARNING STANDARDS
3.1. The student identifies simple
instructions with visual aid.
3.2. The student understands the main
point of advertisements.
3.3. The student understands personal
correspondence in any format.
3.4. The student understands essential
information in formal correspondence.
3.5. The students understands the main
ideas in short journalistic texts in any
media.
3.6. The student understands specific
essential information from websites and
other reference materials.
3.7. The student understands the
essential information from short and
well-organised fiction texts.

BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSION AND

INTERACTION

21
 KEY
EVALUATION CRITERIA LEARNING STANDARDS
COMPETENCES
4.1. Write, on any support, LCC, DC, SIE 4.1. The student fills in a questionnaire
short and clear texts. with basic personal information.
4.2. Know and apply the most LCC, LL, SIE 4.2. The student writes short messages
adequate strategies to produce and notes (SMS, WhatsApp, chats).
short written texts.
4.3. Know and use LCC, SCC, SIE 4.3. The student writes notes,
sociocultural and announcements.
sociolinguistic knowledge in
the production of written texts.
4.4. Perform communicative LCC, SIE 4.4. The student writes short reports
functions and frequently used following the conventional format
discursive patterns. about everyday situations.
4.5. Master a reasonable LCC, LL, SIE 4.5. The student writes personal
command of a limited number correspondence to exchange basic
of frequently used syntactic information.
structures.
4.6. Know and use a range of LCC, CAE 4.6. The student writes short formal
written common vocabulary. correspondence.
4.7. Have an adequate LCC, LL, SIE
knowledge of the basic
punctuation marks and basic
spelling conventions.

8.2.3. SEQUENCING AND WEIGHTING OF EVALUATION CRITERIA

In this syllabus, we are going to evaluate students through the evaluation criteria which are
related to key competences, stage and area objectives and learning standards (as we have
explained in the previous chart). In the following chart, we establish the following
percentages in order to evaluate each evaluation criteria, as you can observe, we assign a
25% per skill (listening, speaking, writing and reading) and we will evaluate 2 evaluation
criteria (of the total Evaluation Criteria stated in the RD 1105/2014 and Order of 14 th July
2016) per skill in each Integrated Didactic Unit.
Table / Annexes

8.2.4. MARKING CRITERIA

All evaluation criteria are covered at the end of the year. Thus, the final mark will be based
on the numerical means of the scores related to all the evaluation criteria. These scores
describe the level of learning acquisition and establish a link between this description and
the convention used in official documents. For each evaluation criteria proposed, we will use
achievement indicators related to the learning standards. Through the indicators we will
value the degree of acquisition of learning providing a final mark. They will help us to
decide in which students' stage of achievement the student is. In that way, the marking
criteria used are the following:

22
  Year: We will use the Weighted Percentages of the Evaluation Criteria for the Year.
We assigned a 25% per skill. (see chart Sequencing and Weighting of Evaluation
Criteria)

 Term: We will make an arithmetic average of the results obtained in the different
UDIs that correspond to the term referred to.

 Unit: We will use two evaluation criteria per skill (2 Evaluation Criteria for
listening, 2 for speaking, 2 for writing and 2 for reading) in each Integrated Didactic
Unit. In that sense, each UDI will have 8 evaluation criteria in total. Each evaluation
criterion has a weight of 12,5% and each one will be assessed by means of one or
several instruments with their percentages.

8.2.5. DESCRIPTORS OF KEY COMPETENCES FOR THE LEVEL

If we claim to be contributing to the acquisition of the seven key competences contemplated in the
LOMCE, it is necessary to establish some evaluation criteria that certify the development of these in
our students. Although we will be assessing them all throughout the year, since every unit relates
them to one or more competences, we will carry out a global, detailed assessment at the end of the
year.
In a scale from 1 to 4, we will check the degree to which our students are able to:

C1. Competence in linguistic communication:SE PUEDE LLEVAR A ANEXOS

 Communicate both orally and in written form in English and in Spanish in a fluent,
accurate and respectful way.
 Use the language to organise their knowledge (by means of listening to explanations,
asking, reading, researching, taking notes, making diagrams, etc.)
 Exploit the language in order to train their social abilities and to establish bonds with
their classmates.

C2. Mathematical competence and basic competences in science and technology:

 Use mathematical data and procedures for daily-life purposes, such as telling the time or
the date, expressing proportions, quantities, orienting themselves in space, etc.
 Understand and express information about nature in our region, the environment,
farming, industry, tourism, sustainable development, health, sports, etc. and participate
in outdoor activities in our area.
 Understand and appreciate scientific and technological methods and advances and be
able to put them into practice in analogous real-life situations.

C3. Digital competence:

 Search for information, select, classify, analyse and interpret it by using the different
ICTs available.
 Use ICTs to expand their linguistic competence and in general, their knowledge on any
area, and to communicate with teachers, classmates and other learners and teachers
around the world.

23
C4. Competence in learning to learn:
 Apply strategies to learn languages and reflect on their importance to continue learning
this foreign language and any other/s outside the school
 Show reading and study habits necessary for this and for every subject at their stage and
recognize which learning strategies work better with themselves.

C5. Social and civic competences:

 Work in collaboration with others in a tolerant way and solve conflicts dialogically.
 Know and fulfil their responsibilities as student and as citizen and vindicate their rights
in a critical, responsible way.

C6. Sense of initiative and entrepreneurship:

 Engage in cooperative work, manage time and resources effectively, show abilities for
initiative-taking and creativity, being coherent to the own principles and criteria, solve
problems in a constructive way and self-evaluate themselves.

C7. Cultural awareness and expression:

 Become acquainted with important works of art of English-speaking countries and of
other parts of the world.
 Develop their own creativity and artistic expression and appreciate the works by others
and their tastes.

8.2.6. MINIMAL ACHIEVEMENT FOR POSITIVE MARK

Our aim is that students achieve the objectives at their most, that is to say, that the
evaluation criteria above-mentioned fulfil within a considerable framework of progress and
performance, depending on individual capacities and circumstances. However, in order to be
transparent and fair, we have established some minimal achievements that every student
must attain in order to have a positive mark.
• The students must achieve a 50% of the mark assigned for each of the Evaluation
Criteria.
Apart from this, the following criteria will be considered as compulsory:
• The student participates in class activities.
• The student elaborates his/her Final Task as it is required.
• The student shows a respectful and cooperative attitude in class.

8.2.7. RETAKING MEASURES AND PROGRAMMES

Students who fail the English subject at the end of the school year will be given a report
informing them about the contents which they have not assimilated yet and they will be able
to take another extraordinary exam to determine whether they pass the subject or not. This
exam will take place at the beginning of September.
Students who failed English in the previous year will have to fulfil the following conditions
to pass the subject:
- Do the activities proposed by the teacher, that is, remedial work.
- Pass the two evaluation periods (the first and the second evaluations) or a special exam in
June to confirm the degree of assimilation of contents from the corresponding failed year.
If the remedial work has been successfully done and the student passes the final evaluation,
the previously failed year or years will be passed.

24
8.2.8. TYPES OF EVALUATION
In this section we are going to establish what types of evaluation we are going to carry out
and the instruments used:

 Diagnostic Evaluation (Initial): Its aim is to gather information about the students’
previous knowledge and motivation to determine the point of departure to teach the
new contents. Diagnostic evaluation provides a starting point and guidelines for
remedial action and prevention of possible problems. It will take place at the
beginning of the academic year with an initial test and the portfolio biography,
together with the warm-ups at the beginning of every didactic unit.

 Formative Evaluation (Continuous): It provides both the teacher and the learner
with information about the learning process and it also makes possible the student’s
progress. The teacher is explicitly and/or implicitly assessing the performance of the
students and acting as a facilitator and a guide throughout their learning process. The
aim of the formative evaluation is to report the student on his/her position with
regard to their own learning process. This refers both to the product (what the
student has learnt) and to the process (how the student has learnt). Since this is the
most complete and complex part of the evaluation, a series of instruments will play a
role in it.

 Summative Evaluation (Final): It takes into account the result of the learning
process as a whole, both in terms of products and processes. This type of evaluation
will be developed at the end of every teaching unit and at the end of every term.
Last, the final assessment at the end of the academic year will be a summative and
global evaluation of the attainments achieved during the course.

8.2.9. EVALUATION INSTRUMENTS

Evaluation Instruments have to be diverse according not only to those data which need an
integral and specific evaluation, but also to have fair results. There should not be a written
test as the main or only instrument to evaluate at class. We should have several instruments
in each unit to evaluate. They are closely related to the methodology and both types of
evaluation since they can provide the teacher with the necessary information about the
progress of the students in their process of learning and the difficulties found in the learning
teaching processes. In that way, we will use one or several instruments to evaluate each
evaluation criteria of the corresponding UDI. We will use the following instruments:
 Teacher’s Diary: By means of observation we will take record of the
learners’ daily progress.
 Evaluation sheets for different activities: These annotations or observations
will reflect their performance in class activities in relation to each of the
skills.
 The Portfolio: It will also provide us with valuable information about their
daily work and general progress of students. Moreover, we will take into
account the students’ self-assessment.
 Their performance in the Final Task: assessed by means of a Final Task
Evaluation Sheet or Rubric, in which students will also self-assess
themselves and, in the case of team work, their classmates.
 The Final Test at the end of each unit (which will cover contents from
previous units too).

25
  Rubric of each Integrated Didactic Unit: We will collect all the aspects of
each UDI.

8.3. TEACHING PROCESS EVALUATION

At the end of the academic year students will have the opportunity to evaluate our teaching
practice through an online questionnaire so that it can be fully anonymous. Students will
be asked about their favourite and least favourite activities, about the choice of topics, about
the evaluation methods and the working methods (individual/groups, tasks, digital
interaction) used in class. As an alternative, a suggestion box will be always open in class so
that students can freely write their ideas for possible topics or tasks, and they will be taken
into account as far as possible.

Finally, it is crucial to keep an account of how our syllabus design is modified throughout
the year so as to test its efficiency and to check whether we have been able to prepare a
realistic and flexible syllabus or if many changes are needed for the next academic year. We
will evaluate ourselves through a self-assessment rubric to evaluate our performance in the
classroom. All the conclusions reached will be taken into account when preparing next
year’s planning.

26
IX. ASSESSMENT.-

The evaluation will be the final stage of the curricular process, which implies a revision
of the whole teaching and learning practice, that is, we evaluate and assess the adequacy of
the national language policies to the school context, the objectives being attained,
methodology, procedures, attitudes and the learning results to obtain feedback from the
whole teaching-learning process and improve the educative development.

IX. 1. Assessment of the learning process

Let me start with the assessment of the learning process. There are a few questions that
come to mind.

IX. 1.1 Why do we assess?

We assess because we need to make sure our curriculum is adequate to the needs of
our students. By assessing we know whether the students are progressing. If they are not,
maybe we need to think about our teaching methodology, or our aims, we may need to
reformulate certain aspects of our curriculum design.
We are teachers, institutions, therefore we need to record what is happening in our classes, if

27
 the students are getting the knowledge they need to get in order to achieve the competences.

IX.1.2. What do we assess?

The Order of 14th July, 2016 taking into consideration the national Royal Decree
1105/2014 regulates the assessment process in CSE in Andalusia. It states that we assess the
aims and contents through the assessment criteria which the Royal Decree together with
the aforesaid Andalusian order list.

EVALUATION CRITERIA LEARNING OUTCOMES

BLOCK 1: ORAL COMPREHENSION
NUMERAR LOS CRITERIOS Identify the general 1.Captures the principal points and relevant
meaning, the essential information, the principal details of clearly articulated recorded messages
points and the most relevant details in brief or medium or messages spoken out loud, which contain
length oral texts, clearly structured and spoken out instructions, directions or other information,
loud or transmitted by technical means and articulated including of a technical nature (e.g. on
at medium speed, in a formal, informal or neutral answering machines, or how to perform an
register, and which deal with concrete or abstract experiment in class or how to use a machine or
aspects of general themes, about daily affairs in device in the professional sphere). CLC, DC.
habitual or less habitual situations, or about personal 2. Understands what is said to him/her in day-
interests in the personal, public, educational and to-day structured transactions and operations
occupational/professional spheres, provided that (e.g. in banks, shops, hotels, restaurants,
acoustic factors do not distort the message and what transport, educational centres, workplaces), or
has been said may be listened to again. CLC, DC. less habitual (e.g. in a pharmacy, a hospital, a
Be familiar with and know how to apply suitable police station or a public institution) if
strategies for the understanding of the general confirmation of some details can be requested.
meaning, the essential information, the principal CLC.
points and ideas or the relevant details of the text. 3. Identifies the principal ideas and relevant
CLC, C2L. details in a formal or informal conversation of a
Be familiar with and use for the understanding of the certain length between two or more speakers
text the sociocultural and sociolinguistic aspects which takes place in his/her presence and
relative to daily life (study, work and leisure habits during which familiar themes or general topics
and activities), living conditions (habitat, socio- or topics from daily life are discussed, when the
economic structure), interpersonal relations discourse is articulated with clarity and in a
(generational, between men and women, in the standard variety of the language. CLC, SCC.
educational, professional and institutional spheres), 4. Understands, in an informal conversation in
behaviour (postures, facial expressions, use of voice, which he/she participates, explanations or
visual contact, proxemics), and social conventions justifications of points of view and opinions
(attitudes, values). CLC, SCC about diverse matters of personal interest,
Distinguish the most relevant communicative function affairs of daily life or less common topics, as
or functions in the text and a repertory of its most well as the formulation of hypothesis, the
common exponents, as well as frequently used expression of feelings and the description of
discursive patterns related to the organization, abstract aspects of themes such as, for example,
expansion or restructuring of the information (e.g. new music, cinema, literature or current affairs

28
as opposed to previously known; exemplification; topics. CLC, SCC, CAE.
summary). CLC, C2L. 5. Understands, in a formal conversation, or
Apply to the understanding of the text the knowledge interview in which he/she participates (e.g. in
about the components and the organization of centres of learning or work), relevant
frequently used syntactic and discursive patterns in information and details about practical matters
oral communication, as well as their associated related with academic or professional activities
meanings (e.g. an interrogative structure to express of habitual and foreseeable nature, provided
surprise). CLC, C2L, SIE. that he/she can request that what has been said
Recognize oral lexicon of common use related to day- be repeated, reformulated, clarified or
to-day affairs and general matters or matters related to elaborated on. CLC.
personal interests, studies and occupations, and a 6. Distinguishes, with visual or written aid, the
limited repertory of commonly used expressions and principal ideas and most relevant information in
idioms when the context or visual aids facilitate well structured presentations or talks with clear
understanding. CLC, C2L. presentation about familiar themes or topics of
Discriminate commonly-used patterns of sound, personal interest related with the educational or
accent, rhythm and intonation, and recognize the work environment (e.g. about an academic
general meanings and communicative intentions theme or scientific dissemination, or a talk
related to the above. CLC, C2L. about vocational training in other countries.
Identify some cultural or geographical aspects of the CLC, DC.
countries and cultures where the foreign language 7. Identifies the principal idea and significant
(FL) is spoken and show interest to know them. C2L, aspects of clearly articulated television news
SCC, CAE. when accompanied by visual material, and also
Value the FL as a means for communicating and the substance of well structured advertisements,
spreading the Andalusian culture. SIE,CAE. series and films, articulated with clarity in a
standard variety of the language, with the aid of
images for comprehension. CLC, DC, CAE.
EVALUATION CRITERIA LEARNING OUTCOMES
BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION
Produce brief or medium-length texts, whether in face-to- 1. Makes brief presentations, well
face conversation, by telephone or by other technical structured, previously rehearsed and with
means, in a formal, neutral or informal register, in which visual aids (e.g. PowerPoint), on concrete
information ideas and opinions are exchanged, the motives aspects of academic or occupational themes
of actions and plans are justified in a simple but sufficient of his/her interest, organizing the basic
way and hypotheses are formulated although at times there information in a coherent manner,
may be hesitations when searching for expressions, pauses explaining the principal ideas briefly and
for reformulating and organizing the discourse and it may clearly and answering simple questions
be necessary to repeat what has been said in order to help from the listeners which are articulated
the interlocutor to understand certain details.CLC, DC, clearly and at medium speed. CLC, DC,
SCC, SIE.
SIE.
2. Performs adequately in day-to-day and
Be familiar with and know how to apply the most suitable
less usual situations which may occur
strategies for the production of short or medium length oral
during a trip or a stay abroad for personal,
texts in monologue or dialogue format, with a simple and
educational or occupational reasons
clear structure, exploiting the resources which are (transport, lodging, food, shopping, study,
available and limiting the expression to the same; using, work, relations with authorities, health,
among others, procedures such as the simple definition of leisure) and knows how to request
elements for which the precise words are not available, or attention, information, help or explanations
recommencing with a fresh strategy when communication and make a complaint or do a formal
fails. CLC, C2L, SIE.

29
Incorporate into the production of the oral text in transaction in a simple but correct manner
monologue or dialogue format sociocultural and which is suitable for the context. CLC,
sociolinguistic knowledge acquired related with SCC.
interpersonal relations and social conventions in personal, 3. Participates adequately in informal
public, educational and occupational / work-related conversations, whether face-to-face, by
spheres, selecting and providing necessary and pertinent telephone or by other technical means,
information, suitably adjusting the expression to the dealing with day-to-day or less usual
recipient, to the communicative purpose, the subject being affairs, in which information is exchanged
dealt with and the channel of communication and and expressed and briefly explains opinions
expressing opinions and points of view with the necessary and points of view; coherently narrates and
describes events which happened in the
courtesy. CLC, SCC, SIE.
past or real or invented future plans;
Perform the functions required for the communicative
formulates hypothesis; makes suggestions;
objective, utilizing a repertory of common exponents for
requests and gives directions or instructions
those functions and the usual discursive patterns for
in some detail; expresses and explains
beginning and ending the text in a suitable way, organizing feelings and describes concrete and abstract
the information clearly and extending it with examples or aspects of subjects such as music, cinema,
summarizing.CLC, SIE. literature or current affairs. CLC, SCC,
Demonstrate good control, although with some influence SIE.
from the primary or other languages, on an ample 4. Takes part in formal conversations,
repertory of common syntactic structures, and selecting the interviews and meetings of an academic or
suitable elements of textual coherence and cohesion in occupational character, about routine
order to organize the discourse in a simple yet efficient themes in these contexts, exchanging
manner. CLC, C2L. relevant information on concrete events,
Be familiar with and use a commonly-used oral lexicon requesting and giving instructions or
related with daily affairs or affairs related with their own solutions to practical problems, presenting
interests, studies and occupations, and a limited repertory his/her points of view with clarity and in a
of frequently used expressions and idioms. CLC, C2L. simple manner, and briefly and coherently
Pronounce and intone/use an adequate intonation in reasoning and explaining their actions,
statements in a clear and understandable manner, even opinions and plans. CLC, SIE, CAE.
though the interlocutors may require repetition if less
frequent words and structures are employed, in the
articulation of which mistakes which do not interrupt the
communication may be made. CLC, C2L.
Maintain the rhythm of discourse with sufficient fluency to
make the message understandable when the presentations
are of short or medium length, although there may be
pauses, occasional hesitations or reformulations of what is
intended to be expressed in less common or longer
presentations. CLC, C2L.
Interact in a simple but effective way in clearly structured
exchanges, using habitual formulae or instructions in order
to take or give turns in speaking, although assistance from
the interlocutor may be necessary. CLC, C2L.
Identify some cultural or geographical aspects of the
countries and cultures where the foreign language is
spoken and show interest to know them. C2L, SCC, CAE.
Value the foreign language as a means for communication
and spreading the Andalusian culture. SIE, CAE.

30
➢
➢
➢
EVALUATION CRITERIA LEARNING OUTCOMES
BLOCK 3: UNDERSTANDING WRITTEN TEXTS
Identify the essential information, the most relevant 1. Identifies relevant information in detailed
points and the important details in short or medium- instructions on the use of equipment, devices
length, well-structured texts, whether in printed format or or computer programs, and regarding the
on a digital support, written in a formal, informal or implementation of activities and safety
neutral register, dealing with day-to-day or less habitual regulations or codes of conduct (e.g. at a
affairs, with themes of interest or relevance for his/her cultural event, in a student residence or in an
studies, occupation or work and which contain occupational context). CLC, CMST, DC,
commonly-used structures and lexicon, both of general CAE.
and more specific character. CLC, CMST, DC. 2. Understands in a general sense, the
Be familiar with and know how to apply the most principal points and relevant information in
suitable strategies for the understanding of general advertisements and communications which
meaning, essential information, the essential information, are public, institutional or corporate in nature
the principal ideas and points or the relevant details of the and clearly structured, related with affairs of
text. CLC, C2L, SIE. personal, academic or occupational interest
Be familiar with and use for the understanding of the text (e.g. in relation with courses, scholarships,
the sociolinguistic aspects related with daily life (study, job offers). CLC, CAE.
work and leisure habits and activities), conditions of life 3. Understands personal correspondence on
(surroundings, socio-economic structure), interpersonal any support including online forums and
relationships (generational, or in the educational sphere, blogs in which events, experiences,
occupational and institutional) and social conventions impressions and feelings are described in
(attitudes, values) as well as general cultural aspects some detail; events and experiences both real
which allow the understanding of the information and and imaginary are narrated and information,
ideas present in the text (e.g. of historical or literary ideas and opinions are exchanged on aspects
character). CLC, SCC. both abstract and concrete related with topics
Distinguish the most relevant communicative function or whether general, familiar or of personal
functions in the text and a repertory of their most interest.
common exponents, as well as commonly used discursive 4. Understands enough from letters, faxes or
patterns related with the organization, extension or emails of formal, official or institutional
restructuring of the information (e.g. new as opposed to character to be able to react accordingly (e.g.
familiar; exemplification; summary). CLC, C2L. if documents are requested for a study period
Recognize and apply to the comprehension of the text the abroad).
components and the organization of frequently used 5. Easily locates specific information of a
syntactic structures in written communication, as well as concrete nature in medium length well-
their associated meanings (e.g. an interrogative structure structured journalistic texts in any support,
to express surprise). CLC, C2L, SIE. such as news reports; recognizes important
Recognize a commonly used written lexicon related with ideas in simple informational articles and
affairs of daily life and general affairs or matters related identifies the principal conclusions in clearly
with personal relations, studies and occupations and a argumentative texts, providing he/she may
limited repertory of frequently used expressions and re-read the difficult sections.
idioms when the context or visual aids facilitate 6. Understands specific concrete information
understanding. CLC, CAE. in Web pages and other clearly structured
Recognize the principal conventions of format, reference or consultation materials (e.g.
typographic, orthographic and punctuation, as well as encyclopaedias, dictionaries, monographs,

31
commonly-used and more specific abbreviations and presentations) on subjects relating to
symbols (e.g. ,¥) and their associated meanings. CLC, academic subjects or occupational matters
C2L. related with his/her speciality or interests.
Identify some cultural or geographical aspects of the 7. Understands the general aspects and most
countries and cultures where the foreign language is relevant details in fictional texts and
spoken and show interest to know them. C2L, SCC, contemporary short literary texts, well
CAE. structured and in a standard variety of the
Value the foreign language as a means for language, in which the plot is linear and can
communication and spreading the Andalusian culture. be followed without difficulty and the
SIE, CAE. characters and their relations are described
clearly and simply.
EVALUATION CRITERIA LEARNING OUTCOMES
BLOCK 4: PRODUCTION OF WRITTEN TEXTS: EXPRESSIONS AND INTERACTIONS
Write, on paper or on an electronic support, brief or 1. Completes a detailed questionnaire with
medium-length texts, coherent and with a clear structure, personal, academic and work information
about topics of personal interest, or day-to-day or less (e.g. in order to become a member of an
habitual affairs, in a formal, neutral or informal register, association, or to solicit a scholarship).
making proper use of the resources of cohesion, the most 2. Writes his/her curriculum vitae in an
common orthographic conventions and punctuation marks, electronic format following, for example,
and demonstrating a reasonable control over expressions, the Europass model.
structures and a lexicon of common usage, both of general 3. Takes notes, messages and brief notes
character and more specific in line with the particular area with simple and relevant information about
of specialization or interest. CLC, DC, SIE. habitual matters and concrete aspects in the
Be familiar with, select and apply the most suitable personal, academic and occupational
strategies for elaborating short or medium length written spheres, within his/her speciality or area of
texts, e.g. paraphrasing structures based on other texts with interest.
similar communicative objectives, or composing previous 4. Writes brief notes, advertisements,
drafts. CLC, C2L, SIE. messages and commentaries, on any
Incorporate to the production of the written text the support, in which he/she requests and
acquired sociocultural and sociolinguistic knowledge transmits information and simple opinions
related with interpersonal relations and social conventions and in which he/she emphasizes those
in the personal, public, educational and occupational / aspects which are important to him/her
work-related spheres, selecting and providing necessary (e.g. in a Web page or a youth magazine, or
and pertinent information, adjusting the expression in a directed to a teacher or fellow student),
suitable manner to the recipient, the objective of the respecting the conventions and norms of
communication, the subject being dealt with and the courtesy and netiquette.
textual support, and expressing opinions and points of 5. Writes, in a conventional format, brief
view with the necessary courtesy. CLC, SCC, SIE. and simple reports in which he/she
Undertake the functions required for the communicative provides information about an academic or
objective, using a repertory of common exponents of those less familiar topic (e.g. an accident), briefly
functions and the habitual discursive patterns for describing situations, people, objects and
adequately initiating and concluding the written text, places; narrating events in a clear linear
sequence and explaining the motives for
organizing the information clearly, extending it with
certain actions in a clear sequence.
examples or summarizing. CLC, SIE.
6. Writes personal correspondence and
Demonstrate a good level of control, although with some
participates in forums, blogs and chats in
influence from the primary or other language, over an
which he/she describes experiences,
ample repertory of common syntactic structures, and impressions and feelings; narrates, in a
selecting the appropriate elements of textual coherence and

32
cohesion in order to organize the discourse in a simple yet
efficient manner. CLC, C2L, SIE.
Know and use a written lexicon related to daily affairs and
general matters or themes related with personal interests,
studies and occupations and a limited repertory of
frequently used expressions and idioms. CLC, CAE.
Use the most usual orthographic, punctuation and format
conventions with reasonable correctness so that the
message may be understood, although there may be some
influence from the first or other languages; knowing how
to manage the basic resources of processing texts in order
to correct the spelling mistakes in texts which are produced
in an electronic format, and adapting them to common
conventions of writing texts in internet (e.g. abbreviations
or other conventions in chats). CLC, C2L, SIE.
Identify some cultural or geographical aspects of the
countries and cultures where the foreign language is
spoken and show interest to know them. C2L, SCC, CAE.
Value the foreign language as a means for communication
and spreading the Andalusian culture. SIE, CAE.
linear and coherent manner, events related
with his/her area of interest, and past
activities and experiences (e.g. about a trip,
his/her best holidays, an important event, a
book, a film), or imaginary events, and
exchanges information and ideas about
concrete themes, signalling those aspects
which seem important and briefly
explaining their opinions about the above.
7. Writes basic formal correspondence,
directed to public or private institutions or
commercial organizations, basically
intended to request or give information,
request a service or make a complaint or
do another simple operation, observing the
usual formal conventions and norms of
courtesy in this type of texts.

The current regulations deal with the rights of the students to be assessed in an objective
way. My students will know what they need to achieve because I will give them a copy of
the assessment criteria at the beginning of the year together with the minimum contents. I
will probably pin a copy in the classroom and my blog for everybody to see it.

IX.1.3 When and how do we assess? Evaluation sequencing and instruments.

Drawing on the Royal Decree and the Andalusian Orders, I can say that assessment will
be an ongoing process and will be carried out as follows: There will be an initial
assessment at the beginning of the academic year, whose goal is to establish the students’
level. Moreover, at the beginning of every didactic unit I will carry out warm-up activities to
reflect upon their previous knowledge. The main instruments for this evaluation are listed
below:

- A diagnostic test that will include the four skills and a survey on interests and
motivations and attitudes regarding English learning. The results will be commented on it

33
will help me when planning grouping and considering any necessary adaptations of the
syllabus to the students’ specific situation, interests and needs.
- Warm-up activities to be done at the first sessions in every unit.
- Portfolio: In the first unit we will create the learner’s portfolio and in the biography
section they will have to include the self-assessment sheets of every unit; besides, the
dossier will contain a compilation of relevant work.

Continuous assessment, by means of which, students will be assessed by the teacher when
carrying out the activities and tasks. This will be done by direct and continuous observation,
occasional recording of oral performances and marking specific samples of work done by
the student. This kind of evaluation is of extreme importance when evaluating the
competence in oral communication. Similarly, by means of this continuous and formative
assessment we will focus on the learner’s performance at the end of a unit in order to obtain
information on strengths and weaknesses to see what needs revising and what can be
expanded on. This evaluation has a self-feeding character for the teachers and students that
we will record by using varied and different instruments of evaluation that we are going to
classify below:
- Teacher’s diary: we will record the students’ performances as regards their learning
progression by using the Seneca application where we can add as many categories as we
want concerning this direct observation, such as the different skills, daily homework and
class work, cooperative learning, etc. We will also use some rubrics and observation
sheets that are printed too for me to have at hand when evaluating some aspects concerning
this direct observation, such as when they are performing a dialogue, a presentation, etc.
- Portfolio for the learners to evaluate their performance, attitudes and knowledge of
the FL. Self-assessment sheets and charts will be of paramount importance here and very
useful resources for students’ self-reflection on their learning process.
- Team’s diary for the learners to reflect upon the way cooperative learning is going,
that is, how they are solving the questions aroused within their team, if they are playing their
roles as they are supposed to, if they are cooperating and making decisions properly, etc.
Period assessment. There are three periods when we evaluate the performance with the
whole team of teachers. We will be able to see how the student is doing in general and as a
team decide what measures to take to improve performance when necessary. Each of the
three periods will include 4 of the units worked on. There will be a period exam to cover the
four units studied.
Summative assessment will be done at the end of each term and at the end of the academic
year and will include both direct and indirect assessment on communicative performance
and linguistic knowledge at the level specified in the aims and the assessment criteria. The
goal of this assessment is of paramount importance, especially in this year. The students
have reached the end of their compulsory education and there is a need to determine whether
the students are ready for the world as described in the context. Instruments used here are
listed as follows:
- Rubric of the Integrated Didactic Unit
- Final tasks evaluation sheets: rubrics.
- Formal tests: they usually consist of three parts comprising reading, listening and
writing. Formal test should be not seen as a punishment and they need to be similar to the

34
 activities and exercises that have been worked on in the classroom context. They need to
have a reliable character.
- Rubrics for me to record formal tests concerning the speaking skill.
- Graded readers exploitation sheets, they will be varied in form and content, so there
will be questionnaire with true-false or open questions for the students to answer, or may be a
book report for them to give information about the main characters, plot, etc.

In consistence with our idea of a continuous evaluation and taking into account the task-
based and integrative character of my syllabus, the third term’s evaluation will be the
most important one, as you can see below:

Criteria for deciding the final mark or grading criteria:

Here is a summary of how I will establish these marking criteria more specifically according
to my group of students: ME FALTA ESPACIO, ESTO LO PONDRÉen APPENDIX OK
➢

TERM 1 TERM 2 TERM 3

SEQUENCING AND WEIGHTING
OF EVALUATION CRITERIA
for the 4th Year of CSE

Units Units Units

Ev.Crit. Skill % INSTRUMENTS 1 2 3 4 5 6 7 8 9 10 11 12

35
x.1.1. L 7,5 Test

L 7,5 Final task

L 5 Cooperative learning

L 2, 5 Portfolio

x.1.9. L

36
x.2.1. S 7,5 Tests

S 7,5 Final task

S 5 Cooperative learning

S 2, 5 Portfolio

37
x.2.11. S

x.3.1. R 7,5 Tests

R 7,5 Final task

R 5 Graded readers

R 2, 5 Portfolio

x.3.9. R

38
x.4.1. W 7,5 Tests

W 7,4 Final task

W 5 Writing composition

W 2, 5 Portfolio

x.4.9. W

39
 100
TOTAL
%

IX. 1. 4. Minimal achievement for positive marking and retaking programmes and
measures.

As it was explained in the Catering for Diversity section, there are three students
who failed the English subject in the previous year in our group. They follow a
reinforcement programme in order to help them achieve the minimal objectives in the year
and level their communicative competence up.
In general, the objective will be for them to get a positive mark (5 minimum) at the end of
the term according to the criteria for marking, because our evaluation is continuous.
However, for these students it is compulsory to carry out a dossier of activities and exercises
on the contents and skills that they need to improve. The deadline for the dossier to be
handed in will be some day before Easter.
If the final term mark is not positive, they have the opportunity to re-take in the subsequent
terms (see the value of each term above in the Evaluation Sequencing section). In addition, it
may happen that one of these students reaches a point during his/her academic year in which
there is no need for reinforcement anymore, so if it is the case, we will be happy to gradually
reduce the load of reinforcement work when necessary.

Finally, if at the end of the year, a student’s final average mark is not positive (below 5),
there will be the option of a re-taking exam in September in which they will have to show a
minimal management of the contents learnt along the year. In order to prepare this exam,
they will be provided with summer activities and they will be offered advice on practice that
can be done.

40
➢

IX.1.2. Evaluation and assessment of the teaching process.-

Now that I have finished with the assessment of the students, I need to assess this
curriculum design too. Have my decisions been the correct ones for my students to achieve
the key competences? The LOE and LOMCE say we have to assess the teaching process
too. I will make an internal evaluation myself about my daily work through my teacher’s
diary. Then, there will be an external evaluation. Thus, the students themselves can
evaluate the teaching process and I will use to this end forms with questions about the
different aspects of the teaching process. Apart from that, the students’ opinions will be
accounted for orally every day and, more specifically, through their Portfolio section
devoted to assess the teacher’s work.
Evaluation, as we have already explained, can not only focus on the learner’s performance
and progress, but also on the teacher’s work and, in extension, on the teaching programme
itself in order to improve, add or eliminate whatever activity, procedure or dynamics which
does not give the expected results.

9 ASSESSMENT

Assessment is understood as the process by which we value the degree of consecution of

the objectives proposed and the development of key competences. We will use it as an
important instrument that will guide us in our teaching, so we can detect in our pupils their
progress, success, difficulties and their necessities. In our area, its primary aim is that of
analyzing the degree of achievement of our students' level of communicative competence.
Royal Decree 126/2014, which establishes the basic curriculum of Primary Education in
Spain, as a curricular development of the LOMCE, and the curricular Decree 97/2015 and
Order 17-03-2015 in Andalusia constitute the prescriptive framework for assessment in
Primary Education Schools. In this respect, evaluation must be developed for both the
learning and teaching processes and it must be a process characterised by being global,
continuous, systematic, flexible, formative and integrative. The Evaluation Process has the
following aims:

41
 To know the point of departure for the components of the process.
 To facilitate the development of an educational action that is adapted to the context and
its features obtained from the previous information.
 To follow the evolution of the development and learning of the students.
 To make the appropriate decisions to adapt our teaching practice to the needs and
achievements of the students and the features of the context.

9.1. Learning Process Assessment

9.1.1. Assessment Criteria and Assessable Learning Indicators

The curriculum of Primary Education establishes Assessment Criteria and Assessable
Learning Indicators for subject and course which enable evaluation of the achievement of
the objectives in the subject. According to the cycle objectives described in Order 17-03-
2015, the evaluation criteria are aimed to check if the students:
1. Recognize and identify the idea and the essential meaning of the messages and
instructions for the customary activity of the classroom, along with a repertoire of
vocabulary and expressions commonly used in very short and simple oral texts such as
classroom instructions, rhymes, songs, greetings, etc.
2. Know some strategies to understand and relate the basic content of messages
containing instructions or information in the context of the classroom, such as gestures,
repetitions, etc.
3. Recognize everyday aspects of their immediate environment in a common conversation
that takes place in their presence such as classroom instructions, basic questions, greetings,
rules of courtesy, etc., understanding information and recognizing basic intonation patterns
as questions, exclamations, among others.
4. Understand, recognize and reproduce the basic structures of presentations close to
topics of interest, beginning in a simple and clear conversation, based on images and
illustrations about their family, home, school, friends , etc.
5. Recognize the main idea of oral messages about everyday life remembering and
identifying the basic sound patterns and basic rhythmic patterns in intonation, with the aid
of various audiovisual materials.
6. Participate in short conversations and short dialogues with classmates identifying and
using some simple expressions about familiar topics and immediate needs, acquiring a
common vocabulary to express personal information about everyday matters as well as
basic patterns for talking about oneself , the family, etc.
7. Know how introduce oneself and classmates in a brief and simple manner, using a
basic vocabulary, rehearsing the presentation beforehand and with the support of gestures.
8. Participate in short and simple small dialogues using non-verbal techniques (gestures,
expressions, eye contact ...), reproducing sound patterns, with basic intonation and rhythm
and with a limited and commonly used vocabulary to communicate in situations of daily life
where they need to intervene briefly, such as greeting, saying goodbye, introducing oneself,
etc.
9. Locate, recognize and identify messages in different means such as posters of the
school referred to premises and materials using known and customary basic vocabulary and
visual support .
10. Recognize basic and appropriate strategies to facilitate the understanding of the
overall meaning of a simple written message about near topics everyday school life issues
such as school menu, schedules, etc.

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 11. Recognize and differentiate the style and intention of diverse texts as letters,
brochures, congratulations and surveys by the social context in which they are used and
their content.
12. Understand the meaning of texts, recognizing a limited repertoire of vocabulary and
basic spelling rules in texts adapted to their age about everyday situations and habitual
matters.
13. Reproduce on paper or electronically, short and simple texts, based on a model, using
basic spelling conventions and some punctuation marks, to talk about oneself and aspects of
everyday life, in situations typical of a school and family context, such as notes, postcards or
greeting cards.
14. Get started in the use of some basic strategy to produce short, simple written texts.
15. Recognize the basic sociocultural and sociolinguistic elements in short and simple
texts, reproducing basic sentence structures and using vocabulary commonly used
according to the context.
16. Write short messages on familiar topics adjusting to the appropriate communicative
function depending on the type of text, practising basic graphic patterns to start writing
common words of habitual use.
Similarly, we have take into account the assessment criteria established by RD 126/2014
and adapted for the first year of Primary Education in the area of Foreign Language,
organised into four main blocks: comprehension and production (expression and interaction)
of oral and written texts (See Appendix __).
Based on this legal framework, Assessable Learning Indicators are the reference
parameters that specify Assessment criteria and establish the type and degree of learning of
every student in particular and of the group in general. Together with the specific criteria for
each unit, this syllabus includes the following general indicators:
 Block 1. Comprehension of oral texts
 The student:
o Understands the essence of the teacher’s messages and instructions regarding normal
classroom activity.
o Participates in daily routines (days of the week, month, and weather, etc.) and
understands the relevant vocabulary.
o Understands essential information in very short and very simple conversations in
which he/she participates, dealing with familiar topics such as, for example, one self,
the family, the class, pets, very basic description of objects, using non-verbal language
to improve comprehension.
o Understands the basic formulae of social relations (greetings, introductions, thanks,
apologies).
o Understands the teacher’s questions about basic information (name, age), one’s body,
objects, pets and animals, one’s family and in general about the topics covered in class.
o Distinguishes between the beginning and end of a conversation.
 Block 2. Production of oral texts: expression and interaction
 The student:
o Imitates and repeats the teacher’s expressions used in class.
o Makes very short and simple presentations, previously prepared and rehearsed, about
everyday or interesting themes (introducing oneself and other people; giving basic
information about oneself) using very simple structures.
o Respects the rules of oral interaction.
o Responds appropriately in communication situations (greetings, very simple questions
about oneself, asking for or offering objects, etc.).

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o Knows and uses expressions related to family or cultural celebrations.
o Participates face to face in conversations establishing social contact (greetings and
farewells, introductions).
 Block 3. Comprehension of written texts
 The student:
o Locates familiar words in the visual material used for routines (calendar, expressions
about the weather) or in class books (title, page number etc.).
o Uses picture dictionaries.
o Correctly matches written words with the corresponding picture.
o Uses Information and Communication technologies to start reading.
 Block 4. Production of written texts: expression e interaction
 The student:
o Copies simple words and expressions worked on orally.
o Writes letters or cards congratulating somebody using a model, copying some basic
words and including pictures or photographs.
o Prepares very simple posters following a model.

9.2. Key Competences Descriptors

With regard to assessment by competences, given that these are very generic, they need
to be made more precise, expressed in detail to serve as a reference for educational action
and to demonstrate the student’s real competence, and this is what we have termed Key
Competences Descriptors. In order to do so, in our Evaluation process we will also bear in
mind the following Key Competences descriptors adapted to our pupils: (IN APPENDIX__)
1. COMPETENCE IN LINGUISTIC COMMUNICATION (CLC)
DESCRIPTORS
 CL1. LISTENING
 CLC1.1. Identifies words, introduced previously, about familiar themes of interest.
 CLC1.2. Identifies simple sentences, introduced previously, about familiar themes of
interest.
 CLC1.3. Grasps the gist of oral texts and identifies some specific details with the help
of linguistic and non-linguistic elements of the context.
 CLC1.4. Recognises aspects of sound, rhythm, accentuation and intonation of
expressions that appear in habitual communication contexts.
 CL2. SPEAKING
 CLC2.1. Sings a song making appropriate use of linguistic and paralinguistic elements.
 CLC2.2. Recites chants, tongue twisters, short poems, etc. with correct intonation and
pronunciation.
 CLC2.3. Participates in simple sketches.
 CL3. CONVERSING
 CLC3.1. Participates in very controlled oral exchanges about familiar themes in easily
predictable communication situations.
 CL4. READING
 CLC4.1. Reads words introduced previously in oral fashion about familiar and
interesting themes.
 CLC4.2. Reads simple sentences introduced previously in oral fashion about familiar
themes of interest.

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  CL5. WRITING
 CLC5.1. Writes words based on models and with a specific goal.
 CLC5.2. Writes sentences based on models and with a specific goal.
2. MATHEMATICAL, SCIENTIFIC AND TECHNOLOGICAL
COMPETENCE (CMST)
DESCRIPTORS
 CMST1. Counts to 10
 CMST2. Resolves simple problems.
 CMST3. Relates fundamental elements and resources with people's lives.
 CMST4. Applies very basic scientific concepts and notions to understand the world
around us.
 CMST5. Identifies some species of living creatures.
3. DIGITAL COMPETENCE (DC)
DESCRIPTORS
 DC1. Uses the digital medium to learn the foreign language.
4. LEARNING TO LEARN (L2L)
DESCRIPTORS
 L2L1. Uses basic strategies to learn to learn, such as using picture dictionaries.
 L2L2. Uses basic comprehension strategies like grasping the gist in oral texts with the
aid of linguistic and non-linguistic elements of the context.
 L2L3. Uses basic strategies of interaction, such as asking for help, accompanying
communication with gestures, etc.
5. SOCIAL AND CIVIC COMPETENCES (SCC)
DESCRIPTORS
 SCC1. Participates in and enjoys games and sketches adjusting performance to
relationship with classmates.
 SCC2. Values the foreign language as an instrument of communication with other
people.
6. SENSE OF INITIATIVE AND ENTREPRENEURSHIP (SIE)
DESCRIPTORS
 SIE1. Shows interest and curiosity regarding learning the foreign language.
 SIE2. Identifies personal aspects which help one learn better.
7. CULTURAL AWARENESS AND EXPRESSION (CAE)
DESCRIPTORS
 CAE1. Recognises certain cultural manifestations present in the Anglo-Saxon world.
 CAE2. Creates simple works of art.
 CAE3. Reproduces patterns of rhythm and melody with his/her voice.
 CAE4. Participates in and enjoys games and sketches.
We also have to take into account that according to Instructions of May 12th 2015,
which inform about students' assessment in Primary Education at the end of the school year
2014-2015, the results on the degree of development of the competences shall be entered in
the following terms: A1 and A2 levels. These levels indicate the domains of expected
achievement of each competence in the First Cycle of Primary Education. In the evaluation
sessions, we will agree on the mark of every key competence, according to the information
obtained in the descriptors presented above.

9.3. Criteria for Marking and Minimum Achievement

The criteria for marking are:

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 - Year: Weighted Percentages of the Evaluation Criteria for the Year. (Chart
Sequencing and Weighting of Evaluation Criteria)
- Term: Arithmetic Average of the Evaluation Criteria in the Term.
- Unit: 25% for each skill, weighted percentages of the Ev.Crit. in the Unit. (Weight of
each Indicator 25%. Weighting of Instruments specified in each IDU)

In order to get a positive mark, the students must, achieve the main criteria presented
above, at least partially (above 5 points if we use a 0-10 scale), since these criteria have
different levels of achievement.
Besides, in order to have a clear reference for all students, the minimum criteria to
achieve will be that:
 The pupil shows a respectful and tolerant attitude in the classroom.
 The pupil understands the most basic words and structures used in the classroom.
 The pupil participates in the classroom tasks.
In the case that some of our pupils obtain a negative mark, as recuperation mechanism,
we will bear in mind these minimal criteria and they will also have further practice and
reinforcement of the basic words and structures of this Unit. The cyclical approach and the
continuous global evaluation allow us to assess their progress and to review contents
throughout the school year.

9.4. Reinforcement Programmes and Retaking Measures

As it was explained in the Attention to Diversity section, there are three students in our
group who follow a reinforcement programme in order to help them achieve the minimal
objectives in the year and level their communicative competence up.
In general, the objective will be for them to get a positive average mark at the end of the
term according to the criteria for marking, because our evaluation is continuous. As
mentioned in the Methodology section, reinforcement and extension activities will be
developed during the lessons precisely to attend the diversity. However, for these students it
is obligatory to do the reinforcement activities in the class’ blog; in addition, they will be
given further worksheets on specific contents or skills that they need to improve. Also, they
may have to re-make a unit’s Final Task if the result is not minimally satisfactory.
If the final term mark is not positive, they have the opportunity to re-take in the
subsequent terms.
We will try to adapt ourselves to their needs at any time, and it may happen that one of
these students reaches a point when they do not need a reinforcement programme any more.
If, with the time, they prove to achieve the minimal requirements of the unit, we will
gradually reduce the load of reinforcement work.
It may be the case that, at the end of the year, a student’s final average mark is not
positive. In this case, they will have the option of a re-taking exam in which they will have
to show a minimal management of the contents learnt along the year. In order to prepare this
exam, they will be provided with reinforcement activities.

9.5. Evaluation Sequencing

The types of evaluation to be carried out within this Programme are the following:
 Diagnostic Evaluation (Initial): its main aim is to get information about the students’
previous knowledge, focusing both on what they know and also in the way they have
learnt it. It will be carried out at the beginning of the academic year and in every

46
 teaching unit. Diagnostic evaluation provides a starting point and guidelines for remedial
action and prevention of possible problems.
 Formative Evaluation (Continuous): it is the type of evaluation that is inherent to the
teaching practice. The teacher is explicitly or implicitly assessing the performance of the
students and, what is more important, acting as a facilitator and a model or guide
throughout their learning process. The aim of the formative evaluation is to report the
student on his/her position with regard to their own learning process. This refers both to
the product (what the student has learnt) and to the process (how the student has learnt).
 Summative Evaluation (Final): it takes into account the result of the learning process
as a whole, both in terms of products and processes. This type of evaluation will be
developed at the end of every teaching unit and at the end of every term. Last, the final
assessment at the end of the academic year will be a summative and global evaluation of
the attainments achieved in the course.

9.6. Evaluation Procedures and Instruments

In this programme, every activity performed in class is considered to be a potential

means of evaluation (task-based approach). However, in every unit, some activities are
handed in for the teacher to correct. The nature and the amount of these activities vary
depending on the circumstantial needs; for example, they could consist of an evaluation
worksheet, a composition or any other activity in which more than one skill is required.
Self-evaluation and Co-evaluation are important instruments of evaluation in this
syllabus. The students often evaluate their own performance (self-evaluation sheets), each
other’s activities (i.e. dictations, information-gap activities, etc) or vote their favourite
performance of a task (i.e. presentations, songs, comic/story writing, etc).
In a task-based approach, the main instrument of evaluation is the final task, carried out
at the end of every unit. The performance of the final task requires displaying the knowledge
learned through every unit in an active way. Generally, it involves using several skills,
methods and strategies. Therefore, it constitutes an extensive source of information for both
teacher and students.
The development of the unit and the final task will be assessed by means of a rubric
which will take into account the indicators of achievement of the units in 4 levels of
achievement.
The sequence of didactic units along the year includes a series of revision and
assessment units. These units are designed to evaluate the students’ progress in the medium
term. It is in these units when most of the curricular modifications are more likely to be
shaped attending to the results obtained. These units will include a formal test in which the
most important aspects of the previous units can be assessed.
The teacher keeps record of the students’ progress in a diary that contains an individual
file for every student. The issues to be registered in the diary are both objective and
subjective, including, among other data, the teacher’s evaluation on the students and the
students’ self-evaluation.

9.6.1. Portfolio and Self-Assessment Checklist

As we have mentioned above (see Methodology chapter), in the designing of the present
teaching programme, we have taken into account some o the novelties introduced by more
recent regulations as the Common European Framework of Reference for Languages,
which is the use of the European Language Portfolio in our daily class activity.

47
 The Portfolio is a document designed by the Common European Framework of
Reference for Languages, in which those who are learning or have learned a language can
record and reflect on their language learning and cultural experiences. In this document we
will reflect what our students can or cannot do using English as a Second Language. In order
to do so, and also as a self-assessment work, we will provide our students with different
checklists (as we can see in the Appendixes____) where they can tick what they have learnt
in every unit taking into account the different points:
 Understanding: Listening and Reading
 Speaking: Spoken interaction and Spoken production
 Writing

9.7. Teaching Process Evaluation

The teacher regularly takes notes about the successes and failures of this syllabus, as well
as the adjustment and appropriateness of the strategies employed, taking into account the
students’ opinions. Although these opinions normally take place on an oral way, they are
confirmed through the syllabus evaluation sheets handed out at the end of each trimester.
The notes are collected in the teacher’s diary and they cover all the essential aspects of the
syllabus. The teacher presents the analysis of the notes described above in the Final Self-
Evaluation Report and discussed with other colleagues of the cycle.
The reflection on the ideas proposed will be a source of information for future changes
and modifications on the part of the teacher in order to suit the educational needs of the
students.

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49
 9. EVALUATION

LOE 2/2006, LOMCE 8/2013, the Royal Decree 126/2014, the Decree 97/2015, the
Order of 17 th March 2015, the Order of 4th November 2015 and the different Instructions
for Evaluation constitute the prescriptive framework for assessment in Primary Education
Schools.
We can define the evaluation process as the interpretation of the results achieved
by the students, the teacher and the teaching-learning process, through different
instruments, which is aimed at taking decisions for the improvement of the educational
process. In this respect, Evaluation must be developed for both the learning and teaching
processes and it must be characterised by being continuous, formative, global and
criterial. The Evaluation Process has the following aims:
 To know the point of departure for the components of the process.
 To facilitate the development of an educational action that is adapted to the context
and its features obtained from the previous information.
 To follow the evolution of the development and learning of the students.
 To make the appropriate decisions to adapt our teaching practice to the needs and
achievements of the students and the features of the context.

9.1. LEARNING PROCESS EVALUATION (STUDENT)

9.1.1 EVALUATION CRITERIA, INDICATORS AND LEARNING STANDARDS

Our new educational framework has introduced changes and new elements in the
evaluation process:
The evaluation criteria can be defined as the standards of reference upon which the
degree of learning of every student is measured. According to the curricular document of
the Andalusian Government, the evaluation criteria for a specific subject should be the main
reference to assess both the acquisition of basic competences and the achievement of the
objectives.
In order to assess our students we need to consider the evaluation criteria which are
related to our work on each didactic unit. The Royal Decree 126/2014 establishes the
general evaluation criteria of the area of foreign language for the Primary Education
Stage. As this teaching programme is directed to students in the 3rd. cycle, we will take the
evaluation criteria for this cycle included in the Order 17 th March 2015.

EVALUATION CRITERIA 3RD CYCLE

CE3.1. Understand and distinguish simple structures and lexicon of common usage, clearly
articulated and transmitted orally or by technical means, such as advertisements, radio and
television, etc. on known topics in everyday contexts related to their own experience,
needs and interests, provided that acoustic conditions are good and do not distort the
message, and with the possibility to replay or ask for confirmation.

CE3.2. Know and use the most appropriate strategies for understanding the general sense
of messages, advertisements, instructions, more complex directions at different times: in a
station, in a restaurant, a supermarket ...

50
CE3.3. Identify and distinguish the main communicative functions of a text and everyday
conversation understanding concrete and significant sociocultural and sociolinguistic
aspects for application in the improvement of the comprehension of messages in different
areas of daily life, interpersonal relationships and social conventions in different contexts:
in a supermarket, the cinema, at the station, identifying the use of basic intonation patterns.
CE3.4. Understand and recognize the basic syntactic structures as well as a repertoire of
common lexicon related to issues of everyday school life and express interests, needs and
experiences in different contexts, inferring the meaning of new vocabulary from the
context in which it appears.
CE3.5. Understand the main idea of oral messages, recognizing basic sound, accentual,
rhythmic and intonation patterns and relying on various audiovisual material about
everyday topics.
CE3.6. Take part in conversations face to face or by technological means to share
information, applying basic strategies and sociolinguistic and sociocultural knowledge to
produce short and simple monologues and dialogues, using a repertoire of memorized
expressions and formulas previously worked; as well as respecting the elementary
communicative conventions to exchange information in different contexts, medical
consultation, interviews with partners, restaurants, banks, etc.
CE3.7. Know and apply basic strategies to produce short and simple monologues and
dialogues, using a repertoire of memorized expressions and formulas previously worked to
describe their daily routine, present a music group, singer, favourite book, etc.
CE3.8. Maintain and conclude a conversation about personal issues and everyday
situations, fluently articulating and with basic sound, accentual, rhythmic and intonation
patterns, to act in different contexts, a shop, a supermarket, a travel agency and with the
possibility of using repetitions and pauses to organize, edit or rephrase what is meant.
CE3.9. Identify the general meaning and main ideas of a short and simple text in any
format, adapted readings, comics, etc., always contextualized for different contexts at their
reach and with possibility of support from any element of consultation.
CE3.10. Know and use the most appropriate basic strategies and knowledge about cultural
and linguistic aspects for the global understanding of different types of texts from their
own environment, underlining the essential information and key points, establishing
similarities and differences with the English-speaking countries .
CE3.11. Demonstrate general understanding on the fundamental idea communicated in a
letter, or a description about themselves, family, indicating a date, etc., belonging to a
proper context to their age and in paper and digital media.
CE3.12. Understand syntactical structures given in familiar contexts and situations specific
to their environment to request information, show interest, make a suggestion, etc.
CE3.13. Recognize a limited repertoire of written vocabulary related to everyday
situations and habitual topics, differentiating basic punctuation marks in the texts adapted
to their age to facilitate understanding.
CE3.14. Write short and simple texts, such as e-mails, letters, etc., composed of simple
isolated sentences in a neutral or informal register, reasonably accurately using basic
spelling conventions and the main punctuation marks, to talk about themselves, their
immediate surroundings and aspects of their daily life, family and predictable situations.
CE3.15. Know and apply basic strategies to produce short and simple texts: copying words

51
 and common phrases to perform the communicative functions pursued.
CE3.16. Produce written texts taking into account basic socio-cultural and sociolinguistic
aspects, together with appropriate syntactic structures, applying the acquired knowledge
and vocabulary adapted to their own written productions on common themes adapted to
the school and family context.
CE3.17. Produce written texts fulfilling the most common communicative functions and
applying the basic discursive patterns: congratulations, an exchange of information or an
offer.

These evaluation criteria are specified for assessment in the indicators of

achievement found in the Order of 17 March 2015. These are used in order to establish
th

the type and degree of learning of every student. These indicators of achievement have been
sequenced along the 12 didactic units, so that in each unit 4 or 5 indicators (usually one per
skill) will be assessed.
See indicators of achievement and their sequence along the units in Appendices
section II
The learning standards are specifications of the evaluation criteria and allow to
define the results of the learning process and concrete what the student need to know,
understand and know how to do in the area of Foreign Languages. They must allow their
observation, measure and evaluation. Therefore, they are our closer reference about what
to teach and evaluate and help us design and propose types of activities. We take them from
the Royal Decree 126/2014.

See learning standards in Appendices section II

9.1.2. KEY COMPETENCES DESCRIPTORS

According to Article 12 of the Royal Decree 126/2014, the evaluation criteria and the
learning standards will be an essential reference not only to check the attainment of the
objectives, but also to estimate the acquisition degree of the Key Competences. In order
to do so, in our Evaluation process we will also bear in mind Key Competences Descriptors
adapted to our pupils.
C1 . Competence in Linguistic Communication
 To express orally emotions, experiences and opinions in a coherent way.
 To adapt the speech to different communicative situations, controlling the
nonverbal elements and respecting the own rules of the communicative interchange.
 To become aware of the social and cultural conventions when produce texts.
 To understand different types of texts from the daily life and the social relations
being recognized its communicative intention.
 To become aware of the necessity to respect the orthographic norms in the written
text production.
 To use the new vocabulary to express orally with property and precision.
 To know the combination rules of the different classes of words and sentences for
the production and understanding of a text.
 To compose texts from the daily life and from the social relations to the
communicative conditions of the situation.

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 See rest of descriptors in Appendices section II.

9.1.3. EVALUATION SEQUENCING

The types of evaluation to be carried out within this Programme and the
instruments to be used for each moment of the evaluation process are the following:

 Diagnostic Evaluation (Initial): Its aim is to gather information about the students’
previous knowledge and motivation to determine the point of departure to teach the
new contents. Diagnostic evaluation provides a starting point and guidelines for
remedial action and prevention of possible problems. It will take place at the
beginning of the academic year and in every didactic unit.
 Formative Evaluation (Continuous): It provides both the teacher and the learner
with information about the learning process and it also makes possible the student’s
progress. The teacher is explicitly and/or implicitly assessing the performance of the
students and acting as a facilitator and a guide throughout their learning process. The
aim of the formative evaluation is to report the student on his/her position with regard
to their own learning process. This refers both to the product (what the student has
learnt) and to the process (how the student has learnt).
 Summative Evaluation (Final): It takes into account the result of the learning
process as a whole, both in terms of products and processes. This type of
evaluation will be developed at the end of every teaching unit and at the end of every
term. Last, the final assessment at the end of the academic year will be a summative
and global evaluation of the attainments achieved during the course.

9.1.4. EVALUATION PROCEDURES AND INSTRUMENTS

The use of a large variety of instruments of evaluation makes it possible for the
teacher to evaluate not only the results but also the process of the teaching-learning
experience, which allows carrying out curricular modifications to cater for the specific needs
of every student at any moment.
In this programme, every activity performed in class is considered to be a potential
means of evaluation (task-based approach). In fact, in every unit some activities are handed
in for the teacher to correct or notes of the students’ performances are taken in the teacher’s
diary. Particularly, in each unit students will do a series of online revision exercises (linked
on the blog) whose results will be sent to my email.
Self-evaluation and Co-evaluation are important instruments of evaluation in this
syllabus too. The students often evaluate their own performance (self-evaluation sheets on
their portfolio, examining their points in Class Dojo) as well as other’s performances (i.e.
group self-evaluation, evaluating an expository activity, others’ final task, etc.)
In a task-based approach, the main instrument of evaluation is the final task, carried
out at the end of every unit. The performance of the final task requires displaying the
knowledge learned through every unit in an active way. Generally, it involves using several
skills, methods and strategies. Therefore, it constitutes an extensive source of information
for both teacher and students.

53
 Apart from the final task, an objective test will also be employed at the end of every
unit in order to evaluate the students’ acquisition of contents, procedures and strategies.
These tests will contain activities similar to those developed during the unit and take into
account different skills.
Moreover, for those students who do not get good results in each of the units,
recovery work will be provided in the form of revision and reinforcement exercises on a
worksheet as well as an end-of-the-year test for recovery.
I will keep record of the students’ progress in the evaluation rubrics of each unit with
which I will assess the indicators of achievement in four levels of domain plus 0 for
previous level and 5 for extra level in order to cater for diversity. See Appendix XX

9.1.5. MARKING CRITERIA.

The new evaluation procedure established by the current legislative framework
(LOMCE) changes the traditional conception of evaluation in which teachers used to assign
a different value to the test, final task…whose sum provided us with the mark of the student
in the subject. According to the new regulations, teachers have to distribute the 100% of the
mark along the indicators of achievement, so that we assign each indicator a different
percentage. In order to measure these indicators, teachers must also apply specific
evaluation instruments (see above).
In order to apply a value to each indicator, I have considered how often this indicator
is evaluated in the units, so that those which have been used more frequently will have a
higher percentage.
See the percentages and evaluation instruments assigned to each indicator in
Appendix II
9.1.6. MINIMAL ACHIEVEMENT AND RETAKING MEASURES.
In order to get a positive mark, the students must achieve a level 2 of domain
of each indicator of achievement. However, other factors will also be taken into
account since we need to cater for students’ diversity:

 The student tries his/her best.

 The student participates in classroom activities and shows a receptive and positive
attitude.
 The students does the exercises and homework of the unit
 The student does and performs the final task of each unit and makes an effort.
In the case that some pupils obtain a negative mark, as recuperation
mechanism, we will bear in mind these minimal criteria and they will also have
further practice and reinforcement activities in each unit, as well as at the end of the
term and course. At the end of the unit, these students will have to do some recovery
activities (reinforcement exercises) for which they can see the videos on the blog for
the revision of contents. Besides, the cyclical approach and the continuous global
evaluation allow us to assess their progress and to review contents throughout the
school year.

9.2. TEACHING PROCESS EVALUATION (TEACHER)

54
The teacher regularly takes notes about the successes and failures of this teaching
programme, as well as the adjustment and appropriateness of the strategies employed,
taking into account the students’ opinions. Although these opinions normally take place on
an oral way, they are confirmed through the syllabus evaluation sheets handed out at the
end of each trimester. The notes are collected in the teacher’s diary and they cover all the
essential aspects of the syllabus. The teacher presents the analysis of the notes described
above in the Final Report and discussed with other colleagues of the cycle in order to
provide Proposals for Improvement.

The reflection on the ideas proposed will be a source of information for future changes and
modifications on the part of the teacher in order to suit the educational needs of the
students.

55
 10. ASSESSMENT

Assessment is understood as the process by which we value the degree of

consecution of the objectives proposed and the development of key competences. We
will use it as an important instrument that will guide us in our teaching, so we can
detect in our pupils their progress, success, difficulties and their necessities. In our
area, its primary aim is that of analysing the degree of achievement of our students'
level of communicative competence.
Royal Decree 126/2014, which establishes the basic curriculum of Primary Education in
Spain, as a curricular development of the LOMCE, and the curricular Decree 97/2015 and
Order 17-03-2015 in Andalusia constitute the prescriptive framework for assessment in
Primary Education Schools. In this respect, evaluation must be developed for both the
learning and teaching processes and it must be a process characterized by being global,
continuous, systematic, flexible, formative and integrative. The Evaluation Process has the
following aims:
 To know the point of departure for the components of the process.
 To facilitate the development of an educational action that is adapted to the context and
its features obtained from the previous information.
 To follow the evolution of the development and learning of the students.
 To make the appropriate decisions to adapt our teaching practice to the needs and
achievements of the students and the features of the context.

10.1 LEARNING PROCESS: Evaluation Criteria and Indicators of Achievement

The evaluation criteria can be defined as the reference parameters that establish the type and
degree of learning of every student in particular and of the group in general. Together with the
specific criteria for each unit, this syllabus includes the following evaluation criteria and
indicators of achievement according to the Order of 17th March 2015 for the Second Cycle
of Primary Education.

EVALUATION CRITERIA FOR THE INDICATORS OF ACHIEVEMENT FOR THE

SECOND CYCLE
1. Identify the essential information of short
and simple oral texts, transmitted orally or
by technical means, on common and specific
topics where experiences, needs and interests
are expressed in different contexts such as
tales, narratives, personal anecdotes, etc.
2. Understand and get the general sense of
SECOND CYCLE
1.1. Identifies the essential information of short and
simple oral texts, transmitted orally or by technical
means, on common and specific topics where
experiences, needs and interests are expressed in
different contexts such as tales, narratives, personal
anecdotes, etc.
2.1. Understands and gets the general sense of

56
messages and information in different
contexts, such as: the store, the street, etc.,
using basic comprehension strategies.
3. Differentiate and know the overall
message and the sociocultural and
sociolinguistic aspects together with a
common lexicon in a conversation gradually
using their knowledge to improve
understanding of the general information on
topics such as family, shop, restaurant, street
etc., and identify different types of questions
depending on type of information you want
to obtain.
4. Identify ideas and basic syntactic
structures in conversation getting the
meaning of what we want to convey on
specific topics related to their interests and
their own experience, such as hobbies,
games, friends.
5. Know the idea and the general sense in
different communicative situations such as
dialogues, interviews, etc., recognizing and
differentiating basic sound patterns and
rhythm in intonation.
6. Express with a neutral and informal
register in short and simple productions
employing basic syntactic structures and
connectors, using a vocabulary to exchange
information on everyday issues, about
oneself, habits, school, etc.
7. Make brief presentations and descriptions,
using simple structures previously prepared
and rehearsed, to express clearly everyday
topics of interest to provide basic
information about oneself, talk about what
he/she likes and dislikes, describing physical
aspects of people, etc.
8. Keep a simple and brief everyday
conversation using a common vocabulary,
making themselves understood with a
correct pronunciation and elemental
composition to present themselves, describe
their home, school, room, etc.
8.
8.
messages and information in different contexts, such
as: the store, the street, etc., using basic
comprehension strategies.
3.1. Differentiates and knows the overall message and
the sociocultural and sociolinguistic aspects together
with a common lexicon in a conversation gradually
using their knowledge to improve understanding of the
general information on topics such as family, shop,
restaurant, street etc., and identify different types of
questions depending on type of information you want
to obtain.
4.1. Identifies ideas and basic syntactic structures in
conversation getting the meaning of what we want to
convey on specific topics related to their interests and
their own experience, such as hobbies, games, friends.
5.1. Understands the general sense of a dialogue, an
interview, etc., about familiar topics of their interest,
such as free time; and in different communicative
experiences, recognizing and differentiating basic
sound patterns and rhythm in intonation.
6.1. Expresses with a neutral and informal register in
short and simple productions employing basic
syntactic structures and connectors, using a
vocabulary to exchange information on everyday
issues, about onerself, habits, school, etc.
7.1. Makes brief presentations and descriptions, using
simple structures previously prepared and rehearsed,
to express clearly everyday topics of interest to
provide basic information about oneself, talk about
what he/she likes and dislikes, describing physical
aspects of people, etc.
8.1. Maintains a simple and brief conversation using a
common vocabulary, making oneself understood with
a correct pronunciation and elemental composition to
present themselves, describe their home, school, room,
etc.
8.2. Applies a limited repertoire of basic sound, stress,
rhythm and intonation patterns to get by in everyday
conversations.
8.3. Maintains a brief and simple conversation
personal information and daily affairs, in which a
social contact is established.
57
9. Understand the meaning of a text or notes
on signs and posters in the streets, shops,
transport, etc., in different formats, with
visual support and contextualized, with a
simple lexicon, being able to consult the
dictionary to understand.
10. Identify and get started using basic
communication strategies, using the
previously acquired knowledge to
understand the gist of a text about different
situations of everyday life such as habits,
celebrations, various activities, etc. with
contextual and visual supports.
11. Know and explain the communicative
contextual pattern in a text, SMS, e-mail,
postcards, etc., expressing their function and
indicating its general idea.
12. Recognize basic patterns to request
information, make a suggestion, etc; on
topics appropriate to their environment and
age.
13. Understand the main points of different
types of specific texts related to their
experiences, needs and interests, identifying
known punctuation marks (₤, $, and @)
reading them in informative texts adapted to
their environment.
14. Write on paper or electronically, short,
simple texts such as notes, cards, SMS, etc,
composed from simple isolated phrases in a
neutral or informal register, using with a
reasonable accuracy some basic spelling
conventions and main punctuation marks, to
talk about themselves, their immediate
environment and aspects of their daily lives.
15. Write, paraphrasing, short texts known
and related to ludic situations that fit their
age.
16. Write short messages on familiar topics
using basic sentence structures and basic
speech patterns employing a known limited
vocabulary and adapted to the context.
17. Write different types of texts adapted to
the communicative functions
(congratulations, invitation or fill in a form)
that best suit the school context and their
environment, practising graphic patterns and
basic spelling conventions.
9.1. Understands the meaning of a text or notes on
signs and posters in the streets, shops, transport, etc.,
in different formats, with visual support and
contextualized, with a simple lexicon, being able to
consult the dictionary to understand.
10.1. Identifies and gets started using basic
communication strategies, using the previously
acquired knowledge to understand the gist of a text
about different situations of everyday life such as
habits, celebrations, various activities, etc. with
contextual and visual supports.
11.1. Knows and explains the communicative
contextual pattern in a text, SMS, e-mail, postcards,
etc., expressing their function and indicating its
general idea.
12.1. Recognizes basic patterns to request information,
make a suggestion, etc; on topics appropriate to their
environment and age.
13.1. Understands the main points of different types of
specific texts related to their experiences, needs and
interests, identifying known punctuation marks (₤, $,
and @) reading them in informative texts adapted to
their environment.
14.1. Writes on paper or electronically, short, simple
texts such as notes, cards, SMS, etc, composed from
simple isolated phrases in a neutral or informal
register, using with a reasonable accuracy some basic
spelling conventions and main punctuation marks, to
talk about themselves, their immediate environment
and aspects of their daily lives, in familiar and
predictable situations.
15.1. Writes, paraphrasing, short texts known and
related to ludic situations that fit their age.
16.1. Writes short messages on familiar topics using
basic sentence structures and basic speech patterns
employing a known limited vocabulary and adapted to
the context.
17.1. Writes different types of texts adapted to the
communicative functions (congratulations, invitation
or fill in a form) that best suit the school context and
their environment, practising graphic patterns and
basic spelling conventions.
58
The previous indicators of achievement that assess the evaluation criteria will have 4
ordinary levels of domain (1,2,3,4 – 0 for previous level and 5 for extra level in order to
cater for diversity). Besides this, the indicators of achievement are also related to the key
competences in our curriculum, in such a way that our subject contributes to the
development of all the key competences. The contributions from our area will be given to
the tutor teachers and analysed in the evaluation sessions.

10.2 LEARNING PROCESS: Minimal achievement, criteria for marking and retaking measures.

In order to get a positive mark, the students must, achieve the main criteria presented above,
at least partially (above 5 points if we use a 0-10 scale), since these criteria have different
levels of achievement.
I have sequenced the indicators of achievement from O. 17th March 2015 for this year in the
different teaching units, evaluating at least one indicator per skill in each unit. The sequence
of indicators and their percentages for the marking criteria for this year can be seen in
appendix XX.
Besides, our curricular development shows a map of relations and, therefore, the learning
standards from RD 126/2014 are related to the evaluation indicators and criteria.
However, in order to have a clear reference, the minimal criteria to achieve will be that:
 The pupil shows a respectful and tolerant attitude in the classroom.
 The pupil understands the most basic words and structures used in the classroom.
 The pupil participates in the classroom tasks.
In the case that some of our pupils obtain a negative mark, as recuperation mechanism,
we will bear in mind these minimal criteria and they will also have further practice and
reinforcement of the basic words and structures of this Unit. The cyclical approach and the
continuous global evaluation allow us to assess their progress and to review contents
throughout the school year.

10.3 LEARNING PROCESS: Evaluation Sequencing and evaluation instruments.

The types of evaluation to be carried out within this programme are the following:
 Diagnostic Evaluation (Initial): It will be carried out at the beginning of the academic
year and in every teaching unit. Diagnostic evaluation provides a starting point and
guidelines for remedial action and prevention of possible problems.
 Formative Evaluation (Continuous): The aim of this formative evaluation is to report
the student on his/her position with regard to their own learning process. This refers both
to the product (what the student has learnt) and to the process (how the student has

59
 learnt). This is why in every didactic unit some exercises are especially taken into
account for assessment.
 Summative Evaluation (Final): It takes into account the result of the learning process as
a whole, both in terms of products and processes. This type of evaluation will be
developed at the end of every teaching unit and at the end of every term. Last, the final
assessment at the end of the academic year will be a summative and global evaluation of
the attainments achieved in the course.

The use of a large variety of instruments of evaluation makes it possible for the teacher to
evaluate not only the results but also the process of the teaching-learning experience, which
allows carrying out curricular modifications to cater for the specific needs of every student
at any moment.
In this programme, every activity performed in class is considered to be a potential means
of evaluation (task-based approach). In fact, when I correct their student’s books (see
Student's Book in Addendum II.1.), I will take notes on their performances. And also the
students will win coins with the mark given according to the acquisition of the indicators of
the achievement of every unit-ok. The nature and the amount of these activities vary
depending on the circumstantial needs; for example, they could consist of an evaluation
worksheet (see Tests in Addendum III.1.), or any other worksheet such as Reinforcement
and Extension worksheets (see Reinforcement and Extension in II.5.) that I keep as a
piece of information for summative assessment.
Self-evaluation is an important instrument of evaluation in this syllabus. The students often
evaluate their own performance, reflecting on the way they have achieved the objectives
intended in a particular unit or their attitude. The use of the European Language Portfolio,
introduced by the Common European Framework of Reference for Languages , is another
instrument to take into account since as it is stated in our Order 17-03-15, the use of the
European Portfolio will help our pupils reflect on their learning process and therefore,
develop their Learning to Learn competence. So, I will provide my students with a booklet
where they colour a bus when they have achieved that aim, taking into account the four
skills.
On the other hand, the final task, carried out at the end of every unit, is another aspect
considered when assessing the students. Generally, it involves using several skills, methods
and strategies. Therefore, it constitutes an extensive source of information for both teacher
and students.
I will keep record of the students’ progress in the evaluation rubrics of each unit. These
rubrics will distinguish my students' level of acquisition of theoretical-declarative
knowledge, strategic-procedural and attitudinal in four levels: Needs Improvement; Fair;
Good; Excellent. (See Addendum III.6).
Regarding Key Competences, I will keep track of my students’ level of development
through a Key Competence Register Sheet (see Addendum III.5). In this sense, the
Evaluation in Primary Education states that the development of Key Competences will be
organised in three levels: Beginner, Medium and Advanced.
QUITAR As a way of an example the description of A1 level of Competence in Linguistic
Communication is shown below.

A1 Oral Comprehension:
Listen and understand different types of messages with attentive and respectful
attitude.

60
 Writing Comprehension:
Take part in reading situations and show interest for written texts beginning to use and
comprehend its finalities.
Oral Expression:
Express and communicate orally with clarity needs, wishes, feelings or emotions.
Written Expression
Show interest and take part in writing situations and in learning some characteristics of
the written code.
Oral Interaction
Show interest in taking part and explore different communicative possibilities.

10.4 EVALUATION OF THE TEACHING PROCESS AND THE PROGRAMME

It is universally acknowledged that assessing students is not enough, since we must also
evaluate our teaching practise in order to improve the teaching learning process and take
remedial action if it is necessary. Decree 97/2015 of March 3rd, also points out in its article
12.6 the need for teachers to self-assess their performance and this is another reason why I
will regularly take notes about the successes and failures of this syllabus (see Addendum
III.3.), as well as the adjustment and appropriateness of the strategies employed, taking into
account the students’ opinions through the Portfolio in which they rate the unit. I will
present the analysis of the notes described above in the Final Self-Assessment and discuss
with other colleagues of the cycle. The reflection on the ideas proposed will be a source of
information for future changes and modifications on the part of the teacher in order to suit
the educational needs of the students.

61
1. ASSESSMENT
The LOMCE, Decree 97/2015 for the Curriculum of Primary Education, the Order 17th
March 2015 and the Instructions 12th May 2015, constitute the prescriptive framework for
assessment in Primary Education Schools. In this respect, assessment must be developed for
both the learning and teaching processes and it must be a process characterised by being
global, continuous, systematic, flexible, formative and integrative. The Evaluation Process
has the following aims:
 To know the point of departure for the components of the process.
 To facilitate the development of an educational action that is adapted to the context
and its features obtained from the previous information.
 To follow the evolution of the development and learning of the students.
 To make the appropriate decisions to adapt our teaching practise to the needs and
achievements of the students and the features of the context.
1.1. Learning process: Evaluation criteria
The evaluation criteria can be defined as the reference parameters that establish the type and
degree of learning of every student in particular and of the group in general. Together with the
specific criteria for each unit, this syllabus includes the following general criteria:
- Global comprehension. It evaluates the students’ capacity to understand the general
meaning in oral and written messages related to their experiences and uttered in
communicative situations provided with sufficient contextual support.
- Understanding of specific information. Identifying details in oral and written
messages referred to familiar topics and previously worked on in the classroom, as well as
the instructions given by the teacher.
- Oral and written message production. It evaluates the students’ capacity to produce
oral and written messages related to the contents worked in the classroom.
- Pronunciation. It evaluates the students’ understanding of the English phonetic
system (some phonemes, but especially suprasegmental features like rhythm and
intonation), along with their capacity to comprehend and use it in contextualized and
communicative messages.
- Assimilation of new vocabulary. It evaluates the students’ capacity to use and
understand the vocabulary and the lexical expressions learned through the units in familiar
and contextualized situations of communication.
- Active participation. It evaluates (by means of direct observation) the students’
behaviour, that is, if they constructively participate in class activities, respecting the social
norms that rule communication.
- Cooperative and individual work. We take into consideration if they work
harmonically in groups, respecting the plurality of opinions that a class involves as well as
their interest in performing activities properly in the time provided to finish them.
- Interest in learning. It evaluates the students’ degree of interest in the target
language, and his/her ability to assess own progress.
- Respect for different cultures. Recognising sociocultural aspects in the English
Speaking countries, respecting the existing difference. The student:
 Shows a respectful and tolerant attitude towards the Foreign Language and its
speakers.

62
  Appreciates positively the new intercultural reality of society.

Besides these general Evaluation Criteria, in this syllabus I have taken into account the
Evaluation Criteria established in the Order of 17th March 2015 for the First Cycle of
Primary Education. These are:
1. Recognize and identify the idea and the essential meaning of the messages and instructions
for the customary activity of the classroom, along with a repertoire of vocabulary and
expressions commonly used in very short and simple oral texts such as classroom instructions,
rhymes, songs, greetings, etc.
2. Know some strategies to understand and relate the basic content of messages containing
instructions or information in the context of the classroom, such as gestures, repetitions, etc.
3. Recognize everyday aspects of their immediate environment in a common conversation that
takes place in their presence such as classroom instructions, basic questions, greetings, rules of
courtesy, etc., understanding information and recognizing basic intonation patterns as
questions, exclamations, among others.
4. Understand, recognize and reproduce the basic structures of presentations close to topics of
interest, beginning in a simple and clear conversation, based on images and illustrations about
their family, home, school, friends, etc.
5. Recognize the main idea of oral messages about everyday life remembering and identifying
the basic sound patterns and basic rhythmic patterns in intonation, with the aid of various
audiovisual materials.
6. Participate in short conversations and short dialogues with classmates identifying and using
some simple expressions about familiar topics and immediate needs, acquiring a common
vocabulary to express personal information about everyday matters as well as basic patterns
for talking about oneself, the family, etc.
7. Know how introduce oneself and classmates in a brief and simple manner, using a basic
vocabulary, rehearsing the presentation beforehand and with the support of gestures.
8. Participate in short and simple small dialogues using non-verbal techniques (gestures,
expressions, eye contact ...), reproducing sound patterns, with basic intonation and rhythm and
with a limited and commonly used vocabulary to communicate in situations of daily life where
they need to intervene briefly, such as greeting, saying goodbye, introducing oneself, etc.
9. Locate, recognize and identify messages in different means such as posters of the school
referred to premises and materials using known and customary basic vocabulary and visual
support .
10. Recognize basic and appropriate strategies to facilitate the understanding of the overall
meaning of a simple written message about near topics everyday school life issues such as
school menu, schedules, etc.
11. Recognize and differentiate the style and intention of diverse texts as letters, brochures,
congratulations and surveys by the social context in which they are used and their content.
12. Understand the meaning of texts, recognizing a limited repertoire of vocabulary and basic
spelling rules in texts adapted to their age about everyday situations and habitual matters.
13. Reproduce on paper or electronically, short and simple texts, based on a model, using
basic spelling conventions and some punctuation marks, to talk about oneself and aspects of
everyday life, in situations typical of a school and family context, such as notes, postcards or
greeting cards.

63
14. Get started in the use of some basic strategy to produce short, simple written texts.
15. Recognize the basic sociocultural and sociolinguistic elements in short and simple texts,
reproducing basic sentence structures and using vocabulary commonly used according to the
context.
16. Write short messages on familiar topics adjusting to the appropriate communicative
function depending on the type of text, practising basic graphic patterns to start writing
common words of habitual use.
AÑADIR PARRAFO INDICADORES
These evaluation criteria will be assessed by means of some indicators of achievement that
will have 4 ordinary levels of domain (1,2,3,4 – 0 for previous level and 5 for extra level in
order to cater for diversity). A detailed list of the indicators of achievement to be used in this
year is included in Appendix ___

1.2. Learning process: Minimal achievement, criteria for marking and retaking
mesarures

In order to get a positive mark the students must, at least partially, achieve the main criteria
presented above, since the aforementioned criteria have different levels of achievement.
However, in order to have a clear reference, the minimal criteria to achieve will be:
o Shows a respectful and tolerant attitude in the classroom.
o Understands the most basic words and structures used in the classroom.
o Participates cooperatively in classroom tasks.
In the case retaking measures are necessary, since English is essentially a procedural area
and because this is the first grade of Primary Education, I prefer resorting to the exercises
collected in class rather than making students pass a retaking exam. On the other hand, the fact
that contents are presented cyclically also advises me to act in this way.
Regarding the criteria for marking, the English Department agreed the following criteria for
the 1st cycle of Primary Education.
Daily work and Portfolio self-
Final Task Test Attitude
tasks evaluation
40% 20% 20% 10% 10%

1.3. Learning process: Evaluation Sequencing and evaluation instruments

The types of evaluation to be carried out within this programme are the following:
 Diagnostic Evaluation (Initial): Its main aim is to get information about the students’
previous knowledge, focusing both on what they know and also on the way they have
learnt it. It will be carried out at the beginning of the academic year and in every teaching
unit. Diagnostic evaluation provides a starting point and guidelines for remedial action
and prevention of possible problems.
 Formative Evaluation (Continuous): The aim of this formative evaluation is to report
the student on his/her position with regard to their own learning process. This refers both
to the product (what the student has learnt) and to the process (how the student has
learnt). This is why in every didactic unit some exercises are especially taken into
account for assessment.

64
 Summative Evaluation (Final): It takes into account the result of the learning process as
a whole, both in terms of products and processes. This type of evaluation will be
developed at the end of every teaching unit and at the end of every term. Last, the final
assessment at the end of the academic year will be a summative and global evaluation of
the attainments achieved in the course.
The use of a large variety of instruments of evaluation makes it possible for the teacher to
evaluate not only the results but also the process of the teaching-learning experience, which
allows carrying out curricular modifications to cater for the specific needs of every student
at any moment.
In this programme, every activity performed in class is considered to be a potential means
of evaluation (task-based approach). In fact, when I correct their student’s books (see
Student's Book in Addendum II.1.), I will take notes on their performances. The nature
and the amount of these activities vary depending on the circumstantial needs; for example,
they could consist of an evaluation worksheet (see Tests in Addendum III.1.), or any other
worksheet such as Reinforcement and Extension worksheets (see Reinforcement and
Extension in II.5.) that I keep as a piece of information for summative assessment.
Self-evaluation is an important instrument of evaluation in this syllabus. The students often
evaluate their own performance, reflecting on the way they have achieved the objectives
intended in a particular unit or their attitude. The use of the European Language Portfolio,
introduced by the Common European Framework of Reference for Languages , is another
instrument to take into account since as it is stated in our Order 17-03-15, the use of the
European Portfolio will help our pupils reflect on their learning process and therefore,
develop their Learning to Learn competence. So, I will provide my students with a booklet
where they colour a bus when they have achieved that aim, taking into account the four
skills.
On the other hand, the final task, carried out at the end of every unit, is another aspect
considered when assessing the students. Generally, it involves using several skills, methods
and strategies. Therefore, it constitutes an extensive source of information for both teacher
and students.
I will keep record of the students’ progress in the evaluation rubrics of each unit. These
rubrics will distinguish my students' level of acquisition of theoretical-declarative
knowledge, strategic-procedural and attitudinal in four levels: Needs Improvement; Fair;
Good; Excellent. (See Addendum III.6).
Regarding Key Competences, I will keep track of my students’ level of development
through a Key Competence Register Sheet (see Addendum III.5). In this sense, the
Evaluation in Primary Education states that the development of Key Competences will be
organised in four levels: A1, A2, A3, A4, corresponding A1 and A2 to the 1 st cycle of
Primary Education.
As a way of an example the description of A1 level of Competence in Linguistic
Communication is shown below.

A1 Oral Comprehension:
Listen and understand different types of messages with attentive and respectful
attitude.
Writing Comprehension:
Take part in reading situations and show interest for written texts beginning to use and
comprehend its finalities.

65
 Oral Expression:
Express and communicate orally with clarity needs, wishes, feelings or emotions.
Written Expression
Show interest and take part in writing situations and in learning some characteristics of
the written code.
Oral Interaction
Show interest in taking part and explore different communicative possibilities.

1.4. Evaluation of the teaching process and the programme

It is universally acknowledged that assessing students is not enough, since we must also
evaluate our teaching practise in order to improve the teaching learning process and take
remedial action if it is necessary. Decree 97/2015 of March 3rd, also points out in its article
12.6 the need for teachers to self-assess their performance and this is another reason why I
will regularly take notes about the successes and failures of this syllabus (see Addendum
III.3.), as well as the adjustment and appropriateness of the strategies employed, taking into
account the students’ opinions through the Portfolio in which they rate the unit. I will
present the analysis of the notes described above in the Final Self-Assessment Report and
discuss with other colleagues of the cycle. The reflection on the ideas proposed will be a
source of information for future changes and modifications on the part of the teacher in
order to suit the educational needs of the students.

66
EVALUATION

The LOE, Decree 230/2007 for the Curriculum of Primary Education and the different
Orders for Evaluation (Order 10-08-07) constitute the prescriptive framework for assessment
in Primary Education Schools. In this respect, Evaluation must be developed for both the
learning and teaching processes and it must be a process characterised by being global,
continuous, systematic, flexible, formative and integrative. The Evaluation Process has the
following aims:
 To know the point of departure for the components of the process.
 To facilitate the development of an educational action that is adapted to the context
and its features obtained from the previous information.
 To follow the evolution of the development and learning of the students.
 To make the appropriate decisions to adapt our teaching practice to the needs and
achievements of the students and the features of the context.

10.1. LEARNING PROCESS: Evaluation Criteria

The evaluation criteria can be defined as the reference parameters that establish the type
and degree of learning of every student in particular and of the group in general. Together with
the specific criteria for each unit, this syllabus includes the following general criteria:
- Global comprehension. It evaluates the students’ capacity to understand the general
meaning in oral and written messages related to their experiences and uttered in
communicative situations provided with sufficient contextual support. The student:
o Is able to understand the global meaning of the message.
- Understanding of specific information. Identifying details in oral and written
messages referred to familiar topics and previously worked on in the classroom, as
well as the instructions given by the teacher. The student:
o Is able to look for and understand specific information in messages.
- Oral and written message production. It evaluates the students’ capacity to produce
oral and written messages related to the contents worked in the classroom. It is
especially important that those messages serve for communicative purposes, being
correction a secondary element. The student:
o Is able to produce appropriate messages, according to his/her level.
- Pronunciation. This criterion evaluates the students’ understanding of the English
phonetic system (phonemes, rhythm and intonation), along with their capacity to
comprehend and use it in contextualized and communicative messages. The student:
o Is able to understand and produce a correct pronunciation, according to his/her
level.
- Assimilation of new vocabulary. It evaluates the students’ capacity to use and
understand the vocabulary and the lexical expressions learned through the units in
familiar and contextualized situations of communication. The student:
o Is able to understand and use words and structures related to specific topics.

67
 - Participation. It evaluates (by means of direct observation) the students’ behaviour,
that is, if they constructively participate in class activities, respecting the social norms
that rule communication. The student:
o Participates actively in classroom tasks respecting social rules and showing
interest.
- Cooperative and individual work. Participating harmonically in group-work,
respecting the plurality of opinions that a class involves. Showing interest in
performing activities properly in the time provided to finish them. The student:
o Participates cooperatively in pair and group work, respecting his/her partners.
o Is able to work autonomously in individual tasks, showing effort and
responsibility.
- Interest in learning. It evaluates the student’ degree of interest, curiosity, attention
and doubt consulting shown in the classroom. The student:
o Shows interest in learning a Foreign Language and assesses his/her progress.
- Respect for different cultures. Recognising sociocultural aspects in the English
Speaking countries, respecting the existing difference. The student:
o Shows a respectful and tolerant attitude towards the Foreign Language and its
speakers.
o Appreciates positively the new intercultural reality of society.
- MINIMAL ACHIEVEMENT: In order to get a positive mark, the students must, at
least partially, achieve the main criteria presented above, since these criteria have
different levels of achievement. However, in order to have a clear reference, the
minimal criteria to achieve will be:
o Shows a respectful and tolerant attitude in the classroom.
o Understands the most basic words and structures used in the classroom.
o Participates cooperatively in classroom tasks.

10.2. LEARNING PROCESS: Evaluation Procedures – Sequencing and Instruments

The types of evaluation to be carried out within this Programme are the following:
 Diagnostic Evaluation (Initial): its main aim is to get information about the
students’ previous knowledge, focusing both on what they know and also in the way
they have learnt it. It will be carried out at the beginning of the academic year and in
every teaching unit. Diagnostic evaluation provides a starting point and guidelines
for remedial action and prevention of possible problems.
 Formative Evaluation (Continuous): it is the type of evaluation that is inherent to
the teaching practice. The teacher is explicitly or implicitly assessing the
performance of the students and, what is more important, acting as a facilitator and a
model or guide throughout their learning process. The aim of the formative
evaluation is to report the student on his/her position with regard to their own
learning process. This refers both to the product (what the student has learnt) and to
the process (how the student has learnt).
 Summative Evaluation (Final): it takes into account the result of the learning
process as a whole, both in terms of products and processes. This type of evaluation
will be developed at the end of every teaching unit and at the end of every term. Last,
the final assessment at the end of the academic year will be a summative and global
evaluation of the attainments achieved in the course.

68
 The use of a large variety of instruments of evaluation makes it possible for the teacher
to evaluate not only the results but also the process of the teaching-learning experience, which
allows carrying out curricular modifications to attend the specific needs of every student at
any moment.
In this programme, every activity performed in class is considered to be a potential
means of evaluation (task-based approach). However, in every unit, some activities are handed
in for the teacher to correct. The nature and the amount of these activities vary depending on
the circumstantial needs; for example, they could consist of an evaluation worksheet, a
composition or any other activity in which more than one skill is required.
Self-evaluation and Co-evaluation are important instruments of evaluation in this
syllabus. The students often evaluate their own performance (self-evaluation sheets), each
other’s activities (i.e. dictations, information-gap activities, etc) or vote for their favourite
performance of a task (i.e. presentations, songs, comic/story writing, etc).
In a task-based approach, the main instrument of evaluation is the final task, carried out
at the end of every unit. The performance of the final task requires displaying the knowledge
learned through every unit in an active way. Generally, it involves using several skills,
methods and strategies. Therefore, it constitutes an extensive source of information for both
teacher and students.
The sequence of didactic units along the year includes a series of revision and
assessment units. These units are designed to evaluate the students’ progress through the
term. It is in these units when most of the curricular modifications are more likely to be shaped
depending on the results obtained. These units will include a formal test in which the most
important aspects of the previous units can be assessed.
The teacher keeps record of the students’ progress in a diary that contains an
individual file for every student. The issues to be registered in the diary are both objective
and subjective, including, among other data, the teacher’s evaluation on the students and the
students’ self-evaluation.

10.3. EVALUATION OF THE TEACHING PROCESS AND THE PROGRAMME

The teacher regularly takes notes about the successes and failures of this syllabus (see
Appendix 3), as well as the adjustment and appropriateness of the strategies employed, taking
into account the students’ opinions. Although these opinions normally take place on an oral
way, they are confirmed through the syllabus evaluation sheets handed out at the end of each
term. The notes are collected in the teacher’s diary and they cover all the essential aspects of
the syllabus. The teacher presents the analysis of the notes described above in the Final
Report (Memoria) and discussed with other colleagues of the cycle. The reflection on the
ideas proposed will be a source of information for future changes and modifications on the
part of the teacher in order to suit the educational needs of the students.

9. EVALUATION

69
 The LOE, Decree 230/2007 for the Curriculum of Primary Education and the different
Orders for Evaluation (Order 10-08-07) constitute the prescriptive framework for
assessment in Primary Education Schools. In this respect, Evaluation must be developed for
both the learning and teaching processes and it must be a process characterised by being
global, continuous, systematic, flexible, formative and integrative. The Evaluation Process
has the following aims:
 To know the point of departure for the components of the process.
 To facilitate the development of an educational action that is adapted to the context and
its features obtained from the previous information.
 To follow the evolution of the development and learning of the students.
 To make the appropriate decisions to adapt our teaching practice to the needs and
achievements of the students and the features of the context.

9.1. Learning Process Evaluation

9.1.1. Evaluation Criteria

The evaluation criteria can be defined as the reference parameters that establish the type
and degree of learning of every student in particular and of the group in general. Together with
the specific criteria for each unit, this syllabus includes the following general criteria:
 Global comprehension. It evaluates the students’ capacity to understand the general
meaning in oral and written messages. The student:
o Is able to understand the global meaning of the message.
 Understanding of specific information. Identifying details in oral and written messages.
The student:
o Is able to look for and understand specific information in messages.
 Oral and written message production. It evaluates the students’ capacity to produce oral
and written messages related to the contents worked in the classroom. The student:
o Is able to produce appropriate messages, according to his/her level.
 Pronunciation. This criterion evaluates the students’ understanding of the English
phonetic system (phonemes, rhythm and intonation), and use it in contextualized and
communicative messages. The student:
o Is able to understand and produce a correct pronunciation, according to his/her level.
 Assimilation of new vocabulary. It evaluates the students’ capacity to use and understand
the vocabulary and the lexical expressions in familiar situations of communication. The
student:
o Is able to understand and use words and structures related to specific topics.
 Participation. It evaluates (by means of direct observation) the students’ behaviour,. The
student:
o Participates actively in classroom tasks respecting social rules and showing interest.
 Cooperative and individual work. Participating harmonically in group-work, respecting
the plurality of opinions that a class involves. The student:
o Participates cooperatively in pair and group work, respecting his/her partners.
o Is able to work autonomously in individual tasks, showing effort and responsibility.
 Interest in learning. It evaluates the student’ degree of interest, curiosity, attention and
doubt consulting shown in the classroom. The student:
o Shows interest in learning a Foreign Language and assesses his/her progress.

70
 Respect for different cultures. Recognising sociocultural aspects in the English Speaking
countries, respecting the existing difference. The student:
o Shows a respectful and tolerant attitude towards the Foreign Language and its
speakers.
o Appreciates positively the new intercultural reality of society.

9.1.2. Basic Competences Descriptors

According to the article 11.3 which belongs to Decree 230/07, the evaluation criteria,
will be an essential reference not only to check the consecution of the objectives established
in our teaching programme, but also to estimate the acquisition degree of the Basic
Competences. In order to do so, in our Evaluation process we will also bear in mind the
following Basic Competences descriptors adapted to our pupils:
A. Competence in Linguistic Communication
 To express orally emotions, experiences and opinions in a coherent way.
 To adapt the speech to different communicative situations, controlling the nonverbal
elements and respecting the own rules of the communicative interchange.
 To become aware of the social and cultural conventions when produce texts.
 To understand different types of texts from the daily life and the social relations being
recognized its communicative intention.
 To become aware of the necessity to respect the orthographic norms in the written text
production.
 To use the new vocabulary to express orally with property and precision.
 To know the combination rules of the different classes of words and sentences for the
production and understanding of a text.
 To compose texts from the daily life and from the social relations to the communicative
conditions of the situation.
B. Mathematical Reasoning Competence
 To use and relate the numbers, their basic operations, symbols and the different ways of
expression and mathematical reasoning.
 To know and use the basic mathematical elements (different types of numbers,
geometric elements, measures, etc)
C. Competence in the Knowledge and Interaction with the Physical & Natural World
 To adopt a responsible and critical attitude in view of the environment problems.
 D. Digital Competence and Treatment of the Information
 To look for, to obtain and to process data to transform it into knowledge, being used
computer systems or the Internet.
E. Social and Civic Competence
 To know and to practice the dialogue like basic tool of interpersonal communication and
resolution of conflicts.
 To know the values which characterize a democratic society: freedom, solidarity,
participation, citizenship, tolerance.
 To construct, to accept and to practice rules of coexistence agreed with the democratic
values.
 To value the linguistic plurality of Spain like a cultural wealth.
F. Cultural and Artistic Competence
 To understand and to value different cultural traditions.
 To cultivate the expression of ideas, experiences or feelings through Literature.
G. Competence and Attitudes to Continue Learning in an Autonomous Way

71
 To know and to use in a habitual way the main strategies and techniques that favour the
intellectual work.
 To use different resources and sources for the collection and data processing. 
H.  Competence for the Autonomy and Personal Initiative
 To act with initiative and personal creativity.
 To develop the social abilities.

9.1.3. Criteria for Marking and Minimal Achievement

In order to get a positive mark, the students must, at least partially, achieve the main
criteria presented above, since these criteria have different levels of achievement. However,
in order to have a clear reference, the minimal criteria to achieve will be that:
 The pupil shows a respectful and tolerant attitude in the classroom.
 The pupil understands the most basic words and structures used in the classroom.
 The pupil participates in the classroom tasks.

In the case that some of our pupils obtain a negative mark, as recuperation mechanism,
we will bear in mind these minimal criteria and they will also have further practice and
reinforcement of the basic words and structures of this Unit. The cyclical approach and the
continuous global evaluation allow us to assess their progress and to review contents
throughout the school year.

9.1.4. Evaluation Instruments

In this programme, every activity performed in class is considered to be a potential

means of evaluation (task-based approach). However, in every unit, some activities are handed
in for the teacher to correct. The nature and the amount of these activities vary depending on
the circumstantial needs; for example, they could consist of an evaluation worksheet, a
composition or any other activity in which more than one skill is required.

Self-evaluation and Co-evaluation are important instruments of evaluation in this

syllabus. The students often evaluate their own performance (self-evaluation sheets), each
other’s activities (i.e. dictations, information-gap activities, etc) or vote their favourite
performance of a task (i.e. presentations, songs, comic/story writing, etc).

In a task-based approach, the main instrument of evaluation is the final task, carried out
at the end of every unit. The performance of the final task requires displaying the knowledge
learned through every unit in an active way. Generally, it involves using several skills,
methods and strategies. Therefore, it constitutes an extensive source of information for both
teacher and students.

The sequence of didactic units along the year includes a series of revision and
assessment units. These units are designed to evaluate the students’ progress in the medium
term. It is in these units when most of the curricular modifications are more likely to be shaped
attending to the results obtained. These units will include a formal test in which the most
important aspects of the previous units can be assessed.

The teacher keeps record of the students’ progress in a diary that contains an
individual file for every student. The issues to be registered in the diary are both objective

72
and subjective, including, among other data, the teacher’s evaluation on the students and the
students’ self-evaluation.

9.1.5. Portfolio and Self-assessment Checklist

As we have mentioned above (see Methodology chapter), in the designing of the present
teaching programme, we have taken into account some o the novelties introduced by more
recent regulations as the Common European Framework of Reference for Languages and
R.D. 1513/2006, which is the use of the European Language Portfolio in our daily class
activity.

The Portfolio is a document designed by the Common European Framework of

Languages, in which those who are learning or have learned a language can record and
reflect on their language learning and cultural experiences. In this document we will reflect
what our students can or can not do using English as a Second Language. In order to do so,
and also as a self-assessment work, we will provide our students with different checklists
(as we can see in the appendixes) where they can tick what they have learnt in every unit
taking into account the different points:
 Understanding: Listening and Reading
 Speaking: Spoken interaction and Spoken production
 Writing

9.1.6. Evaluation Sequencing

The types of evaluation to be carried out within this Programme are the following:
 Diagnostic Evaluation (Initial): its main aim is to get information about the students’
previous knowledge, focusing both on what they know and also in the way they have
learnt it. It will be carried out at the beginning of the academic year and in every
teaching unit. Diagnostic evaluation provides a starting point and guidelines for remedial
action and prevention of possible problems.
 Formative Evaluation (Continuous): it is the type of evaluation that is inherent to the
teaching practice. The teacher is explicitly or implicitly assessing the performance of the
students and, what is more important, acting as a facilitator and a model or guide
throughout their learning process. The aim of the formative evaluation is to report the
student on his/her position with regard to their own learning process. This refers both to
the product (what the student has learnt) and to the process (how the student has learnt).
 Summative Evaluation (Final): it takes into account the result of the learning process
as a whole, both in terms of products and processes. This type of evaluation will be
developed at the end of every teaching unit and at the end of every term. Last, the final
assessment at the end of the academic year will be a summative and global evaluation of
the attainments achieved in the course.

9.2. Teaching Process Evaluation

The teacher regularly takes notes about the successes and failures of this syllabus, as
well as the adjustment and appropriateness of the strategies employed, taking into account the
students’ opinions. Although these opinions normally take place on an oral way, they are
confirmed through the syllabus evaluation sheets handed out at the end of each trimester. The

73
notes are collected in the teacher’s diary and they cover all the essential aspects of the
syllabus. The teacher presents the analysis of the notes described above in the Final Report
(Memoria) and discussed with other colleagues of the cycle.

The reflection on the ideas proposed will be a source of information for future changes
and modifications on the part of the teacher in order to suit the educational needs of the
students.

6.1 Definition: Evaluation, Assessment and Grading

Taking into account Royal Decree 1631/2006, LEA 17th November 2007 and Decree
231/07, the evaluation of students' learning process in secondary education will be
continuous and differentiated according to the different subjects of the curriculum. Teachers
will take into account the elements of the curriculum when evaluating. The acquisition of the
basic competences and achievement of aims will be a basic referent in the process of
evaluation. If the progress of the student is not adequate in the process of continuous
evaluation, educative reinforcement will be provided. Teachers will evaluate not only the
learning progress of students but also their own teaching practice.
Evaluation is defined as an act of monitoring students' progress. Students, following
Krashen's monitor hypothesis, should be involved in the process of monitoring. According
to this hypothesis conscious learning is available to the learner only as a monitor by
planning, checking and correcting the acquired system. In this process three conditions must
be fulfilled: the learner knows the rule, the learner is concerned with correction, and there is
time to operate it.
Assessment is a dynamic means to getting information which consists of taking data
(diagnosis). It is recommended to monitor the learner´s progress and his/her learning process
through observation and the use of portfolio (record of achievement) by the teacher. We
should also consider the formative aspect of assessment, using tests or tasks to know their
progress and get a “feedback” to reorientate the objectives, contents and methodology,
departing from the idea of a dynamic assessment rather than using static tests. Grading is a
way of quantifying students' progress using a scale as reference.
Evaluation comes as a consequence of the process of assessment, it implies valuing,
judging and getting an objective (not subjective) conclusion of what is the process of
learning and how is it going on our students.
Evaluation is formative, it informs, not deforms, and there are three types of
evaluation: the students' self-evaluation, a continuous and a summative evaluation.
The students' self-assessment deals with their learning process and with the objectives
they have achieved. Students should be given the opportunity to reflect on their learning and
self-assess their progress. The systematic use of students’ self evaluation is one of the
innovations introduced by the Spanish Reform (1990) in which students' self evaluation is

74
considered as essential for the correct functioning of schools. When students have the
opportunity to reflect on their work, they become more responsible, they pay more attention
to the learning activities and carry them out with more enthusiasm. Students can reflect
about their attitudes, interest, participation and other aspects of their behavior in the Fl
classroom. The self-evaluation process will help students to understand and accept their
achievements and the grades they are given by the teacher.

Continuous evaluation focuses on the students' progress. It goes back in the FL

curriculum aims at the end of the stage. To facilitate the process of evaluation four basic
dimensions should be contemplated: oral/written communication, reading, learn to learn and
socio-cultural aspects. The teaching/learning process of FL understands that learning
development follows a principle of learning continuum; everyday observation fulfils the
process in that concrete communicative context. It is also called formative evaluation
because the main concern is the control of the teaching/learning process (and not the final
results). Some useful techniques for this type of evaluation are observing the students at
work, analyzing their school work, suggesting tasks in which the students have to apply
concepts and procedures already studied, oral/written quizzes or assignment of mini-
projects.
Summative evaluation deals with the competences, contents and objectives set up for the
whole academic year. It is traditionally associated with gradation. It refers to the moment of
the learning process in which students are placed. They are not placed in a scale
passed/failed (except when promotion is required).

6.2 Evaluation in the national curriculum

According to Royal Decree 1631/2006 the evaluation criteria for FL for the third
year of secondary education are grouped in:
Language awareness:
Understand general and specific information, the main gist and some relevant data in oral
texts and audiovisual media.
Understand general information and all relevant data in written authentic texts identifying
communicative intentions.

Socio-cultural awareness:
Identify important cultural aspects of the countries where the Fl is spoken. Point out
differences and important features of their customs and norms, appreciating this diversity
with a positive attitude.
Abilities:
Write, guided by the teacher, different texts showing interest about lexis, structures,
cohesion and coherence to make it comprehensible.
Identify, use and explain orally different strategies, in order to progress in the learning
process.
Participate in simulations and conversations related to common daily topics making use of
language conventions and strategies to solve problems of interaction.
Learning to learn:

Using consciously the knowledge acquired about the linguistic system of the foreign
language as an instrument for self-evaluation and self-correction.

75
 Identify, use and explain orally different strategies, in order to progress in the learning
process.

6.3 Evaluation in our syllabus

The basic tools for evaluation will be the didactic and revision units, evaluating our
planning and tools and instruments for students' evaluation.
Every didactic unit follows a principle of self-contained system. We will evaluate,
get data through different assessments from the simple daily observations to the written and
oral texts about the students' progress in that concrete and communicative context.
Revision units are created to group different communicative contexts and help our
students to revise, reuse, recycle information from previous didactic units (lexical, socio-
cultural, procedural use) revision units are as well adequate to orientate summative
evaluation but not to grade necessarily students in a scale. They value a 40% of the mark,
while Didactic units will be a 60% of the mark; this will allow students who were not able to
pass the unit to have another opportunity and pass it in the revision unit test. This will help
students to re-catch up with the rhythm of the class, recycle, and retake the subject if
necessary.
Another form of evaluation will be the final tasks included in each of the units,
where we will be able to check our students’ understanding of the contents of the unit, the
way they work in groups and their creativity and originality. This will be included in the
evaluation of the class work.
Evaluating our planning:
It is necessary to evaluate the teaching and learning process and the results obtained.
Testing final outcomes may have a limited value if we do not control the learning processes
by which the outcomes where achieved. The English curriculum should satisfy students'
needs and interests, the objectives and contents should be adequate and fulfil relevant
contents; activities and tasks, and teaching and learning resources ought to be satisfactory
and finally the methodology must be satisfactory as well.
The text book is often the main source of information. Along with other materials it
should fulfil several criteria: appearance, syllabus contents and objectives, teaching units,
connection with the students' needs and interests, cross curricular transfer, variety of
activities, motivational effect, revision contents, creative exercises, phonetic aspects, reading
texts and exercises… Other materials such as the Digital Board should present sound
quality, adequate speed and motivational effect. The teacher´s performance can also be
evaluated, encouraging us to reflect on our teaching and improve areas where we may be
weak.

Tools and instruments:

Tests should include items which are related to the course objectives (oral and
written ones and also receptive and productive ones). As the objectives are related to the
sub-competences that integrate the concept of proficiency adopted, there is a clear
connection between proficiency, syllabus objectives and contents and item types. This
connection should be taken into account when preparing classroom tests, in which
information about students' linguistic, socio-linguistic, socio-cultural, procedural and
strategic competence should be given.
One of the main tools for evaluating our students will be revision units which will
allow a summative evaluation; In addition, we can use different tools in order to assess our
students' progress: interviews, speeches, questionnaires, debates, role plays and other
important tool is direct observation. Interviews are organized conversations with the aim of

76
understanding behaviour or to solve a problem. It can also be used to get information about
students or to advice them. Some important features of an interview are its flexibility, the
fact that it allows teachers to get information not only about students, but also about their
personal environment and about their past; another feature is that it provides a relaxed
atmosphere, which will be essential to encourage students’ sincerity. Questionnaires provide
teachers with information about any topic; it consists of several questions about a concrete
problem or educative situation. Questionnaires can be useful to know about students
personality, their problems, professional interests, education in values etc. Systematic
observation consists in selecting and observing a concrete behaviour in our students; this
behaviour must be spontaneous and provide information about attitudes that the students
might not be conscious of.
Some instruments to use when assessing students are a classroom diary, students'
diary, teacher's diary, students' workbook, students' notebook or portfolio. There are
different kinds of tests: Discrete-point tests which focus on accuracy rather that fluency;
Integrative tests, which focus on fluency and mix different oral and written communicative
skills; Proficiency tests are normally summative tests; Norm-reference tests allow students
and teachers to know in which percentage of the class the student´s mark is placed; and
finally, Criterion reference tests are found in a scale. Other materials that can be useful are
songs, questionnaires, interviews, games, flashcards, stories, worksheets, etc.
The grading system in our syllabus will give a 60% to contents, within this 60% a
40% will be given to unit tests, and a 60% will be given to term tests. The exam of the
graded reader will be included as another unit test. In order to grade Didactic and Revision
units we will do a test for every unit and then another test in the revision units which will
include the preceding topics. The exams of the didactic units will be 60% of the mark and
the exams of the Revision units will be 40% of the mark, this will give students who need to
re-catch up some previous failed didactic unit another opportunity to pass it at the end of
each term:

o Contents: 60% of the evaluation.

 Didactic units tests (average mark): 60 % of the contents.
 Revision units tests: 40 % of the contents.
o Class work (bringing the material, final tasks, working in class, punctuality,
participation, using English in the class, speaking tests, direct observation)
20% of the evaluation.
o Homework (tasks, projects, volunteer work...): 20% of the evaluation.

Evaluation of the basic competences in our didactic units:

We saw that competences refer to the set of skills, knowledge and attitudes adequate to
the context which every pupil must achieve at the end of the stage for his/her personal
development and fulfilment, and so for active citizenship, social integration and
employment. In this section we reflect the way of evaluating those competences in our
didactic units.

Linguistic competence
This competence is worked and evaluated through all the units, as we are constantly
asking students to listen to talks and dialogues, read, write and speak about different topics,
to ask for and give information, to use adequately the grammatical forms of every unit and
to pronounce correctly.

77
 Competence in interaction with the physical world
This competence will be evaluated in the final task of unit 7, in which they have to
create a guide of their town, and will have to check distances from one place to another as
well as describe each of the venues of the guide. The competence in interaction with the
physical world will also be evaluated in the final task of unit 11, Easter eggs’ hunting, in
which they have to move around the school looking for the different clues we have left
around the school. Unit 14 deals with famous monuments and constructions, students will be
asked to compare height and size.

Digital competence and treatment of information

Through all the units students will be asked to use the internet to obtain information,
type tasks, participate in the class’ blog, visit web pages and of course work with the IWB.

Social and civic competence

We will evaluate this competence through direct observation, as one of the goals in
every unit is related to the development of an attitude of respect towards their classmates,
towards other cultures, customs, forms of art, nature, and so on.
In all the units they will have to work in pairs or in groups, this way we give them the
opportunity to learn from others and to respect other’s opinions, reach agreements, respect
turn taking.

Cultural and artistic competence

As we mentioned before, the final tasks are totally open, the teacher will be a guide or
mediator for the students but they are completely free to modify them and give their own
ideas, as originality and creativity will be positively evaluated.

Learning to learn competence

This competence will also be evaluated through direct observation of our students’
capacity to interpret reality, express opinions, create hypothesis, and understand feelings and
emotions. We will also check it through the reflection on their own learning, the use of
strategies, decision making and problem solving which stimulate autonomy and self-
confidence when using the target language.

Autonomy and personal initiative

We will evaluate not just the compulsory exercises but also voluntary work, tasks and
activities that students do by themselves.

EVALUATION CRITERIA 4TH PRIMARY

1. Get overall and specific information from oral texts related to classroom
activities with the help of linguistic elements
2. Read and grasp specific information from varied simple texts about
known topics
3. Participate in classroom activities and oral interactions about known
topics in communicative situations which are related to their needs,
listening attentively.
4. Write shorts texts about daily and known situations with the help of a
model and using when necessary new technologies

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5. Use forms and structures of the foreign language that have different
aspects of stress, rhythm and intonation in different communicative contexts
and in a significant way
6. Use learning to learn strategies: asking for clarification, observe models,
use of diccionaries and searching and retrieving information
7. Show curiosity and interest towards people that speak the foreign
language
8. Identify custumes and celebrations of the countries where the foreign
language is spoken

.7. Evaluación

La evaluación se entiende como parte integrante del proceso de enseñanza y aprendizaje y tiene
como función obtener información para tomar decisiones, reflexionar, planificar y reajustar la
práctica educativa para mejorar el aprendizaje de todos los escolares. En este sentido, la evaluación
no se centra en la medición de rendimientos, ni puede entenderse como responsabilidad exclusiva
de cada maestro o de cada maestra. De ahí que sea tan importante adoptar, como se ha señalado
anteriormente, en el Proyecto curricular acuerdos comunes para toda la etapa y concretarlos en el
ciclo.

Estos acuerdos son un referente imprescindible que el profesorado habrá de considerar para
garantizar que las actividades de evaluación incluidas en las unidades didácticas guarden
coherencia con dichas decisiones.

Las actividades de evaluación no deben diseñarse al margen del proceso, sino que se situarán en el
mismo marco de referencia que las actividades de aprendizaje, de modo que sean coherentes con
el proceso de enseñanza y permitan informar al alumnado sobre su propio progreso. En este
sentido, las actividades propuestas para el aprendizaje deben ser tomadas como referencia para la
evaluación, siempre que en estos momentos se pongan en práctica estrategias e instrumentos de
cuyo uso el profesorado pueda extraer datos y conclusiones.

También se podrán establecer actividades específicas de evaluación cuando sea preciso obtener
informaciones que, tal vez, quedan diluidas, o no suficientemente explícitas, en el resto de las
actividades diseñadas.

Al incorporar las actividades de evaluación de manera natural y sistemática a lo largo de todo el

desarrollo de la unidad didáctica, se está evitando también cierta disociación que puede darse entre
el qué enseñar y evaluar, ya que por medio de la evaluación quedan enfatizados ciertos contenidos
que muchas veces están en la declaración de intenciones, pero sobre cuya adquisición no se
devuelve al alumnado ningún tipo de información, como ocurre, en ocasiones, con los contenidos de
actitudes.

La información que se deriva de la evaluación servirá al docente para reajustar el proceso de

enseñanza y al niño para ir tomando conciencia de su progreso.

A continuación se indican algunas orientaciones que pueden ser útiles a la hora de caracterizar la
evaluación durante el proceso de elaboración de las unidades didácticas:

Es importante planificar actividades de evaluación que permitan al profesorado conocer cuáles son
los conocimientos previos del alumnado en relación a los contenidos que se van a trabajar, lo cual
servirá tanto para, a partir de este punto, comenzar a trabajar sobre la Unidad didáctica, como para
cerciorarse de que es factible lograr los objetivos programados a partir de los mencionados
conocimientos previos del alumnado o, en caso contrario, para reajustar la Programación.

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Es fundamental, de igual modo, que se determinen los requisitos previos para que el alumnado
pueda trabajar adecuadamente una determinada Unidad didáctica, requisitos que, en general, son
de carácter muy funcional y conectan sobre todo con procedimientos y actitudes. En consecuencia,
si el alumnado carece de ellos será preciso trabajarlos, diseñando actividades que se lo permitan.

Al diseñar los instrumentos de evaluación hay que tener presente que éstos han de hacer referencia
a los contenidos nucleares, incorporando sólo para determinados alumnos o alumnas otras
actividades de carácter complementario. En cualquier caso, siempre habrán de estar directamente
vinculados con aquellos aspectos de la unidad didáctica que han sido trabajados en el aula.

Las actividades e instrumentos de evaluación han de ser lo más diversos posibles y llevarse a cabo
a lo largo del desarrollo y finalización de toda unidad didáctica, mediante recursos como:
observación directa, cuaderno de trabajo, pruebas escritas (abiertas, cerradas y múltiples), etc.

De cara a evaluar el diseño de las unidades, hay que considerar:

 Si las unidades recogen las capacidades que se ha decidido desarrollar en el ciclo, es decir,
si guardan coherencia con los objetivos.
 Si en las unidades se establece una secuencia de aprendizaje adecuada (se acota el tema,
se parte de las ideas previas de los alumnos, se comparten los objetivos de aprendizaje, se
realiza un plan de trabajo, se prevé la actividad reflexiva por parte del alumnado ... ).
 Si las actividades permiten distintos ritmos en su ejecución y por tanto grados diferentes de
desarrollo de capacidades.
 Si los recursos didácticos y las situaciones de aprendizaje programadas (materiales
elaborados por el profesorado, libros de texto, trabajo por talleres, en rincones, salidas
extraescolares, etc.) guardan coherencia con los acuerdos de orden metodológico por los
que se ha optado.
 Si existe una presencia equilibrada de los diferentes tipos de contenidos (conceptos,
procedimientos y actitudes).
 Si la unidad prevé instrumentos de evaluación que permitan al profesorado obtener
información sobre el proceso de sus alumnos y alumnas y sobre el proceso de enseñanza, y
al alumnado reflexionar sobre su propio aprendizaje.

La propuesta de unidades didácticas que finalmente componga la Programación promoverá, a

través de un desarrollo planificado de las mismas, la construcción del conocimiento a partir de
secuencias de aprendizaje que permitan ir adquiriendo hábitos, consolidando destrezas, elaborando
nociones, ampliando contextos .... para lograr, en definitiva, el desarrollo equilibrado de todas las
capacidades del alumnado.

Cada unidad didáctica conviene que sea programada por el conjunto de profesores y profesoras que
atiende a un mismo nivel, a partir de los acuerdos que se han tomado previamente en el equipo de
ciclo. No obstante dichas unidades han de ser suficientemente flexibles para que, en su puesta en
práctica, puedan realizarse las modificaciones necesarias que un determinado grupo demande.

Por último, otra cuestión que hay que tener en cuenta a la hora de evaluar es la percepción del
propio alumnado sobre los nuevos conocimientos adquiridos, sobre el esfuerzo empleado para ello.
Programar y desarrollar actividades de autoevaluación no sólo le permitirá al profesorado realizar
una evaluación más completa de los procesos de enseñanza y aprendizaje, sino que, además,
contribuirá a que el alumnado vaya adquiriendo recursos que le permitan la autocrítica y valoración
de su actividad escolar, afianzando así la autonomía y la capacidad de aprender a aprender.

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 1. EVALUATION

9. 1. General Aspects of Evaluation.

Every teaching-learning process is incomplete without a consistent system of

evaluation which offers a clear and reliable vision to all the agents involved about the
degree to which the objectives have been acquired and, above all, about which aspects need
to be improved, re-structuring or changing whatever is necessary. This is why we say that
evaluation in education must be formative and flexible.

In the area of English as a Foreign Language, the goal of evaluation will be to check
the communicative competence of our students, in order to which a series of objectives have
been developed (see section 4. Objectives) which will give shape to our evaluation criteria.
Taking into consideration the integrative and differentiating character of our educational
system as reflected in the R.D. 1467/2007 our evaluation has a continuous character in
order to detect any difficulties on time and help our students to solve them in order to let
them carry on with their learning process. Also, it is necessary to observe our students daily
in order to demand different levels of achievement from each of them. In relation to this
sensibility towards our classroom’s diversity and its reflection on evaluation, some minimal
evaluation criteria will be common for all our students to pass the subject. Besides, we will
establish the evaluation of the reinforcement programme followed by two of our students.

Recalling the recommendations of our Andalusian legal framework in the Order of

August 5th 2008, it is also pertinent to define evaluation criteria of the acquisition of basic
competences.

We will try to transmit our students these views on evaluation for them to see it as a
compromise towards improvement rather than as additional pressure or judgement. In fact,
they will self-evaluate themselves and the teacher’s work by means of the Portfolio, as I
have already explained, promoting their implication in the process. To be coherent with our
principles, we, as teachers, must also carry out a self-evaluation of our teaching work as
well as of our teaching programme.
9.2. Learning process evaluation.
9.2.1. Evaluation Criteria

Together with the specific criteria for each didactic unit, I will now list a selection of
the most relevant evaluation criteria, based on the achievement of the objectives proposed,
in order to have a global vision of the students’ progress throughout the year. These
evaluation criteria are a concretion of the ones included in the legal framework established
by RD 1647/2007 and the Order 5th August 2008, referring to the development of the
communicative competence through the use of the linguistic skills in the classroom.

B1/ B2- COMMUNICATIVE SKILLS

(Listening, Speaking and Talking, Reading and Writing)

We will check if the student is able to:

o speak and interact with a considerable fluency and accuracy, both in spontaneous and
in planned oral speech, applying communication strategies to understand and be
understood and adapting register and style to practical communicative situations
worked in class (informal conversations, narration of events, giving advices, making

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 suggestions, making an interview, summarising and commenting plots of films,
series and books, requesting and giving directions, etc.)
o understand global and specific information of oral texts about a variety of up-to-date
topics, belonging to authentic media, in different registers and accents.
o plan consciously a written production using techniques for this purpose and produce
structured different types of written texts (informal and formal letters and e-mails,
argumentative essays, book reviews, etc.) showing coherence and cohesion,
vocabulary and grammar learnt in class and spelling correction.
o read and understand different types of written texts in an autonomous way, using
reading strategies (predicting, understanding implicit information, first-sight reading
or deducing from the context), including literary works in English.

B3 – LINGUISTIC KNOWLEDGE AND LEARNING REFLECTION

Students should be able to:
o consolidate and acquire new vocabulary about up-to-date topics, including word
formation processes such as derivation, compounding, borrowings, neologisms,
colloquial words, etc.
o consolidate previously learnt grammar and extend their structures in order to
understand more complex speech and express themselves more accurately.
o recognize the vowels and consonants in the English phonological system, as well as
suprasegmental features (rhythm, stress and intonation) and try to put it into practice.
o apply learning techniques for each of the skills and for vocabulary acquisition.
o use autonomously and effectively different resources to learn, both bibliographic
(books, dictionaries) and related to ICTs (online dictionaries, encyclopaedias, the
class’ blog, social networks, media in English etc.)
o use self-evaluation strategies, mainly by means of the Portfolio.
o take advantage of the learning opportunities both inside and outside the classroom,
for example, real-life interaction with native speakers, extracurricular and
complementary activities, etc.

B4- SOCIOCULTURAL ASPECTS AND INTERCULTURAL AWARENESS

We will verify that our students are able to:
o assess the importance of sociolinguistic and pragmatic aspects in the process of
foreign language learning.
o recognize the most relevant sociocultural aspects of English-speaking societies.
o respect other cultures’ traditions and values and establish similarities and differences
with our own culture, showing a sense of criticism.
o acknowledge the importance of learning a foreign language to improve academic and
professional opportunities and for personal enrichment and intellectual development.

9.2.2. Descriptors of the development of Basic Competences

If we claim to be contributing to the acquisition of the eight basic competences contem-

plated in the LOE, it is necessary to establish some evaluation criteria that certify the devel-
opment of these in our students. Therefore, at the end of the school year, I will also check if
students are able to:

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C1. Competence in linguistic communication
 communicate both orally and in written form in English and in Spanish in a fluent,
accurate and respectful way.
 use the language to organise their knowledge (by means of listening to explanations,
asking, reading, researching, taking notes, making diagrams, etc.)
 exploit the language in order to train their social abilities and to establish bonds with
their classmates.
C2. Mathematical competence
 use mathematical data and procedures for daily-life purposes, such as telling the time or
the date, expressing proportions, quantities, orienting themselves in space, etc.
C3. Competence in the knowledge and interaction of the physical world
 understand and express information about nature in our region, the environment,
farming, industry, tourism, sustainable development, health, sports, etc. and participate
in outdoor activities in our area.
C4.Digital competence and treatment of information
 search for information, select, classify, analyse and interpret it by using the different
ICTs available.
 use ICTs to expand their linguistic competence and in general, their knowledge on any
area, and to communicate with teachers, classmates and other learners and teachers
around the world.
C5. Social and civic competence:
 work in collaboration with others in a tolerant way and solve conflicts dialogically.
 know and fulfil their responsibilities as student and as citizen and vindicate their rights in
a critical, responsible way.
C6. Cultural and artistic competence
 become acquainted with important works of art of English-speaking countries and of
other parts of the world.
 develop their own creativity and artistic expression and appreciate the works by others
and their tastes.
C7. Competence in learning to learn:
 apply strategies to learn languages and reflect on their importance to continue learning
this foreign language and any other/s outside the school
 show reading and study habits necessary for this and for every subject at their stage and
recognize which learning strategies work better with themselves.
C8. Competence for the autonomy and personal initiative
 engage in cooperative work, manage time and resources effectively, show abilities for
initiative-taking and creativity, being coherent to the own principles and criteria, solve
problems in a constructive way and self-evaluate themselves.

9.2.3 Minimal achievements

Our aim is that students achieve the objectives at their most, that is to say, that the
evaluation criteria mentioned above are fulfilled within a considerable framework of
progress and performance, depending on individual capacities and circumstances. However,

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in order to be transparent and fair, we have established some minimal achievements that
every student must attain in order to have a positive mark.
• The student understands and tries to use the basic structures and vocabulary of the
unit.
• The student delivers all the activities and homework done at the end of the unit.
• The student participates in class activities.
• The student elaborates his/her Final Task as it is required.
• The student gets at least half of the total mark of the Final Test of every unit.
• The student shows a respectful and cooperative attitude in class.

9.2.4. Evaluation sequencing and instruments

Once set the main evaluation criteria, it is time to fix what types of evaluation we are
going to carry out and, accordingly, when these are going to take place.

- Initial evaluation: its aim is to check the students’ previous knowledge and motivation
to determine the point of departure to teach the new contents. At a general level, it will
take place at the beginning of the academic year with an initial test and the portfolio
biography, together with the warm-ups at the beginning of every session.

- Formative/ continuous evaluation: it has a self-feeding character, in the sense that it

provides both the teacher and the learner with information about the learning process and
it also makes possible that the student advances. Since this is the most complete and
complex part of evaluation, a series of instruments will play a role in it:
 By means of observation we will take record of the learners’ daily progress in the
Teacher’s Diary, with evaluation sheets for each session, unit and term. These
annotations will reflect their performance in class activities in relation to each of
the skills. Also, we will include annotations about the final task’s elaboration
process and result and their mark in the Final Test, as well as their general
attitude and participation
 The Portfolio, which they will fill in, will also provide us with valuable
information about their daily work and general progress.
 Oral and written tasks evaluation sheets will be used to assess the students’
performance either in class activities or final tasks.

- Final evaluation: although a final evaluation makes no sense isolated from continuous
evaluation, it is necessary to measure the final performance of students in order to
improve or change those aspects in which the learning process has not been satisfactory,
as well as to give them positive reinforcement. This final assessment’s indicators will be
their performance in Final Task and in the Final Test and their self-assessment on the
Portfolio. Also, particular evaluation sheets will be used to measure their performance
in each term’s Oral Test and in the writing tasks. Regarding Final Tasks, we will
evaluate them as ordinary oral or written tasks, that is, with the same evaluation sheets
and criteria.

In consistence with our idea of a continuous evaluation, not every term’s evaluation
will have the same weight for the final mark of the year. Therefore, we have established the
following proportion:

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 FIRST TERM SECOND TERM THIRD TERM

20% of the final mark. 30% of the final mark. 50% of the final mark.

9.2.5. Reinforcement programmes and re-taking measures

As it was explained in the Attention to Diversity section, there are two students in our
group who follow a reinforcement programme in order to help them achieve the minimal
objectives in the year and level their communicative competence up.
In general, the objective will be for them to get a positive average mark at the end of
the term according to the criteria for marking, because our evaluation is continuous.
However, for these students it is obligatory to do the reinforcement activities in the class’
blog; in addition, they will be given further worksheets on specific contents or skills that
they need to improve. Also, they may have to re-make a unit’s Final Task if the result is not
minimally satisfactory
If the final term mark is not positive, they have the opportunity to re-take in the
subsequent terms (see the value of each term above in the Evaluation Sequencing section).
We will try to adapt ourselves to their needs at any time, and it may happen that one
of these students reaches a point when they do not need a reinforcement programme any
more. If, with the time, they prove to achieve the minimal requirements of the unit, we will
gradually reduce the load of reinforcement work.
It may be the case that, at the end of the year, a student’s final average mark is not
positive. In this case, they will have the option of a re-taking exam in September in which
they will have to show a minimal management of the contents learnt along the year. In order
to prepare this exam, they will be provided with summer activities and they will be offered
advice on training and practice books and other resources.

9.2.6. Criteria for marking

The following criteria for marking will be applied for each of the evaluation
instruments:

EVERY Notebooks and Final Task*: Final Test: Portfolio: Attitude and
UNIT homework: 30% 40% 5% participation:
20% 5%

EVERY +
TERM Oral Task or test, which will count as part of the Final Test’s mark.

*The Final Task is compulsory in every unit in order to get a positive mark.
9.3. Teacher and Teaching Programme Evaluation

Evaluation, as we have already explained, can not only focus on the learner’s
performance and progress, but also on the teacher’s work and, in extension, on the teaching
programme itself in order to improve, add or eliminate whatever activity, procedure or
dynamics which does not give the expected results.
As a teacher, I will take notes on the Teacher’s diary about my daily work and also
I will fill the Teaching Evaluation Sheet in the course of every unit, where the evaluation

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of this Teaching Programme is also contemplated. Apart from that, the students’ opinions
will be accounted for orally every day and, more specifically, through their Portfolio section
devoted to assess the teacher’s work.
All the evaluation documents mentioned in this section can be found in the Appendix
IV.

3.6.2. Evaluation resources

3.6.2.1. Evaluation criteria

Evaluation criteria established by the curriculum for the fifth grade of elementary
education in the area of foreign language, arranged into four main sections:
comprehension and production (expression and interaction) of oral and written
texts, are:

 Block 1. Listening comprehension

- Knowing and applying the most proper basic strategies for the
comprehension of meaning, essential information or main ideas of the text.

- Identifying sociocultural aspects and basic, concrete and significant

sociolinguistic aspects on everyday life (habits, schedules, activities,
celebrations), living conditions (housing, environment), interpersonal
relationships (family, friendship, school), behaviour (frequent gestures, use of
voice, physical contact) and social conventions (rules of courtesy), and
applying these acquired skills to a better understanding of the text.

- Identifying meaning, essential information and main ideas in brief, simple

oral texts in a standard language, with the use of simple structures and
common vocabulary, articulated clearly and slowly and transmitted orally or
with the use of technology, on common and specific issues related to the
student's own experience, needs and interests in predictable everyday
contexts or those related to immediate needs areas in the personal, public
and educational levels, as long as the acoustic conditions are favourable and
do not distort the message, and as long as the message can be heard again
and visual aids or clear contextual references exist.

- Discerning the main communicative goal of the text (e.g. a request for
information, an order, or an offer), and basic speech patterns (e.g. the
beginning and ending of a conversation, or the ideas of a narrative sketch).

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 - Recognizing the most common meanings associated with the basic
syntactic structures of oral communication (e.g. interrogative structure to
demand information).

- Recognizing a limited high frequency oral lexicon related to everyday

situations and common and specific topics related to the student's own
experiences, needs and interests, and using indications of context and
information in the text to get an idea of the probable meanings of unknown
words and expressions.

- Discriminating basic patterns of sound, stress, rhythm and intonation and

recognizing the meanings and general communicative intentions involved.

 Block 2. Oral production: expression and interaction

- Knowing and applying basic strategies to produce brief, simple monologic or

dialogic texts, using, e.g., formulas and prefabricated vocabulary or
memorized expressions, or using gestures to support expression.

- Knowing sociocultural aspects and basic, concrete and significant

sociolinguistic aspects, and applying that knowledge to produce proper
speech, respecting the most basic communicative conventions.

- Interacting in a very basic way, using very simple linguistic or non-verbal

techniques (e.g. gestures or physical contact) to initiate, maintain, or end a
short conversation, fulfilling the main communicative goal of the text (e.g.
greetings, congratulations, exchanges of information).

- Participating in a simple and clear manner in brief conversations that

require a direct exchange of information on areas of immediate needs or on
very familiar topics (self, surrounding environment, people, places, objects
and activities, tastes and opinions) in a neutral or informal way, using simple
phrases and sentences of frequent use, usually isolated or linked with basic
connectors, although sometimes the pronunciation may not be very clear,
pauses and hesitations may be evident and repetition, paraphrase and
cooperation of the interlocutor may be needed in order to maintain
communication.

- Being understood in short simple statements, although hesitations,

repetitions or pauses may occur in order to rearrange speech.

- Dealing with basic syntactic structures although basic errors may still be
committed in a systematic manner, e.g. verb tenses or concordance.

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 - Knowing and using a limited high frequency oral lexicon related to everyday
situations and common and specific topics related to the student own
interests, experiences and needs.

- Articulating, usually clearly but with an obvious influence of the first or other
languages, a very limited repertoire of patterns of sound, stress, rhythm and
basic intonation, adapting them to the communicative function to be
performed.

 Block 3. Written comprehension

- Knowing and applying the most proper basic strategies for the
comprehension of meaning, essential information or main ideas of the text.

- Identifying sociocultural aspects and basic, concrete and significant

sociolinguistic aspects on everyday life (habits, schedules, activities,
celebrations), living conditions (housing, environment), interpersonal
relationships (family, friendship, school), behaviour (frequent gestures, use of
voice, physical contact) and social conventions (rules of courtesy), and
applying these acquired skills to a better understanding of the text.

- Identifying the subject, general meaning, main ideas and specific

information in brief and simple texts, both in print and in digital form, in a
standard language and using a high-frequency vocabulary, and in which the
subject and the type of text are very familiar, of everyday use or immediate
needs, as long as what has not been understood can be read again, a
dictionary can be consulted, and visual and contextual support can be
counted on.

- Discerning the main function or communicative functions of the text (e.g. a

greeting, request of information, or an offer) and a limited repertoire of their
most common exponents, as well as basic speech patterns (e.g. opening and
closing of a letter, or points of a schematic description).

- Recognizing the most common meanings associated with the basic

syntactic structures typical of written communication (e.g. interrogative
structure to demand information).

- Recognizing a limited high frequency oral lexicon related to everyday

situations and common and specific topics related to the student's own
experiences, needs and interests, and inferring from the context and
information in the text the most probable meanings of unknown words and
expressions.

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 - Recognizing basic punctuation marks (e.g. period, comma) and common
symbols (☺, @, €, $, ₤), and identifying the meanings and general
communicative intentions related.

 Block 4. Written production: expression and interaction

- Knowing and applying basic strategies to produce brief and simple texts,
e.g. copying very common words and phrases for the communicative
functions pursued.

- Knowing concrete and significant sociocultural and sociolinguistic basic

aspects (e.g. conventions about opening and closing of a letter to
acquaintances) and applying the knowledge gained on them to produce a
context-appropriate written text, following the basic rules of courtesy.

- Producing, on paper or in digital form, brief and simple texts composed of

simple isolated phrases, in a neutral or informal manner, using basic spelling
conventions and major punctuation marks in an accurate way, to talk about
the student's own self, his immediate environment and aspects of everyday
life, in familiar and predictable settings.

- Accomplishing the main communicative goal of the written text (e.g. a

greeting, an exchange of information, or an offer), using a limited repertoire
of the most frequent exponents and basic speech patterns (e.g. start and
farewell greetings for the closing of a letter, or a narrative sketch).

- Dealing with basic syntactic structures (e.g. linking words or groups of words
with basic connectors like "and", "then", "but", "because"), although basic
errors may still be made in a systematic way, e.g. in verb tenses or in
consistency.

- Knowing and using a limited high frequency written lexicon related to

everyday situations and common and specific topics related to the student
own interests, experiences and needs.

- Applying graphic patterns and basic orthographic conventions for writing

reasonably accurate words or short phrases that are commonly used in
speech, but not necessarily with a fully standardized spelling.

3.6.2.2. Measurable learning standards

Learning standards in this course have been arranged into four main sections: oral
and written comprehension and production (expression and interaction). These are
the following:

 Block 1. Listening comprehension

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 - Discerns the meaning and some specific details of simple advertisements
for products of interest (games, computers, music, clothes, etc.).

- Understands public announcements and messages containing instructions,

directions or other information (e.g. numbers, prices, schedules, in a sports
arena, in a department store).

- Understands what is said in simple routine transactions (daily routines,

instructions, directions, requests, feedback on class assignments, etc.).

- Understands oral texts of an informative nature, and being able to extracts

global information and specific data from them.

- Identifies the topic of a simple, predictable conversation on familiar topics

that takes place in their own presence, in a real public space or in a
simulation.

- Discerns changes of topic and infers the meaning of television shows or

other audiovisual material in their area of interest (e.g. where young people
or celebrities are interviewed) on familiar topics (e.g. favourite clothes, sports
or popular music, etc.).

 Block 2. Oral production: expression and interaction

- Makes short, simple presentations which have been previously prepared and
rehearsed, on familiar topics or topics of interest for the student
(introductions; giving basic information about him/herself, his/her family and
class, listing the main activities of daily life; describing briefly and simply
his/her room, favourite menu, the outward appearance of a person;
presenting a topic of interest (favourite singer or music group) or saying what
he/she likes and does not like using simple structures).

- Unfolds with relative ease in simple, real or simulated everyday situations

(e.g. making an introduction at a party).

- Answers accordingly in communicative situations (greetings, simple

questions, requesting or offering an object, expressing likes/dislikes, current
action, the place where something is located, etc.).

- Takes part in conversations face-to-face or with the use of technology

(phone, Skype), in which social contact is established (thank you, hello,
goodbye, addressing someone, apologizing, introducing oneself, inquiring
about the status of someone, congratulating someone), exchanging personal
information and related to everyday affairs, expressing feelings, offering
something to someone, borrowing something, etc.

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 Block 3. Written comprehension

- Understands essential information and locates specific information in

simple informational materials such as menus, schedules, catalogues, price
lists, advertisements, telephone directories, advertisements, travel
brochures, etc.

- Understands short, simple correspondence (emails, postcards and cards)

that deals with familiar issues such as, self, family, school, leisure time, the
description of an object or a place, the date and place of an appointment, etc.

- Understands the essentials of short and well structured stories as long as

the image and the action lead to great part of the argument (adapted
readings, comics, etc.).

- Understands the essentials of short news and articles in children's

magazines that deal with topics that are familiar or of interest (sports, music,
computer games).

 Block 4. Written production: expression and interaction

- Writes a personal correspondence using a short and simple model

(messages, notes, postcards, emails, chats and SMS) for the purpose of
giving thanks, congratulating someone, making an invitation, or talking about
oneself and the immediate environment (family, friends, hobbies, daily
activities, objects, places).

- Develops simple narratives by referencing previously used structures and/or

templates.

- Writes, based on a model, short informative texts about previously studied

topics.

3.6.2.3. Competence evaluation rubric

In Annex I of this paper we include a template called Competence Evaluation

Rubric, for each unit and for the whole course, which allows us to assess the
degree of acquisition of basic competences, indicating the qualification level that
the student acquires.

In the heading, each of the basic competences is noted, followed by their

breakdown into indicators. The template for each unit includes only the skills and
indicators that have been specifically developed in that unit; however, in the
template for overall evaluation we include all competences and their indicators.
When evaluating rubrics, it is recommended to grade, firstly, each of the indicators

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or those in which the teacher has focused, thus obtaining an overview of the
competence for subsequent evaluation.

In the evaluation process, we have identified five levels of qualification, and for their
record we advise using the following ordered qualitative scale from lowest to
highest: Inadequate (IN): Failed; Sufficient (SU): Low scoring achieved in all areas,
Good (BI): Average scoring, Notable (NT): high scoring, and Outstanding (SB):
Achieved fully. In order to set the qualification criteria, these levels should be
applied to detailed evaluation criteria for the area of foreign language.

In order to evaluate students, teachers need a range of tools that will allow them to
get specific data. In the template we suggest the most suitable instruments for
obtaining such data, such as: observation, written tests, oral tests, class notebook,
portfolio. The teacher can modify the template by replacing or including other
instruments that he/she has used.

Indicators where basic competences have been broken down, which are included
in the template, and allow us to demonstrate the competences of students in this
subject and this course, are indicated below:

1. Competence in linguistic communication (CL)

Indicators
CL1. LISTENING
CL1.1. Hearing and understanding simple instruction sequences or directions given by the teacher or
obtained via mechanical means.
CL1.2. Discerning meaning in various oral texts in different communication settings
CL1.3. Identifies specific information in various oral texts in different communication settings
CL1.4. Having a general understanding and extracting specific information from short and simple situations,
with repeated watching of the audiovisual file.
CL1.5. Hearing and discriminating sounds.
CL2. SPEAKING
CL2.1. Making good use of pronunciation, rhythm, intonation and accentuation in different contexts.
CL2.2. Producing simple speech.
CL2.3. Formulating brief statements, saying or reading aloud to the class short texts made by the student
himself.
CL3. TALKING
CL3.1. Uses basic structures inherent in the foreign language in different communicative contexts
significantly.
CL3.2. Establishing daily and familiar conversations on known topics in settings where communication is
predictable.
CL4. READING
CL4.1. Capturing the gist of simple texts.
CL4.2. Finding explicit information in texts on various topics of interest.
CL4.3. Making straightforward inferences in the comprehension of various texts on topics of interest.

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CL4.4. Reading texts on various topics of interest.
CL5. WRITING
CL5.1. Writing in a foreign language from previously studied models.
CL5.2. Producing written content addressing the recipient and purpose of the text.

2. Mathematical, scientific and technological competence (FCTC)

Indicators
CMCT1. Sorting the recorded data according to a classification criterion.
CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or
chart.
CMCT3. Relating certain activities of life with proper functioning of the body.
CMCT4. Identifying different species of living beings.
CMCT5. Recognizing the process of scientific experimentation.

3. Digital Competence (CD)

Indicators
CD1. Searching, collecting and organizing information in a digital format.
CD2. Using information and communication technologies to test and verify information.
CD3. Using digital media for learning a foreign language.

4. Learning to learn (AA)

Indicators
AA1. Using several strategies for learning to learn, such as monolingual and bilingual dictionaries.
AA2. Using several responsive or interactive strategies to solve communication problems.
AA3. Valuing the use of foreign language as a learning tool.

5. Social and civic competences (SC)

Indicators
SC1. Taking part in conversations on familiar topics in settings where communication is predictable.
SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the
right to speak.
SC3. Valuing the use of foreign language as a means of communication with other people, and displaying
curiosity and interest towards people who speak the foreign language.
SC4. Identifying the customs of countries where foreign language is spoken.

6. Sense of initiative and entrepreneurship (SIEE)

Indicators
SIEE1. Searching, collecting and organizing information in different formats.
SIEE2. Enjoying the reading of age-appropriate texts, displaying a positive attitude towards reading.

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SIEE3. Use simple strategies for the planning and monitoring of work.

7. Cultural awareness and expression (CEC)

Indicators
CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the
foreign language is spoken.
CEC2. Identifying some of the traditions of countries where the foreign language is spoken.
CEC3. Using artistic techniques in projects or papers.
CEC4. Taking place in the development of group musical compositions using various musical and/or scenic
resources.

3.6.3. Evaluation items

There is a relationship between different elements of the curriculum that are

involved in the evaluation process: evaluation criteria, learning standards and basic
competences and indicators. We present these items in the table below, in an
arrangement of four blocks: comprehension and production (expression and
interaction) of oral and written texts.

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ITEMS OF EVALUATION:

Block 1: Listening comprehension

CC
Learning standards Evaluation criteria Indicators - Competences
BB
Captures the Knowing and applying CL CL1.1. Hearing and understanding
SC simple instruction sequences or
general meaning the most proper basic directions given by the teacher or
CD obtained via mechanical means.
and specific strategies for the CE
details of simple comprehension of C CL1.2. Discerning meaning in
advertisements meaning, essential AA various oral texts in different
communication settings
for products of information or main
interest. ideas of the text. CL1.3. Identifies specific
information in various oral texts in
different communication settings
Understands Identifying sociocultural
public aspects and basic, CL1.4. Having a general
understanding and extracting
announcements concrete and significant specific information from short and
and messages sociolinguistic aspects simple situations, with repeated
watching of the audiovisual file.
containing on everyday life (habits,
instructions, schedules, activities, CL1.5. Hearing and discriminating
sounds.
directions or celebrations), living
other information. conditions (housing, SC1. Taking part in conversations
on familiar topics in settings where
environment), communication is predictable.
Understands interpersonal
what is being relationships (family, SC2. Respecting basic rules of
conversation, such as listening
said in simple friendship, school), and looking at the speaker,
conversations. behaviour (frequent respecting the right to speak.

gestures, use of voice, SC3. Valuing the use of foreign

Understands language as a means of
physical contact) and
oral texts of an communication with other people,
social conventions (rules and displaying curiosity and
informative interest towards people who speak
of courtesy), and the foreign language.
nature, and being
applying these acquired
able to extracts SC4. Identifying the customs of
skills to a better countries where foreign language is
global
understanding of the spoken.
information and
text. CD1. Searching, collecting and
specific data from organizing information in a digital
them. Identifying meaning, format.

essential information and CD2. Using information and

Identifies the
main ideas in brief, communication technologies to
topic of a simple, test and verify information.
simple oral texts in a
predictable
standard language, with CD3. Using digital media for
conversation on learning a foreign language.
the use of simple
familiar topics
structures and common CEC1. Displaying curiosity and
that takes place interest in learning about the
vocabulary, on common people and culture of countries
in their own
and specific issues. where the foreign language is
presence, in a spoken.

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 CC
Learning standards Evaluation criteria Indicators - Competences
BB
real public space Discerning the main CEC2. Identifying some of the
traditions of countries where the
or in a simulation. communicative goal of foreign language is spoken.
the text, and basic
Discerns AA2. Using several responsive or
speech patterns. interactive strategies to solve
changes of topic communication problems.
and inferring the Recognizing the most
AA3. Valuing the use of foreign
meaning of common meanings language as a learning tool.
television shows associated with the basic
or other syntactic structures
audiovisual typical of oral
material in their communication.
area of interest.
Recognizing a limited
high frequency oral
lexicon related to
everyday situations and
common and specific
topics, and using
indications of context
and information in the
text to get an idea of the
probable meanings of
unknown words and
expressions.

Discriminating basic
patterns of sound,
stress, rhythm and
intonation and
recognizing the
meanings and general
communicative
intentions involved.

Block 2: Oral production: Expression and interaction

CC
Learning standards Evaluation criteria Indicators - Competences
BB
Makes short, Knowing and applying CL CL2.1. Making good use of
pronunciation, rhythm, intonation
simple basic strategies to SC and accentuation in different
SI
presentations produce brief, simple contexts.
EE
which have been monologic or dialogic

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 CC
Learning standards Evaluation criteria Indicators - Competences
BB
previously texts. AA CL2.2. Producing simple speech.

prepared and CE
C CL2.3. Formulating brief
rehearsed, onKnowing sociocultural statements, saying or reading
familiar topics oraspects and basic, aloud to the class short texts made
concrete and significant
topics of interest.
by the student himself.

sociolinguistic aspects, CL3.1. Uses basic structures

Unfolds with and applying that inherent in the foreign language in
relative ease in knowledge to produce different communicative contexts
significantly.
simple, real or context-appropriate
simulated speech. CL3.2. Establishing daily and
everyday familiar conversations on known

situations. Interacting in a very topics in settings where

communication is predictable.
basic way, using very
Responds simple linguistic or non- SC1. Taking part in conversations
accordingly in verbal techniques to on familiar topics in settings where
communication is predictable.
communicative initiate, maintain, or end
situations. a short conversation. SC2. Respecting basic rules of
conversation, such as listening
Takes part in Participating in a simple and looking at the speaker,
respecting the right to speak.
conversations and clear manner in brief
face-to-face or conversations that SC3. Valuing the use of foreign
with the use of require a direct language as a means of
communication with other people,
technology, exchange of information and displaying curiosity and
where social on areas of immediate interest towards people who speak
contact is needs or on very familiar the foreign language.

established, topics, in a neutral or AA2. Using several responsive or

personal or other informal way, using interactive strategies to solve
information is simple phrases and communication problems.
exchanged, sentences of frequent
SIEE3. Use simple strategies for
feelings are use. the planning and monitoring of
expressed, work.
something is Being understood in
CEC4. Taking place in the
offered of short simple statements,
development of group musical
borrowed, etc. although hesitations, compositions using various
repetitions or pauses musical and/or scenic resources.
may occur in order to
rearrange speech.

Dealing with basic

syntactic structures
although basic errors
may still be committed in
a systematic manner,
e.g. verb tenses or

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 CC
Learning standards Evaluation criteria Indicators - Competences
BB
concordance.

Knowing and using a

limited high frequency
oral lexicon related to
everyday situations and
common and specific
topics.

Articulating a very
limited repertoire of
patterns of sound,
stress, rhythm and basic
intonation, adapting
them to the
communicative function
to be performed.

Block 3: Written comprehension

CC
Learning standards Evaluation criteria Indicators - Competences
BB
Understands Knowing and applying CL CL4.1. Capturing the gist of simple
SC texts.
essential the most proper basic
CD
information and strategies for the CL4.2. Finding explicit information
SI
locating specific comprehension of EE
in texts on various topics of
interest.
information in meaning, essential AA
simple information or main CE CL4.3. Making straightforward
informational ideas of the text. C inferences in the comprehension
C of various texts on topics of
material. M interest.
Identifying sociocultural
CT
Understands aspects and basic, CL4.4. Reading texts on various
short, simple concrete and significant topics of interest.

correspondence sociolinguistic aspects SC3. Valuing the use of foreign

that deals with on everyday life, living language as a means of
familiar issues. conditions, interpersonal communication with other people,
and displaying curiosity and
relationships and social interest towards people who speak
Understands the conventions, and the foreign language.
essentials of applying these acquired
short and well skills to a better
SC4. Identifying the customs of
countries where foreign language
structured stories understanding of the is spoken.
as long as the text.
image and the CD1. Searching, collecting and

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 CC
Learning standards Evaluation criteria Indicators - Competences
BB
action lead to Identifying the subject, organizing information in a digital
format.
great part of the general meaning, main
argument. ideas and specific CD2. Using information and
information in brief and communication technologies to
Understands the simple texts, both in print test and verify information.

essentials of and in digital form, in a CD3. Using digital media for

short news and standard language and
articles in using a high-frequency
children's vocabulary.
magazines that
deal with topics Discerning the main
that are familiar function or
or of interest. communicative functions
of the text and a limited
repertoire of their most
common exponents, as
well as basic speech
learning a foreign language.
SIEE1. Searching, collecting and
organizing information in different
formats.
SIEE2. Enjoying the reading of
age-appropriate texts, displaying a
positive attitude towards reading.
AA1. Using several strategies for
learning to learn, such as
monolingual and bilingual
dictionaries.

patterns. AA3. Valuing the use of foreign

language as a learning tool.
Recognizing the most
common meanings CEC1. Displaying curiosity and
interest in learning about the
associated with the basic people and culture of countries
syntactic structures that where the foreign language is
are typical of written spoken.
communication.
CEC2. Identifying some of the
traditions of countries where the
Recognizing a limited foreign language is spoken.
high frequency oral
CMCT3. Relating certain activities
lexicon related to
of life with proper functioning of the
everyday situations and body.
common and specific
CMCT4. Identifying different
topics, and inferring from
species of living beings.
the context and
information in the text CMCT5. Recognizing the process
of scientific experimentation.
the most probable
meanings of unknown
words and expressions.

Recognizing basic
punctuation marks and
common symbols, and
identifying the
meanings and general
communicative

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 CC
Learning standards Evaluation criteria Indicators - Competences
BB
intentions related.

Block 4: Written production: Expression and interaction

CC
Learning standards Evaluation criteria Indicators - Competences
BB
Writes a Knowing and applying CL CL5.1. Writing in a foreign
SC language from previously studied
personal basic strategies to models.
CD
correspondence produce brief and simple SI
using a short and texts. EE
CL5.2. Producing written content
addressing the recipient and
simple model for C purpose of the text.
the purpose of Knowing concrete and M
giving thanks, significant sociocultural CT SC3. Valuing the use of foreign
and sociolinguistic basic AA language as a means of
congratulating CE communication with other people,
someone, aspects and applying and displaying curiosity and
C
making an the knowledge gained interest towards people who speak

invitation, or on them to produce a the foreign language.

talking about context-appropriate CD1. Searching, collecting and

oneself and the written text. organizing information in a digital
format.
immediate
Producing, on paper or
environment. CD2. Using information and
in digital form, brief and communication technologies to
Develops simple simple texts composed test and verify information.

narratives by of simple isolated

CD3. Using digital media for
referencing phrases, in a neutral or learning a foreign language.
previously used informal manner, using
structures and/or basic spelling SIEE1. Searching, collecting and
organizing information in different
templates. conventions and major formats.
punctuation marks in an
Writes, based on accurate way, to talk SIEE3. Use simple strategies for
the planning and monitoring of
a model, short about the student's own work.
informative texts self, his immediate
about previously environment and CMCT1. Sorting the recorded data
according to a classification
studied topics. aspects of everyday life,
criterion.
in familiar and
predictable settings. CMCT2. Representing data about
facts and objects of everyday life
using the most proper graph, table
Accomplishing the
or chart.
main communicative
goal of the written text, AA1. Using several strategies for
learning to learn, such as
using a limited repertoire

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 CC
Learning standards Evaluation criteria Indicators - Competences
BB
of the most frequent monolingual and bilingual
dictionaries.
exponents and basic
speech patterns. AA3. Valuing the use of foreign
language as a learning tool.
Dealing with basic
CEC3. Using artistic techniques in
syntactic structures, projects or papers.
although basic errors
may still be made in a
systematic way, e.g. in
verb tenses or in
consistency.

Knowing and using a

limited high frequency
written lexicon related to
everyday situations and
common and specific
topics related to the
student own interests,
experiences and needs.

Applying graphic
patterns and basic
orthographic
conventions for writing
reasonably accurate
words or short phrases
that are commonly used
in speech, but not
necessarily with a fully
standardized spelling.

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1. Gives short and simple presentations, that have been previously prepared and rehearsed, about
everyday topic or subjects in which they are interested (introduce themselves or other people; give basic
information about themselves, their family and their class; their favourite meal; the appearance of an
object or an animal, say what they like and don’t like) using simple structures.

2. Understands the essential information and can locate specific information in simple informative
material such as menus or posters.

3. Participates in conversations either face-to-face or by technical means that allow them to see the face
and gestures of the speaker in which they establish social contact (saying thank you, hello and goodbye,
addressing someone, apologising, introducing themselves, congratulating someone), exchange personal
information (name, age, etc.), express feelings, etc.

4. Understands the main points of brief news and youth magazine articles that are about familiar topics or
subjects that interest them (animals, sports, musical groups, computer games).

8. LA EVALUACIÓN

Al entender la evaluación como parte esencial del proceso de enseñanza-aprendizaje, la

utilizaremos como un instrumento que nos guía en la acción docente, detectando los
progresos, dificultades y buscando formas de intervención ajustadas a las necesidades
concretas de cada alumno y alumna.

La evaluación que llevaremos a cabo con respecto al proceso de enseñanza-aprendizaje,

será continua y constará de los siguientes momentos:

Evaluación inicial, con objeto de conocer el punto de partida.

Evaluación formativa, con objeto de conocer los logros y dificultades en el mismo

momento de producirse.

Evaluación sumativa, con objeto de conocer el nivel alcanzado al término de cada

momento de enseñanza-aprendizaje.

Para la recopilación de información de esta evaluación continua, se utilizarán distintas

estrategias:

- Observación sistemática del alumnado.

- Seguimiento de los trabajos realizados, tanto individuales como colectivos.
- Comprobación de la participación que llevan a cabo los alumnos en el proceso de
enseñanza-aprendizaje.
- Diálogo directo de los alumnos, en general o de forma particular.
- Instrumentos de evaluación (ver abajo).

Los instrumentos de evaluación

Los instrumentos de evaluación que presenta el curso ayudarán al profesorado a realizar una
evaluación continua, que le permitirá evaluar el proceso y no sólo los resultados, y una
evaluación formativa, que le permitirá conocer los progresos de los alumnos y de las
alumnas atendiendo a los objetivos fijados. También le darán la oportunidad de modificar
su actuación en caso necesario.

Existen unas hojas de evaluación del progreso de los alumnos. En ellas el profesor apunta el
progreso de cada niño en las cuatro destrezas y en su actitud con respecto al inglés, unidad
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por unidad. Asimismo, en la Guía Didáctica se recomienda al profesorado que dedique un
tiempo a cada niño trabajando con ellos individualmente o en pequeños grupos,
aprovechando el rato que los niños tienen para realizar las actividades individuales.

En el Activity Book, al final de cada unidad, existe un apartado para que el alumnado
compruebe si recuerda el lenguaje principal de la unidad y autoevalúe su progreso.

Para evaluar el grado de consecución de objetivos obtenido por los alumnos y alumnas
durante el curso, se podrán hacer altos en el camino y hacer uso de los cuatro Progress tests,
que cubren las unidades 1-2, 3-4, 5-6 y 1-6. . Estos controles se encuentran en el Cuaderno
de evalucaión. Los resultados de estos tests se considerarán un dato más, y no único, dentro
del proceso de evaluación.

Criterios de evaluación

Captar el sentido global de textos orales breves, relacionados con la vida del alumno y su
entorno inmediato, en los que aparezcan elementos previamente aprendidos, que estén
contextualizados, y con la ayuda de repeticiones, mímica y gestos. (Se trata de que el
alumno pueda aprender textos orales sobre temas como los colores, la clase, la familia, los
números, felicitaciones, la comida, las ropas y los animales).

Identificar detalles, previamente solicitados, en textos orales referidos a temas trabajados en

clase y llevar a cabo, en las actividades del aula, instrucciones sencillas dadas por el
profesor. (Se trata de que el alumno extraiga de un mensaje oral algunos detalles relativos a
los temas trabajados, aunque haya partes del mensaje que no capte con precisión).

Reproducir rimas, retahílas, canciones infantiles muy breves y entendiendo el sentido de las
mismas. (Se pretende evaluar si la pronunciación, ritmo y entonación de los alumnos se va
acercando a los niveles aceptables, pero no de una forma mecánica, sino comprendiendo lo
que reproduce).

Producir, en el ámbito de la clase, mensajes orales breves relacionados con los contenidos
trabajados en clase, participando en intercambios comunicativos sencillos con los demás.
(Se trata de conocer los mecanismos que utilizan los alumnos para poner en práctica los
conocimientos trabajados en clase).

Extraer informaciones globales y específicas de textos escritos breves que traten sobre
temas familiares al alumno, con un vocabulario y estructuras lingüísticas muy sencillas, y
mostrar la comprensión mediante una tarea específica. (Con este criterio se pretende evaluar
la comprensión escrita de los alumnos tanto a través de actividades de tipo lingüístico como
no lingüístico).

Producir textos escritos muy breves, adaptados a las características de la situación y a la

intención comunicativa, en los que se reflejen contenidos trabajados en clase. (Evaluaremos
la capacidad del alumno para redactar descripciones breves, diálogos, etc., respetando las
características del código escrito).

Reconocer algunos rasgos socioculturales de los países de habla inglesa en los contenidos
trabajados en clase. (Se pretende comprobar si los alumnos son capaces de relacionar los
materiales trabajados en clase con el medio social y cultural de los países a que pertenecen).

9. CRITERIOS DE PROMOCIÓN

Mínimos exigibles.
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(El departamento detallará aquí, de entre los anteriormente propuestos, los contenidos
desglosados en conceptos, procedimientos y actitudes que considere imprescindible que
hayan sido asimilados por los alumnos y las alumnas al final del curso o del ciclo)

10. CRITERIOS DE CALIFICACIÓN

(El departamento describe aquí el proceso utilizado para llegar al la calificación de cada
alumno y alumna: por ejemplo el porcentaje que se asigna a las pruebas, controles, el
trabajo en clase, cómo y cuándo se refleja la autoevaluación del/de la alumno/a etc.)

9. EVALUATION

In our Autonomous community of Extremadura, Decree 83/2007 of April, 24, regulates

the process of evaluation in CSE. In this respect, evaluation must be developed for both
the learning and teaching processes and it must be a process characterised by being
continuous, formative, systematic, flexible, integrative and focused on the different
subjects. The Evaluation Process has the following aims:
 To know the point of departure for the components of the process.
 To facilitate the development of an educational action that is adapted to the context
and its features obtained from the previous information.
 To follow the evolution of the development and learning of the students.
 To make the appropriate decisions to adapt our teaching practice to the needs and
achievements of the students and the features of the context.
9.1. Learning process evaluation

9.1.1. Evaluation criteria

The evaluation criteria can be defined as the standards of reference upon which the
degree of learning of every student in particular and of the group in general is measured.
According to the curricular document of the Regional Government of Extremadura, the
evaluation criteria for a specific subject should be the main reference to assess both the
acquisition of basic competences and the achievement of the objectives.
Here are the assessment criteria for the English language subject in the 3rd year of CSE
in our Autonomous Community:
1. To understand general and specific information, the main idea and some important
details of oral texts about known and common topics, and of simple messages
broadcasted clearly by audiovisual means.
2. To participate in conversations and short simulations related to usual and interesting
situations and with several communicative goals, using the proper conventions of the
conversation and the necessary strategies to solve the difficulties during the interaction.
3. To understand the general information and all the important details related to writing
texts of different lengths, both real and abridged, and to distinguish the facts from the
opinions and to be able to identify the author’s communicative aim.
4. Guided writing of different texts, using ICTs and other resources, taking care of the
vocabulary, the structures and some cohesion and coherence elements to clearly state
the connection of ideas and make them understandable to the reader, using the right
spelling and punctuation rules.
5. To use in a conscious way the linguistic knowledge obtained from the learning of the
foreign language in many different communicative contexts and as a means of self

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checking and self evaluation of our own oral and writing output and as a way to
understand other people.
6. To identify and explain orally the different strategies used to advance in the learning
process.
7. To use the ICTs in a progressively autonomous way to search for information, create
texts out of examples, to send and get emails and to establish personal relationships both
by speaking and writing and to show interest for their usage.
8. To identify and assess in a critical way the most outstanding cultural, social,
historical, geographical and literary aspects of the countries where the foreign language
is spoken. To point out the most meaningful customs, rules, attitudes and values of the
society whose language we are studying and to show a positive assessment of cultural
patterns different to our own.
In our scheme of work, on the grounds of the criteria defined on the official document,
and according to the context and the characteristics of our students, we can adapt these
objectives into these specific criteria:
1. To understand oral instructions, warnings, dialogues or brief presentations in real or
simulated situations, dealing with everyday topics, such as leisure, likes and dislikes,
personal experiences, classroom organization, etc., using context and the speaker’s
attitude as tools.
2. To understand the general and specific ideas of oral texts from the media in a
standard variety of English with a standard pronunciation.
3. To participate in oral conversation by using communicative strategies adequate to
understand and express oneself, in order to express likes, needs, feelings, ask for and
give information, give opinions, tell experiences and to describe objects, places and
people.
4. To understand different types of written texts (narrative, descriptive,
argumentative texts) on topics of general interest o related to other curricular subjects,
by applying previously known reading strategies and new ones, such as identifying the
topic by means of textual and para-textual elements, or inferring meaning from suffixes
or prefixes, by the position of the word in speech, the origin of the word, and its
similitude with words from other languages.
5. To assess the ability to read autonomously: books, items of news, instructions,
explanations, descriptions, of a certain length, in different supports and different
communicative intentions: to ask for and give information for the execution of a
specific task, to learn contents from other areas, to read for pleasure and entertainment.
6. To communicate by means of written messages, in order to show opinion, formulate
hypotheses and ideas, to summarize and compose information. To initiate themselves in
elaborating and reviewing drafts and choosing an adequate register. Texts will show a
simple syntax, easily comprehensible, and limited vocabulary, though adequate to the
context. Spelling and punctuation will be correct. The texts will be related to the direct
communicative needs of students, as well as to their usual intentions. Clear, neat and
ordered presentation will be assessed in all written output, as well as the ability to use
digital resources in order to elaborate and hand in texts.
7. To apply the student’s knowledge on the linguistic system in an increasingly
autonomous way, to reflect on the need of formal correction wo as to allow for
comprehension of their own output and those from others. To promote the reflection on
their own learning process, stimulating the autonomy to use and continue learning the
foreign language, fostering personal initiative and the contributions from other
languages.
8. To use strategies in order to analyze their own progress and to reflect on their own
learning; use of strategies to store, memorize and review vocabulary; increasingly
autonomous use of dictionaries, and bibliographical, digital and online resources;
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analysis and reflection on the use and meaning of different grammatical forms, by
means of comparing and contrasting them to those of the languages he/she knows;
conscious use of learning opportunities both inside and outside the classroom, and use
of self-correction strategies, admitting knowledge as an essential part of the learning
process.
9. To use ICT as tools for communication and learning in usual classroom activities,
and to establish personal relationships by means of them, both written and oral. To
search, analyze, organize and understand information and to integrate it previous
knowledge maps with a critical, autonomous, efficient and responsible attitude,
choosing and using the best available data and sources. To appreciate linguistic
diversity as an enriching element, as well as the importance of the foreign language, and
to try to use in all possible contexts.
10. To identify some significant and characteristic traits of the culture of the foreign
language speaking countries in oral and written texts; to describe them in a simple, clear
way and to show respect toward the values and norms of other peoples, in order to
overcome bias and stereotype.
9.1.2. Evaluation sequencing
Three types of evaluation will be carried out in this programme:
- Initial evaluation: Students will take a diagnostic test at the beginning of the year
with a series of activities based on contents and skills treated by the English Language
subject in the 2nd year of CSE. Its core will not be computed for this course, since it has
exclusively and informative function, which serves to get to know the students´ level
both individually and in the class group. Furthermore, every didactic unit will be opened
by a brainstorm game, which allows us to measure students´ previous knowledge and
the learning progress.
- Formative evaluation: It is the type of evaluation that is inherent to our teaching
practice. We are explicitly and implicitly assessing the performance, the behaviour, and
attitude of the students in every single lesson. So, we know if our students are learning
the contents or not and if we should modify our teaching practice.
- Summative evaluation: this evaluation takes into account the result of the learning
process as a whole. So, it will be developed at the end of every teaching unit and at the
end of every term.
9.1.3. Evaluation instruments
In this programme, every activity performed in class is considered to be a potential
means of evaluation. Therefore, different instruments will be used:
- Performance in the final task: Every didactic unit has a final task which is
carried out at the end of every unit. The performance of this final task requires
displaying the knowledge learned through every unit in an active way.
Generally, it involves using several skills, methods and strategies. Therefore, it
constitutes an extensive source of information for both teacher and students.
- Self-assessment checklists in the portfolio: students use these checklists to
record what they think they can do regarding speaking, listening, reading and
writing at the end of every didactic unit. Besides, these self-assessment sheets
will be really useful for our teaching practice since students are asked for their
opinions about the final task, favourite lesson in the unit, culture, etc.
- Written tests at the end of each unit and at the end of the term to carry out
summative evaluation. These tests will include reading, listening, writing,
vocabulary and grammar exercises.
- Observation of attitudes and behaviour both inside and outside the classroom.
- Notebook and Workbook observation, including activities and explanations
carried out during the course: one revision per term. The completion of tasks and

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 activities in a clear, organised way, as well as correct written expression will be
taken into account.
- Projects: in every unit, some activities are handed in for the teacher to correct.
The nature and the amount of these activities vary depending on the
circumstantial needs; for example, they could consist of an evaluation
worksheet, a composition or any other activity in which more than one skill is
required.
 Daily observation file: we keep record of the students´ progress in an individual
file for every student in which we include students´ participation, grades,
behaviour, etc.
9.1.4. Criteria for marking
The English Department agreed with evaluating the students according to the
percentages presented:
- Tests: 50%
- Final task: 15%
- Classwork: 10%
- Attitude, participation and cooperation: 10%
-Portfolio: 5%
- Readers: 10%

9.2. Teaching process evaluation


 The teacher evaluates his/her own teaching practice, in relation to the
achievement of the educational objectives established by the curriculum, in order to
review and update the didactic scheme of work. Furthermore, each month a
Department session dedicates itself to a reconsideration of the Didactic programme,
making the proper adjustments. The teachers of the compatible departments are also
consulted about the Programme in order to coordinate the basic and related contents.
In January a study of the cumulative grades of all of the 3rd year of CSE is
performed, comparing the results of the different groups with the initial test. The
necessary adjustments are made to improve the processes so that the rhythm of
teaching is similar.
9.3. Retake planning

9.3.1. During the course

 The teacher will lead the student during the course so that he/she may
recover the knowledge negatively evaluated, with reinforcing exercises and different
recuperation tests. If the exercises and activities do not help to raise the grade and
the student reaches the end of the year without recuperating, the student should take
the extraordinary exam in September. A failed exam with a grade of four may be
compensated with two other exams with passing grades.
9.3.2. In September
 Except in an outstanding case, the student who fails in June will take the
test in September of all the subject matter with a written test, reminding the student
that the exam will consist of a relation of exercises and questions on the minimum
required information that figures into the programme. The highest grade in
September, except in the case of a justifiable outstanding situation, will be a five.
9.3.3. Students with pending subjects

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 For those students of the 3rd year of CSE that pass to the next year with a
failure in English, the teacher of this level must perform the necessary tests during
the course to evaluate a possible improvement.
 The students of the 3rd year of CSE with English pending from the 2nd
year do not have recuperation classes and must go to the Department of English to
receive instructions on how to retake.


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 8. EVALUATION

Evaluating states the degree of accomplishment of the objectives and intention

of the educational project. Evaluation is defined as “a teachers’ investigation
instrument that makes possible the collection of information to check students’
progress, analyse the teaching effectiveness or improve the pedagogical
intervention...”. Hence, the evaluation is a mechanism to assess the objectives,
procedures, methodology, attitudes and the learning results to obtain feedback from
the whole teaching-learning process and improve the educative development. The
student is the main character within the evaluation process, but other elements like
the objectives in the curricular project and the way they are applied also need to be
considered, since they affect directly or indirectly over the level of success of the
student.

The development of continuous evaluation, defined as an on-going process,

revolves around two key occasions and a whole process which are performed
repeatedly during the school year. They provide information about the state of the
learning process, the planning of content and content sequencing, the teacher’s
methodology and the results. Thus we can talk about initial evaluation, formative
evaluation and final evaluation.

These three types of evaluation are to be used by a teacher who wants to

control as many steps of his students’ learning processes as possible.

 Initial evaluation is a test or activity that on the one hand allows the instructor to
diagnose the previous knowledge of students; and on the other, it helps students to
anticipate the contents to be treated and the aims to be achieved, to update
knowledge, to plan their learning process and to get motivated. Initial evaluation
should be applied at the beginning of a new unit or any new learning stage. This
type of evaluation will also be indispensable to discern the diversity in the class-
group by the preliminary, rough identification of mixed ability. The detection of the
weaknesses and strengthenings of students in a variety of contents and levels of the
English language will set the average ability in the group contributing accordingly
to the identification of students with different levels of knowledge. These clues will
prove to be significant to outline the particular methodology in an individual
manner.

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 Formative evaluation: It is the assessment of the progress and difficulties of the
learning process of a student in particular and of the whole group in general, as a
means to detect whether the teaching plans may need any changes or adjustments.
The teacher should thoughtfully observe all objective behaviours and responses
from the students and all the surrounding elements which can be evaluated such as
attitudes, effort, discipline, work, interaction… Formative evaluation should be
carried out during the whole teaching-learning process by means of usual activities,
progress observation sheets, general participation, autonomous learning… We can
state that this stage is highly important to spot errors, stimulate autonomous
learning and improve the learning process.

 Final or summative evaluation: It consists in relating the key concepts, procedures

and attitudes worked on throughout the year to check the effectiveness of the
process. It is developed at the end of the learning process by taking into account the
two above evaluations. Final evaluation is aimed at identifying the progress made
by each individual and the whole class-group and the extent to which they are
acquired the objectives at the end of the year. In EFL it is expected to judge on all
linguistic, communicative and sociocultural contents which are directly related to
the general and to the EFL curricular objectives taking into consideration the
individual characteristics. It is operated after one or more didactic units and at the
end of the school years.

EVALUATION CRITERIA FOR THE THIRD YEAR OF CSE

Evaluation criteria can be defined as “indicators of the degree of achievement

of the general and foreign language objectives”. In the same way as contents, the
Royal Decree 1631/2006, December 29th defines evaluation criteria for the 3rd Year
of CSE around four areas:

Block 1. Listening, speaking and conversing:

 To understand general and specific information, the main idea and some relevant
details of oral texts on concrete and known subjects, and simple messages emitted
with clarity via audio-visual means.

 To participate in brief conversations and simulations, relative to habitual situations

or of personal interest and with diverse communicative aims, using the necessary
conventions and strategies to solve the difficulties during the interaction.

Block 2. Reading and writing:

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 To understand general information and all the relevant data in authentic and adapted
written texts of varied extension, differentiating facts and opinions and identifying,
in its case, the communicative intention of the author.

 To write in a guided form diverse texts in different supports, being taken care of the
lexicon, the structures, and some elements of cohesion and coherence to mark the
relation between ideas to make them comprehensible to the reader.

Block 3. Language awareness:

 To use of conscious form in varied contexts of communication, the knowledge

acquired on the linguistic system of the foreign language like instrument of self
correction and self evaluation of the own oral and written productions and to
include/understand other people's productions.

 To identify, use and explain orally different strategies used to progress in the
learning of the new language.

Block 4. Sociocultural aspects and Intercultural awareness:

 To use ICT in a progressively autonomous way to look for information, to produce

texts from models, to send and to receive messages via electronic mail and to
establish oral and written personal relations, showing interest in its use.

 To identify the most relevant cultural aspects of the countries where the foreign
language is spoken, indicating the most significant characteristics of the customs,
norms, attitudes and values of the society whose language is studied and show a
positive assessment of cultural patterns different from the own ones.

INSTRUMENTS OF EVALUATION

Evaluation will be the main instrument in order to measure what really

happens in the classroom, providing information to students (about their own
learning process so as to be able to correct it when necessary), to teachers (about
the efficiency of the methods used so as to adjust them to their particular needs and
about the effectiveness of the evaluation itself), and to those responsible for
designing the curriculum. The tools analyzing the degree of accomplishment of
the objectives are contingent of the element to be assessed:

Progress will be checked by means of all the activities carried out during the
whole course. Particularly, the progress on each skill will be assessed through tasks
on interpretation and production of messages where students can put into practice
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all their language knowledge and demonstrate their achievement. Given that
evaluation must assess students’ communicative ability rather than their knowledge
about specific formal aspects of the language, tasks where the four communicative
skills are integrated at the same time will be put forward as evaluation instruments
that collect the key components of the communicative competence.

The most important evaluation instruments for the teacher to assess students’
work will be:

1) ANALYSIS ON THE STUDENTS’ PRODUCTIONS: Speaking, listening,

reading and writing activities, evaluation sheets, progress checks, projects,
participation.

2) GENERAL TESTS: Diagnostic test, unit progress check, written and oral tests,
final test.

3) READING TESTS: Tests on compulsory readings, essays on voluntary readings.

4) CLASS BEHAVIOUR: participation, group interaction and effort, discipline.

In addition to these instruments, there are other tools that prove to be

considerably useful so as to analyse the degree of accomplishment of the work of
both students and teachers and even the good functioning of curricular objectives
and of the evaluation system itself:

STUDENTS’ SELF-EVALUATION: It is very instructive and motivating for

students to reflect on their own progress and effort after completing each unit. Self-
evaluation sheets assessing students’ progress in each linguistic layer and
communicative skill are also considerably helpful to highlight the development of
their interlanguage, spot areas of difficulty, encourage them to take responsibility
for their own learning and think over their autonomous learning process.

TEACHER’S EVALUATION: Teachers must also receive feedback on their

intervention in class to improve their teaching strategies, behaviour and
methodology. For this reason, the regular realization of anonymous questionnaires
so as to help the instructor perceive the weaknesses and strengths of his teaching
process, and consequently contribute to its overall improvement, is highly
recommended.

CURRICULAR OBJECTIVES EVALUATION: Evaluation must also be

applied to the degree of effectiveness and accomplishment of the curricular

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 objectives and contents. This implies that both the current Curriculum and the
School Curricular Project are susceptible to be modified in order to refine their
general contents in relation to students. Each school year will provide feedback to
improve the characteristics of the current Curriculum and its particular adaptation to
each educative centre in the School Curricular Project.

EVALUATION OF THE EVALUATION SYSTEM: The evaluation system

itself can also be the object of evaluation. In fact, the evaluation system must be
monitored to avoid any deviation from the objective assessment of the teaching-
learning process through the evaluation criteria. In order to assess the quality and
rigour of the evaluation system questions should be focused on the evaluation
criteria and their relationship with the objectives, their accomplishment, the
individual and group characteristics, etc.

(Annexe V)

1. EVALUACIÓN.

1.1. Actividades de evaluación:

 Realización y estimación de las diversas actividades y momentos de evaluación que se recogen a lo

largo de la Programación de la Unidad didáctica y que se integran en el desarrollo del proceso
educativo:
 Exploración de conocimientos previos.
 Let’s Review! del Practice Book: Look and fill in the blanks; Listen and check; Listen and write;
Complete the table; Read, draw and colour; Write the questions and complete the answers;
Answer the questions with complete sentences, que evalúa el progreso de los alumnos, el proceso
de enseñanza y la práctica docente realizados en la Unidad.
 Assessment 1 (Teacher’s Guide): Listen and write; Look, read and write; Complete the dialogue,
con actividades de evaluación para que cada alumno compruebe lo que ha aprendido o necesita
reforzar.
 Cumplimentación de los instrumentos de evaluación, que incluye un registro de evaluación
continua (Progress Report), realizado por el profesor para cada uno de los alumnos, que valora
Speaking, Listening, Reading, Writing, Participation, Assessment y Average.

 Respuesta adecuada a las preguntas y ejercicios de las diversas actividades de evaluación

relacionadas directamente con la adquisición y el dominio de los objetivos didácticos de la Unidad,
teniendo en cuenta los siguientes criterios de evaluación:
 Comprender y producir mensajes orales y escritos relacionados con:
- Identifying family members.
- Exchanging personal information.
- Talking about countries and nationalities.
- Exchanging information about location.
- Talking about free time and hobbies.
- Describing and comparing people.
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 - Describing what there is.
- Talking about past events.
- Talking about when and where you were born.
- Participar en juegos orales.
- Dar una respuesta activa a instrucciones orales sencillas.
- Hacer un juego en parejas y en pequeño grupo.
- Utilizar tareas de aprendizaje visuales, musicales, auditivas, lingüísticas,
cinestésicas e interpersonales.
- Practicar conversaciones cotidianas sencillas.
- Reconocer y dar órdenes de aula.
- Confirmar activamente, afirmando o negando, las funciones programadas
para la Unidad.
- Evaluar los conocimientos y habilidades adquiridos.
 Escribir, leer, reconocer y producir las palabras y expresiones programadas en la Unidad
didáctica: Greetings; Family members; Countries and nationalities; Parts of the house;
Frequency adverbs; Adjectives for appearance; Colours; Months of the year.
 Conocer y poner en práctica las estructuras y contenidos gramaticales siguientes: Present verb
‘to be’: am, is, are; Present simple: live / lives; Adverbs: always, sometimes; Comparatives;
There is / are; Past simple; Past verb ‘to be’: was / were; Where is / are …?; How often …?
 Reconocer y reproducir sonidos: La entonación de las palabras.
 Analizar y reconocer aspectos socioculturales de los países de lengua inglesa y compararlos con
los propios: Birthdays.

 En relación con el tema transversal de Educación multicultural:

 Manifestar interés por conocer otras culturas diferentes, con sus peculiares creencias,
instituciones y formas de vida.
 Mostrar actitudes de respeto y colaboración con grupos culturalmente minoritarios.

 Actitud receptiva, comportamiento adecuado y valoración positiva de resultados ante las actividades
encomendadas:
 Participación activa en clase.
 Respeto al profesor y a los compañeros de la clase.
 Interés por la mejora de la competencia comunicativa, tanto expresiva como comprensiva, oral y
escrita.
 Elaboración del Cuaderno de clase, en el que se recogen las actividades y trabajos de desarrollo
de la Unidad didáctica, que pueden ser realizados tanto en clase como en casa.
 Colaboración con los compañeros y compañeras para llevar a cabo el aprendizaje de manera
cooperativa.
 Cuidado de los materiales de clase.
 Resolución de las cuestiones que se plantean en las diversas actividades, ya sea de manera oral o
escrita.
 Presentación de las producciones escritas con precisión, claridad, corrección, orden y limpieza.
 Respeto y valoración del uso de otras lenguas.
 Interés por el trabajo y aplicación al mismo, valorando el aprecio del alumno por la correcta y
precisa realización de los ejercicios y actividades, así como el gusto por la presentación de los
trabajos de manera clara, ordenada, limpia y con ortografía correcta.

1.2. Procedimientos e instrumentos de evaluación:

 Procedimientos:

 Observación sistemática del trabajo y de la participación e integración del alumno en clase.

 Intercambios orales: Preguntas y respuestas a estímulos orales en clase, diálogos, breves
coloquios y debates.

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  Ejercicios específicos que respondan a los diversos objetivos programados en la Unidad
didáctica.
 Revisión, análisis y comentario de las actividades y trabajos realizados, recogidos en el
Cuaderno de clase y en ejercicios específicos.
 Prueba específica de evaluación de la Unidad didáctica.
 Autoevaluación.
 Coevaluación.

 Instrumentos:

 Ficha de registro personalizada, donde se anotan los resultados apreciados a partir de la

observación, el análisis de tareas, las intervenciones en clase y la corrección de los ejercicios y
del Cuaderno de clase individual del alumno.
 Pruebas orales.
 Producciones y pruebas escritas, que integran los resultados obtenidos en los ejercicios del
epígrafe Let’s Review! del Practice Book.
 Progress Report: Registro de evaluación continua para cada uno de los alumnos que realiza el
profesor al final de cada Unidad didáctica y que valora Speaking, Listening, Reading, Writing,
Participation, Assessment y Average, así como el resultado obtenido en los ejercicios del
epígrafe Let’s Review! del Practice Book y en el Assessment 1 del Teacher’s Guide y en
cualquiera otra prueba específica de evaluación.

CRITERIOS DE EVALUACIÓN Y
PROMOCIÓN
Entendemos la evaluación como un elemento fundamental e inseparable de la práctica
educativa, que permite recoger, en cada momento, la información necesaria para
poderrealizarlos juicios de valor oportunos que faciliten la toma de decisiones respecto
al procesode enseñanza-aprendizaje. Por tanto, no se puede circunscribir a un solo
aspecto o momento,sino que se debe extender a lo largo de todo el proceso educativo de
forma global y sistemática; por una parte, indicando qué objetivos se consiguen y cuáles
no, y, por otra, en qué grado de profundidad y dónde, cómo, cuándo y por qué se
producen los problemas o errores.
En cualquier caso, siempre es bueno tener presente qué debe ser la evaluación y cuáles
sus funciones, objetivos y modalidades más convenientes.
Concepto
Análisisde los datos cuantitativos y cualitativos recogidos en la puesta en práctica del
proyecto curricular, con el fin de tomar las decisiones que permitan su máxima eficacia.
Funciones
Diagnóstico: Información sobre la marcha del desarrollo del currículo, los alumnos y
las alumnas y los profesores y las profesoras.
Pronóstico: Avance de expectativas sobre qué puede ocurrir, para prevenir y
solventar problemas.
Adaptación: Acomodación de los diferentes métodos y recursos a los distintos ritmos
de aprendizaje de los alumnos y las alumnas, con miras a la máxima personalización del
proceso educativo.
Orientación: Guía, paso a paso, del camino que se debe seguir en cada momento del
desarrollo curricular.
Regulación: Facilitación y armonización de elementos personales, materiales y
funcionales para garantizar el grado de eficacia del desarrollo del currículo.
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Control: Certificación de la calidad y cantidad de los logros obtenidos.
Objetivos
Averiguar la necesidad, la viabilidad, la idoneidad, la oportunidad, el aprovechamiento
y la rentabilidad del diseño-desarrollo curricular.
Actuar en función del alumno y la alumna, atendiéndolos como personas, tanto
individual como socialmente.
Proporcionar datos de todos los participantes en el proceso educativo: alumnado,
docentes, diseños-desarrollos curriculares, etc., para poder decidir lo que mejor
convenga.
Obtener información cuantitativa y cualitativa acerca de la asimilación del programa y,
por tanto, de su eficacia.
Constatar que se van adquiriendo y desarrollando las capacidades previstas en los
objetivos curriculares.
Evaluar adecuadamente el aprovechamiento docente-discente para poder orientarlo de
la mejor manera.
Conocer exhaustivamente los elementos que integran el proceso educativo, en especial
al alumnado, para poder elaborar diagnósticos lo más ajustados posible.
Informar a la comunidad educativa, sobre todo a los padres, y solicitar su ayuda.
Motivar con vistas al proceso de enseñanza-aprendizaje.
Facilitar información a las instituciones reconocidas que lo requieran.
Pronosticar y orientar las posibilidades de los alumnos y las alumnas y prevenir el
fracaso escolar.
Conocer la calidad de la actuación docente, individual y grupal, y del sistema
educativo.
Establecer programas de reciclaje ante la detección de malos resultados.
Superar la antigua concepción de la evaluación como único control.
Modalidades
Evaluación inicial, que facilita la valoración de los conocimientos previos, las
capacidades y las actitudes del alumnado, con objeto de adecuar el proceso de
enseñanza-aprendizaje a la realidad de sus posibilidades.
Evaluación formativa continua, que pretende conocer si se van logrando los
objetivos propuestos, cuando todavía se puede intervenir modificando el camino para
conseguirlos; es decir, evaluación del proceso y como proceso. Este tipo de evaluación
tiene un especial carácter regulador, orientador y auto-corrector del proceso educativo
desde su comienzo, lo que requiere una evaluación inicial previa.
Evaluación sumativa, que estima los méritos al finalizar el currículo (más
cuantitativa), en la que se valora, sobre todo, el dominio de las capacidades adquiridas;
es decir, evaluación del resultado.
Principios
- Que sea un medio, no un fin en sí misma.
- Que constituya un proceso continuo, progresivo y sistemático.
- Que atienda a las diferencias individuales.
- Hay que partir de lo que se quiere evaluar y después evaluarlo.
- Trabajar en equipo a la hora de su diseño.
- Tener flexibilidad al elegir los criterios o pruebas.
- Debe basarse en criterios claros y lo más objetivos posibles.
- Hay que dotarla de un mínimo de requisitos para su realización.
- Debe tratar aspectos cualitativos y cuantitativos.
- Es necesario temporalizarla adecuadamente.
- Debe posibilitar la corrección de los procesos una vez detectadas las deficiencias.
- Tiene que recoger al máximo todos los aspectos de la personalidad.

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- Reflejar de manera clara: qué, cómo y cuándo debe realizarse.
- Propiciar a su término el proceso de reorganización específico y global (feed-back).
La evaluación del proceso de enseñanza
No sólo debe evaluarse el proceso de aprendizaje del alumno, sino también el proceso
de enseñanza. En este sentido a los datos aportados por la evaluación continua de los
alumnos será necesario añadir otros datos referentes a la validez de la programación de
las actividades de enseñanza diseñadas, de los recursos materiales y personales
utilizados, de los tiempos y espacios previstos, de la agrupación de alumnos, de los
criterios de evaluación aplicados y de la propia actuación del profesor.
La evaluación de la propia práctica docente del profesorado, bien sea de forma
individual o del conjunto del equipo docente, se revela como una de las estrategias de
formación más potentes para mejorar la calidad de la enseñanza y aprendizaje.
La evaluación de la intervención educativa debe ser continua, por tanto, conviene tomar
datos a lo largo del proceso para hacer los cambios adecuados en el momento oportuno.
Sin embargo, dadas las características de los diferentes elementos del proceso y de los
documentos en que se plasman, podría decirse que hay momentos especialmente
indicados para recoger la información.
Los instrumentos de evaluación deben cumplir los siguientes requisitos:
- Ser muy variados, de modo que permitan evaluar los distintos tipos de capacidades y
de contenidos curriculares.
- Dar información concreta de lo que se pretende evaluar sin introducir variables que
distorsionen los datos.
- Utilizar distintos códigos (verbales, icónicos, gráficos, numéricos, audiovisuales,...) de
modo que se adecuen a las distintas aptitudes sin que el código obstaculice el contenido
que se pretende evaluar.
- Ser aplicables en situaciones estructuradas de la actividad escolar.
- Permitir evaluar la transferencia de los aprendizajes a contextos distintos de aquellos
en los que han adquirido, comprobando así su funcionalidad.

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EOI

12. Evaluation and Assessment

Teachers need to evaluate students to measure their attainment and to prove that
learning has taken place, but also to promote learning and improvement.

Assessment helps to develop a positive self-image in the pupil from constructive

feedback and this fact encourages further study.

Before stating the criteria and instruments used to evaluate the students, it is important
to draw a distinction between two concepts: evaluation and assessment.

Evaluation is understood as the overall value of student’s achievement once a session

or a unit have finished. This is product-oriented because it focuses on what has been
learned.

In contrast, assessment is a continuous process in which the teacher gathers data about
each learner’s progress throughout the different sessions.
Assessment is process-oriented since it implies a constant analysis on how learning is
going. The aim of the assessment is to reflect on the process of learning in order to
identify areas for improvement and adjust learning as problems are clarified. Therefore,
the outcomes of assessment should modify our teaching methods, provide feedback and
indicate pupil progress.

At the level chosen there is no necessity of integrating both assessment and evaluation,
the latter will be understood exclusively dependent on the completion of a final exam,
without comprising the student’s achievements and progress throughout the different
stages of the academic year.

Evaluation Criteria:

The criteria to evaluate students are given by the Curriculum (Royal Decree 1629/2006
29th December) and refer to the four blocks of contents.

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When deciding on the student’s level of attainment teachers should consider the
following criteria:

1. Oral comprehension:
1. 1 Understand instructions with simple technical information and follow detailed
instructions.

1. 2 Understand the gist of a simple conversation or discussion.

1. 3 Understand most of the input in formal conversations and work meetings.

1. 4 Understand the main ideas of a debate provided that the speech is articulated clearly
and in a variety of standard language.

1. 5 Understand conferences and simple and brief presentations on everyday topics

whenever they are developed with a standard and clear pronunciation.

1. 6 Understand the main ideas in radio, on TV programmes -on current affairs, personal
or professional matters - and on films.

1. 7 Understand the main ideas of radio news and other simple recorded material that
deals with everyday issues when articulated relatively slowly and clearly.

1. 8 Understand many films that are articulated clearly and with simple language, and
where visual elements and action take much of the argument.

2. Oral productions and interaction:

2. 1 Make short rehearsed presentations on everyday topics of their specific field.

2. 2 Make a brief and prepared presentation on a topic within your specialty, with
enough clarity that you can be followed without any difficulty most of the time and
whose main ideas are explained with reasonable precision, as well as answering to
additional questions from the audience, although you may have to ask them to repeat
them if you speak quickly.

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2. 3 Get by with trips, accommodation, meals and shopping. Exchanging, checking and
confirming information properly. Handling less frequent situations and explaining a
problem.

2. 4 Start, maintain and finish simple conversations and face-to-face discussions on

everyday topics of personal interest, or that are relevant to daily life (for example,
family, hobbies, work, travel and current events).

2. 5 Offer or seek points of view and personal opinions when discussing topics of
interest; make understandable their opinions or reactions regarding the possible
solutions to problems or practical issues, or the steps to be followed (about where to go,
what to do, how to organize an event, for example, an excursion), and invite others to
express their views on how to proceed; describe experiences and events, dreams, hopes
and ambitions; express with kindness beliefs, opinions, agreements and disagreements,
and briefly explain and justify their opinions and projects.

2. 6 Take part in formal discussions and regular work meetings on everyday issues and
involve an exchange of information on concrete facts or in which instructions or
solutions to practical problems are given, and to present a point of view with clarity,
offering brief reasoning and explanations of opinions, plans and actions.

2. 7 Take the initiative in interviews or consultations although it depends a lot on the

interviewer during the interaction, and use a questionnaire prepared to conduct a
structured interview, with some complementary questions.

3. Reading comprehension:
3. 1 Understand simple, clearly written instructions about the working of some
apparatus.

3. 2 Find and understand relevant information in everyday written material.

3. 3 Understand the description of events, feelings and wishes in personal letters.

3. 4 Recognize meaningful ideas from simple newspaper articles that deal with
everyday issues

4. Written production and interaction:

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4. 1 Write notes that transmit or require simple information of an immediate nature and
in which the aspects that are important are highlighted.

4. 2 Write personal letters describing experiences, impressions, feelings and events in

some detail, and in which information and ideas on both abstract and concrete topics are
exchanged, showing the aspects that are considered important, asking about problems or
explaining them with reasonable accuracy.

4. 3 Write very brief reports in conventional format with information about common
facts and the reasons for certain actions.

4. 4 Take notes, making a list of important aspects, during a simple conference, as long
as the topic is known and the speech is formulated in a simple way and articulated
clearly.

4. 4 Summarize brief fragments of information from various sources, as well as perform

simple paraphrases of short written passages using the words and the arrangement of the
original text.

12.1 Assessment Criteria

The assessment criteria, as established in the Order of 18th October (BOJA 224),
constitute the essential referent to determine whether the learners have acquired the
necessary competences for each skill and achieved the required objectives of the B1
Intermediate level. Students should be able to:

1. Oral comprehension:
1. 1 Understand instructions with simple technical information and follow detailed
instructions.

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1. 2 Understand the gist of a simple conversation or discussion.

1. 3 Understand most of the input in formal conversations and work meetings.

1. 4 Understand the main ideas of a debate provided that the speech is articulated clearly
and in a variety of standard language.

1. 5 Understand conferences and simple and brief presentations on everyday topics

whenever they are developed with a standard and clear pronunciation.

1. 6 Understand the main ideas in radio, on TV programs -on current affairs, personal or
professional matters - and on films.

1. 7 Understand the main ideas of radio news and other simple recorded material that
deals with everyday issues when articulated relatively slowly and clearly.

1. 8 Understand many films that are articulated clearly and with simple language, and
where visual elements and action take much of the argument.

2. Oral productions and interaction:

2. 1 Make short rehearsed presentations on everyday topics of their specific field.

2. 2 Make a brief and prepared presentation on a topic within your specialty, with
enough clarity that you can be followed without any difficulty most of the time and
whose main ideas are explained with reasonable precision, as well as answering to
additional questions from the audience, although you may have to ask them to repeat
them if you speak quickly.

2. 3 Get by with trips, accommodation, meals and shopping. Exchanging, checking and
confirming information properly. Handling less frequent situations and explaining a
problem.

2. 4 Start, maintain and finish simple conversations and face-to-face discussions on

everyday topics of personal interest, or that are relevant to daily life (for example,
family, hobbies, work, travel and current events).

2. 5 Offer or seek points of view and personal opinions when discussing topics of
interest; make understandable their opinions or reactions regarding the possible
solutions to problems or practical issues, or the steps to be followed (about where to go,
122
what to do, how to organize an event, for example, an excursion), and invite others to
express their views on how to proceed; describe experiences and events, dreams, hopes
and ambitions; express with kindness beliefs, opinions, agreements and disagreements,
and briefly explain and justify their opinions and projects.

2. 6 Take part in formal discussions and regular work meetings on everyday issues and
involve an exchange of information on concrete facts or in which instructions or
solutions to practical problems are given, and to present a point of view with clarity,
offering brief reasoning and explanations of opinions, plans and actions.

2. 7 Take the initiative in interviews or consultations although it depends a lot on the

interviewer during the interaction, and use a questionnaire prepared to conduct a
structured interview, with some complementary questions.

3. Reading comprehension:
3. 1 Understand simple, clearly written instructions about the working of some
apparatus.

3. 2 Find and understand relevant information in everyday written material.

3. 3 Understand the description of events, feelings and wishes in personal letters.

3. 4 Recognize meaningful ideas from simple newspaper articles that deal with
everyday issues

4. Written production and interaction:

4. 1 Write notes that transmit or require simple information of an immediate nature and
in which the aspects that are important are highlighted.

4. 2 Write personal letters describing experiences, impressions, feelings and events in

some detail, and in which information and ideas on both abstract and concrete topics are
exchanged, showing the aspects that are considered important, asking about problems or
explaining them with reasonable accuracy.

4. 3 Write very brief reports in conventional format with information about common
facts and the reasons for certain actions.

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4. 4 Take notes, making a list of important aspects, during a simple conference, as long
as the topic is known and the speech is formulated in a simple way and articulated
clearly.

4. 4 Summarize brief fragments of information from various sources, as well as perform

simple paraphrases of short written passages using the words and the arrangement of the
original text.

12.2 Assessment and evaluation types

There are three ways of giving assessment and evaluation which should be included in
our teaching process:

Diagnostic assessment and evaluation takes place at the beginning of the school year
and before each unit of study, to determine students' learning needs, for example. Apart
from the questionnaire to know about the students’ interests and backgrounds at the
very beginning of the course, I will also set a placement test based on written skills to
find out about their weak areas in English.

Besides, an individual interview with each of them will be of great importance. Even
though they all are in a B1 class, they might differ from each other in what are their
strong and weak areas of English. This preliminary assessment will inform me about
what materials should be adapted, what kind of remedial activities should be required by
the learners, etc.

Formative assessment and evaluation is continuous and informs the learner, the parent
and the teacher about the student's progress in relation to the curriculum objectives. I
will keep my students and my students' parents informed about their progress monthly,
employing tutorials for that so that I can meet their parents too.

Summative takes place at the end of unit and term or year. Determines what
knowledge, skills, the student has developed. Rather than assessing them after each unit,
I will set an exam every 4 units to see what needs revision, etc. At the end of the year

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students will be given their final marks which will be the result of their effort
throughout the academic year.

12.3 Assessment and evaluation of the learning

process
Assessment will be selected according to their appropriateness to students' learning
styles and to the intended purposes. It will help me to compare my perceptions with
those of the students as well as to identify gaps between what has been taught and what
students have learned.

Students will be given opportunities to demonstrate the extent of their knowledge,

abilities and attitudes in a variety of ways.

Both assessment and evaluation will be fair, equitable and free of bias. They will be
assessed periodically and evaluated once per trimester and after each task. Some of tools
I aim to use in order to assess their achievement are: video and audio recordings,
checklists, exams, tutorials and peer assessment. The main instruments of evaluation
will be the final task, rubrics, observation sheets, registers and tests.

12.4 Assessment and evaluation of the teaching

process
Improvement does affect teachers as well, not only students. Therefore, I will try to find
out what changes I might make in teaching methods or style, course organization or
content, evaluation and grading procedures, etc. in order to improve students' learning.
Some tools I will make use of to assess my own teaching process are: a teaching dossier
or portfolio, peer observation and classroom assessment.

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8.ASSESSMENT

8.1 General Considerations

Evaluation in the public educational system is necessary to observe students’
progress and to adapt our methodology and programmes to improve our work in the
classroom. Furthermore, assessment is a legal obligation within the public educational
system and teachers are obliged to confer official accreditation to students, which will
be decisive in their professional future.
Assessment is in any case very useful not only for us to evaluate our students’
progress, but also for them to have the opportunity to demonstrate their ability in the
different areas of the language in ways they would not normally do in class. It is to be
regarded as a necessary activity within a broader goal. This is why when considering
evaluation we talk about “formative or continuous evaluation”.
The continuous evaluation of the teaching-learning process is the only way we
have to obtain useful data which, if necessary, will allow us to re-adjust and modify our
teaching planning according to our students’ characteristics and needs.
One of the main aims of the formative evaluation is to check the degree of
achievement of the General Objectives of the first year of the advanced Level of
Official Language Schools and also the achievement of the more specific objectives we
have selected for each didactic unit. Thus, the criteria selected to evaluate our students
are closely linked to these objectives but always keeping in mind the type of students
we are dealing with. In other words, the evaluation criteria have to be set according to
the type of school and the students we have.
In order to carry out this process of evaluation we have to answer three main
questions: What to evaluate? When to evaluate? and how to evaluate? As regards the
former we will evaluate not only the degree of attainment of the Main Objectives by
part of our pupils (taking into account the proposed evaluation criteria) but also our
teaching practice and all the teaching learning process, including the didactic program
itself. So as to answer the second question we will consider three main types of
evaluation: initial, formative and summative evaluation in which we will include the
appropriate instruments we will use in each case (how to evaluate).

8.2 What to Evaluate?

The pupils: we will observe their degree of achievement of the General
Objectives .For this purpose, we will take into account a set of evaluation criteria, which
can be defined as the parameters we will take as point of departure to measure the
degree of acquisition of the General Objectives. These evaluation criteria take three
level of curricular concretion: firstly, we have the evaluation criteria as they appear in
the Core Curricular Design; these criteria are adapted by each educational centre
according to the socio-cultural characteristics as well as the students’ profile and,
finally, they are made more specific in each didactic program through the different
didactic units taking as point of reference those pre-established by the school centre.
The teacher and his/ her teaching practice: assessing teaching is essential to
improve the teaching and learning process. As with students’ evaluation, teachers can
gather information about their practice from a great variety of sources:

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 Teachers can receive feedback from students in more or less structured
ways (from formal questionnaires to informal chats).
Teachers can obtain information through personal reflection on teaching
practice that should preferably be structured (e.g. recording a lesson or
noting down the details of a class) to allow the teacher to focus on
specific areas.
Teachers can receive feedback from colleagues who are willing to observe
lessons, to be observed and to share feedback respectfully.
The didactic program: the teacher will prepare a final report in order to
evaluate the progress of the groups and the didactic program itself. The evaluation
results of the students will serve as one of the indicators of the success of the present
didactic planning. Additional information will make reference to the correction of the
specification of objectives, problems with the selection of contents and their
sequencing, the practicability of the evaluation system, the correctness of
methodological choices or the availability of the resources.

8.3 When and How to Evaluate? Types and Instruments of Evaluation

This evaluation will be carried out throughout the whole teaching-learning
process by means of different instruments and, although it has been described as a
continuum, it has three main stages:

● It will have the form of individual assignments

that will be focused on diagnosing the possible problems
Initial Assessment and difficulties our students may encounter at first and to
develop self- correction techniques.

● It will take the form of six classroom tests to be

Continuous Assessment completed throughout the academic year – two per term-.

● It will have the form of a final examination

divided in the four skills, which must be passed by
Final Assessment students: Speaking, Listening, Reading and Writing.

8.4 Evaluation Procedure and Assessment Criteria

The final examination will be developed in line with the criteria from the Order
of October 18, 2007, which sets evaluation procedures and criteria and specific
certification tests for Languages Teaching in Specialized studies in Andalusia. ( BOJA
6-11-2007)
In our assessment criteria, we seek to highlight aspects such as Problem Solving
and Self-Correction, avoiding only a punitive approach. In our teaching programme, it
is extremely important that our students get a sense of progress. Therefore, the difficulty
of our assessment system will increase as the course progresses, and our students are
expected to show progress in terms of error-analysis and self-correction. If our students
wish to take advantage of the continuous assessment system, they must pass the final
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exam, which will consist of the following four sections:

I. LISTENING
Our students will have acquired the necessary competences for the First course of
the Advanced level if they are able to:
Minimum Requirements
● Understand declarations, messages, warning and instructions about a
variety of topics, whether abstract or concrete within the scope of their
speciality, which may be in a standard accent and at a normal speed.
● Understand the main ideas of conferences, speeches, and other forms of
presentations, even if they are linguistically complex.
● Understand the English used in the media, e.g. TV news programmes,
live interviews, theatre plays, etc.
● Understand and respond to debates on subjects related to their speciality.

All exercises will be extracted from authentic or adapted texts. These texts will
be presented in audio or video format.
Type of texts
● Conversations, interviews, descriptions.
● TV/radio programmes.
● Films

Type of tasks
● Answering to questions about the texts, e.g. gap-filling, multiple
choice, true/false questions, etc.
● Using information from the texts for problem solving.
● Films

II. SPEAKING (EXPRESSION AND INTERACTION)

Our students will have acquired the necessary competences for the First course
of the Advanced level if they are able to:
Minimum Requirements
● Engage in informal or formal conversations about a variety of topics,
whether related to their speciality or to more general subjects, without much
obvious difficulty, although they may need some help from their interlocutor.
● Explain the possible issues that may arise at the moment of purchasing
or selling several kinds of items.
● Perform oral presentations, previously prepared, over a range of topics,
expressing advantages and disadvantages of the different possibilities.

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 Type of tasks
● Developing an interview about general information or more specific
information.
● Engaging in an active conversation about general or specif topics.

III. READING
Our students will have acquired the necessary competences for the First course of
the Advanced level if they are able to:

Minimum Requirements
● Identify the content and importance of texts from various sources, e.g.
the news, magazines, etc. on topics within the scope of their speciality.
● Understand and respond to complex instruction within the scope of
their speciality
● Read formal and informal letters, e-mails, summaries, etc. about a
series of different topics, which may deal with general or specific subjects,
being able to grasp the most relevant bits of information.

All exercises will be extracted from authentic or adapted texts from any written
source: newspapers, magazines, newsletters, web pages, etc.

Type of texts
● Instruction manuals, postcards, newsletters, adverts, etc.
● Narrative texts and short stories.
● Formal and informal letters.

Type of tasks
● Answering questions about the texts, which may look for general
information or specific information.
● Using lexical and cohesive devices for linking sentences into
paragraphs.
● Gap-filling, multiple choices exercises.
● Writing a summary of a given text, indicating its main communicative
points.

IV. WRITING (EXPRESSION AND INTERACTION)

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 Our students will have acquired the necessary competences for the First course
of the Advanced level if they are able to:

Minimum Requirements
● Write notes in which the students ask for or give information about a
variety of topics, mainly related to their speciality.
● Write summaries where students show different points of view, and
express the advantages and disadvantages of the different possibilities.
● Summarise texts, which may vary on a range of topics, selecting the
most relevant points and expressing agreement/disagreement.
● Take notes of the main points explained in a conference, although they
may need some help doing so.

Type of tasks
● Describing people, places, situations, in depth.
● Writing informal letters for a number of different purposes.
● Writing formal letters for various purposes, e.g. applying for a job,
making a formal complaint, etc.
● Describing different points of view, advantages and disadvantages.

8.5 Exams and marks

As stated before, the evaluation will be continuous. Each students will have
his/her mark at the end of each term. But, at the same time, the teacher will take into
account the work done during the three academic terms.
The evaluation is also formative, so that students will have some comments
about their work and results and some suggestions in order to improve.
Students will be assessed at the end of every term. They will be provided with a
test schedule for each term and will be reminded of the dates a week in advance. These
tests cannot be repeated should some students miss a test on a particular date. In order to
assess them, we will take into account three aspects:
– Mark of the exams
– Daily work in class
– Completion of tasks
The final exam will take place in June. The final mark reflects the student's
performance through the four skills (communicative objectives) as well as the student's
work of the competences (grammatical, lexical, semantic, functional). In order to pass,
students have to get 60% in each part. If students fail any part of the exam, they will
have the opportunity to repeat only that part of the exam in September. If they fail again,
they cannot proceed to the next level at the Official Language School.

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 We believe that the Use of English is demonstrated through the use of the four
language skills. Therefore, the Use of English – grammar, vocabulary, language
functions and situations, phonetics – will be evaluated implicitly through the
examination of the language skills.

Exam Mark Minimum

Listening comprehension 25 15
Reading comprehension 25 15
Writing: Expression & Interaction 25 15
Speaking: Expression & Interaction 25 15
TOTAL 100 60

Every day's work will be taken into account positively in case that students do
not reach the minimum in some of the parts. Therefore, valuing this, if the teacher
considers that the student in question deserves the percentage he/she lacks to pass, we
will give the student the pass.
8.6 How to Assess Listening ?
The evaluation will combine class activities that the teacher will collect along
the term with the term exam.
The exam will consist of 2 or 3 audio or audiovisual activities. Each text will be
listened to two or three times, depending on it. The activities can be varied (as stated
before) and the total duration of the exam will be between 30 and 45 minutes.
In annexe 7, I have included an example of a Listening comprehension exam.
8.7 How to Assess Speaking (Expression and Interaction)?
The evaluation will combine class activities with oral exams. The total duration
of this exam will be 10 or 15 minutes, depending on the grouping. It will be individual
or in pairs.
In order to assess speaking, the exam will consist of a minimum of two activities
similar to those practised in class. There will be one production task (a monologue) and
one interaction task (a dialogue). The overall mark will be the result of combining five
criteria (with a minimum in each one). The criteria are the following ones:

Criteria Mark Minimum

Task achievement and content 3 0,5
Fluency and coherence 7 2
Range 5 1
Accuracy 5 1
Pronunciation 5 1
TOTAL 25
In appendix 2, I have included a useful chart with the aspects we must consider in each
criterion, as well as a sample of a Speaking exam in appendix 4.
8.8 How to Assess Reading?
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 The evaluation will combine class activities with the term exams. The exam will
consist of two parts:
– Intensive reading: short texts.
– Extensive reading: long texts.
The overall mark for the first part is 15 points (with a minimum of 9 points) and
for the second 10 points (with a minimum of 4 points).
The total duration of this exam will be 90 minutes.
In annexe 5, I have included an example of a Reading exam.

8.9 How to Assess Writing (Expression and Interaction)?

Each term, this skill will be assessed through a minimum of two activities.
Furthermore, the exam will consist of two parts:
– An interaction task (a letter). There will be one option.
– An expression task, on any type of text included in the objectives of the
programme. There will be two or three options, always within the same given
text. The maximum extension will be 220 to 250 words.
The total duration of this exam will be 90 minutes.
The overall mark for each writing is a maximum of 25 points. That will be the
result of combining four criteria (with a minimum in each one). The criteria are the
following ones:
Criteria Mark Minimum
Task achievement and content 5 3
Organization and cohesion 5 4
Range and style 7,5 4
Accuracy 7,5 4
TOTAL 25 15

In annexe 3, I have included a correction chart with the aspects we must consider
in each criterion. There is also a sample of written exams in annexe 6.

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