PEDAGOGICAL PRINCIPLES AND GUIDELINES

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PEDAGOGICAL PRINCIPLES AND GUIDELINES by Mind Map: PEDAGOGICAL PRINCIPLES AND GUIDELINES

1. WHAT METHODOLOGICAL PRINCIPLES GUIDE THE SUGGESTED ENGLISH CURRICULUM FOR TRANSITION AND PRIMARY?

1.1. The methodological principles aim to achieve communicative language learning goals. This means that they favor the use of English in a determined context using language functions that promote communication with others.

1.1.1. Task-based learning: It is based on the development of meaningful tasks that allow students to use the language in context and with specific communicatives purposes.

1.1.1.1. A. Pre-task: The topic and the task are presened.

1.1.1.2. B. Task cycle: students can work individually, in pairs or groups and propose new ideas to perform the task.

1.1.1.3. C. Post-task: The product of the task is delivered and students can share their outcomes, compare results or exchange information with other peers.

1.1.2. Project-based learning: it is an approach that seeks to stimulate students' learning through the implementation of projects (more complex tasks) that encourage them to research and make autonomous decisions over their learning.

2. WHAT ARE THE PRINCIPLES THAT GUIDE ASSESSMENT IN THIS CURRICULUM PROPOSAL?

2.1. It promotes the vision that teaching, learning, and assessment processes need to coexist in the classroom and complement each other.

2.1.1. Competence-based assessment: The assessment of learning and for learning in this proposal have competencies as its core component.

2.1.2. Assessment for learning: It is formative in nature and occurs, generally, simultaneously, or through the teaching and learning process.

2.1.3. Assessment of learning: This type of assessment serves as instrumental purpose, which allows to collect data to verify children's achievement of learning objectives.

2.1.4. Game oriented assessment: It is considered by Borjas (2013) as a formative experience which includes practical and emancipating approaches, becoming a strategy that favors the development of process in children.

3. WHAT PARTICIPANTS PLAY A PIVOTAL ROLE FOR THE IMPLEMENTATION OF THE CURRICULAR PROPOSAL?

3.1. Students: This curricular proposal sees students as humans who deserve equal opportunity education during their stages of growth and development.

3.2. Teachers: It requires teachers to be open-minded and to understand this is an opportunity for personal growth and learning.

3.3. Schools: It considers schools as autonomous, flexible and holistic educational spaces comprised of individuals capable of transforming thir environment,

3.4. Local education authorities: The local education authorities must strengthen their efforts in the definition and implementation of relevant and sustainable actions aimed at the improvement of English teaching and learning conditions in the regions.