1. Epistemological Foundations and Pedagogical responses
1.1. Constructivist approach
1.1.1. the main actor is the student
1.1.2. knowledge interaction
1.2. The previ-ous knowledge forms the basies to learning
1.3. Cognitive and emotional characteristics
1.4. Content Language Integrated Learning CLIL
1.5. 4Cs
1.5.1. Communications
1.5.2. Cultural awareness and understanding
1.5.3. Cognition
1.5.4. Content
2. Approaches
2.1. The communicative language
2.1.1. means to interact and communicate
2.2. International standards
2.3. Thinking skills
2.3.1. social and creative
2.4. Learner-centered
2.4.1. Teaching methodologies that reflect and build on the strengths
2.4.2. facilitate the process of learn-ing
3. Main goals
3.1. Cultural awareness and intercultural understanding
3.2. Training of competent citizens in the use of L2
3.3. Develop cognitive and social skills
3.4. Ability to communicate effectively
3.5. Support living interaction to learn English
3.5.1. compromiso positivo
3.6. Supports the overall curriculum
3.6.1. by reinforcing the content
4. Curricular Threads
4.1. Commu-nication and Cultural Awareness
4.1.1. Intercultural Awareness and IdentitySocial
4.1.2. Competence and Values
4.2. Oral Communication (Listening and Speaking)
4.2.1. Listening Skills
4.2.2. Spoken Production
4.2.3. Spoken Interaction
4.3. Reading
4.3.1. Literacy-rich Environment
4.3.2. Reading Comprehension
4.3.3. Resources and Study Skills
4.3.4. Cross-curricular Content
4.4. Writing
4.4.1. Initial Literacy
4.4.2. Text Production
4.5. Language through the Arts.
4.5.1. Literary Texts in Context
4.5.2. Creative Writing
4.5.3. Creative Thinking Skills
5. to broaden, deepen and express knowledge
6. 21st Century skills developed through learning English
6.1. Digital and media literacy
6.1.1. is abso-lutely essential in today’s society
6.1.1.1. Critical consumtion of information
6.1.1.1.1. create
6.1.1.1.2. share
6.1.1.1.3. to collaborarte
6.2. Maintain flexibility
6.2.1. motivación intrínseca
6.2.2. plroblem solving
6.2.3. collaborative work
6.2.4. service orientation
6.2.5. negotation
6.2.6. cognitive flexibility
6.3. Critical thinking
6.3.1. decision making
6.4. Leadership
7. Contents
7.1. EGB
7.1.1. Educational Contents
7.1.1.1. The learning contained in each of the curricular blocks of the different areas that make up compulsory education are arranged around the objectives that in each sub-level of Basic General Education
7.1.1.1.1. Elementary
7.1.1.1.2. Half
7.1.1.1.3. Superior
7.1.1.2. The organization of the curriculum allows greater degrees of flexibility and curricular openness There are various sources of information and study present in the knowledge society.
7.2. BGU
8. Coding for planning
8.1. EGB Elemental
8.1.1. OG.EFL3.
8.1.1.1. Elementary EGB students with this objetive can access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences.
8.1.1.2. Enjoy an enriched perspective of their own L1 and of language use for communication and learning
8.2. EGB Media
8.2.1. OG.EFL2.
8.2.1.1. EGB Media students with this objective can draw on the established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an intercultural and multi-national society, so improving their understanding of the world and engendering socially responsible global citizens.
8.3. EGB Superior
8.3.1. OG.EFL4.
8.3.1.1. Based on this objective the Superior EGB students can deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice opportunities.
8.4. BGU
8.4.1. OG.EFL 4
8.4.1.1. The studing within the BGU with the objective set forth in this code willb e able to implement a variety of learning strangies, thus increasing the willingness and ability to independently access more learning and practice opportunties (of languages).
8.4.1.2. Respect themselves and other within the comunication process, cultivating habits of honesty and integrity in responsible academic behavior