1. English Language Curriculum
1.1. Designed for students in EGB and BGU whose mother/tongue is not English.
1.2. Supports general educational goals of justice, innovation and solidarity
1.3. It developes thinking, social and creative skills in the context of language learning.
1.4. Recognizes that not all learners in Ecuador are L1 Spanish speakers and there are varying degrees of bilingualism.
1.5. Evaluation criteria
1.5.1. It has been divided on each curricular thread inside EGB and BGU.
1.5.2. Also, it´s made out by the following structure
1.5.3. 1) Evaluation criteria: which includes the main objective of each threat.
1.5.4. 2) Methodological orientation: lead by the evaluative performance criteria.
1.5.5. 3) General EFL area objectives being assessed
1.5.6. 4) How the objectives contribute to the exit profile
1.5.7. 5) Skills and performance descriptors to be evaluated
1.5.8. 6) Indicators for the performance criteria
2. 21st Century skills developed through learn
2.1. 1. Global Engagement
2.1.1. Understand the world
2.1.2. Understand their own culture and other ones
2.1.3. Communicate those thoughts through english
2.2. 2. Social and thinking skills
2.2.1. Increase and develop the personal,social and intellectual skills
2.2.2. Participate in the world that operates in english
2.3. 3. Foundation for lifelong learning
2.3.1. Create the love for learnning languages
2.3.2. Foster the learners´ motivation for keeping learning
2.3.3. Engage positive learning experiences
3. CORE Principles
3.1. 1. The communicative language approach
3.1.1. Emphasizes the development of 4 skills ills rather than linguistic content learning.
3.1.2. Communicative live interaction which is accomplished through a range of activities to support
3.2. 2. Content and Language Integrated Learning (CLIL)
3.2.1. Integrate the learning of language with cultural and cognitive aspects of learning.
3.2.2. Includes the critical thinking skill, which implements the 4C framework (content, culture, communication, and cognition)
3.2.3. This 4Cs integrate five curricular threads: Oral Communication (speaking and listening), Reading, Writing, Language through the Arts, and Communication and Cultural Awareness.
3.3. 3. Thinking skills
3.3.1. It has been proposed as a key component in multi-lingual educational contexts
3.3.2. To forming and challenging meaning which has been correlated to learners’ motivation and language achievement.
3.4. 4. Learner centered
3.4.1. Teachers are focused on what and how the students are learning
3.4.2. Recognize that students learn in different ways and at different rates
3.4.3. Learners need to develop their own personality English.
3.4.4. Create motivated and independent learners is the key.
4. Epistemological Foundations and Pedagogical Responses
4.1. Refers to how learners learn languages and how they should be taught. It is based on constructivism.
4.2. 1) Communication
4.2.1. The role of the teacher in the language classroom is that of a facilitator
4.2.2. Involves creative use of language
4.2.3. The use of effective learning and communication strategies
4.2.4. Learners learn through class collaboration and sharing.
4.3. 2) Cultural awareness and understanding
4.3.1. Improves the own identity and respect to other cultures
4.3.2. Understand the cultural problems from different cultures inside and outside our country by using language.
4.4. 3) Cognition
4.4.1. Metalinguistic reflection (such as understanding grammar) is discovered via functional needs.
4.4.2. Learning how to learn
4.5. 4) Content
4.5.1. Expands,enhances, supports and enriches all learners’ linguistic, aesthetic and thought capabilities in the course of their learning process.
4.5.2. Critical thinking skills are needed to Remembering, Understanding, Applicating, Analysis, Evaluating and Creating knowledges on educational environments.
5. Curricular threads
5.1. 1) Communication and Cultural Awareness
5.1.1. Intercultural Awareness and identity: learners become aware of their own culture and how their culture is viewed by others
5.1.1.1. Learners develop a wider perspective of reality as well as cultural sensitivity.
5.1.2. Social competence and values
5.1.2.1. By working together cooperatively, accepting dufferent points of view, negotiating and learning about reciprocity
5.1.2.1.1. Promotes tolerance,respect,discipline, sharing and turn-taking
5.2. 2) Oral Communication (Listening and Speaking)
5.2.1. Listening includes: listening for gist, for detail, inferring, and predicting.
5.2.1.1. The use of ICT in class through songs,poetry, short dialogues,announcements,etc
5.2.2. Speaking:
5.2.2.1. Spoken production: focuses on the principle of fluency and imitation. It improves clarity and effective expression.
5.2.2.2. Spoken interaction: learners should participate in spoken formal and informal contexts, such as talking with friends or presentations and speeches.
5.3. 3) Reading
5.3.1. Literacy-rich Environment : to become a truly competent user of the written language
5.3.2. Reading comprenhension: constructs meaning and gives meaning to the text. Also involves noticing how texts are organized (through conectors and linkings),contrasting.etc
5.3.3. Use of resources and study skills let the building autonomy and the ability to critically evaluate the sources consulted.
5.3.4. Cross-curricular content to increase motivation to learn and get authentic communication skills.
5.4. 4) Writing
5.4.1. It´s useful to communicate and share ideas; knowledge of vocabulary, text types and the organization of each one.
5.4.2. Initial literacy must find a balance between a focus on meaningful exposure and explicit instruction
5.4.3. Learner should be immersed in print and literature
5.4.4. Text ptoduction is used for transmitting information, ideas and knowledge
5.4.5. Includes handwriting and the mechanics of writing,spelling patterns and the role of phonetics , layout and organization as dictated by text type
5.5. 5) Language through the Arts.
5.5.1. Arts can engage the learner wholly, that is intellectually, socially, emotionally, and physically.
5.5.2. It is based on Literary Texts in Context, Creative Writing and Creative Thinking Skills.
6. EGB "Elemental"
6.1. Goals
6.1.1. Set the foundation for forming competent, autonomous, and critical readers, speakers, and writers
6.1.2. Being able to use a range of tools in order to communicate ideas, learn to learn and enrich their knowledge base
6.1.3. Learners are able to relate to familiar contexts, such as the home and school.
6.1.4. The classroom should be as learner-centered as possible
6.2. Threads
6.2.1. 1) Communication and cultural awareness
6.2.1.1. Cultures and contexts should be used as examples in the classroom so learners can develop the sense of belonging to a community
6.2.1.2. Learners should participate in many situations in which they can be exposed to social and communicative functions of the English language.
6.2.1.3. Performance criteria for subnivels
6.2.1.3.1. Exchange basic introductions and limited personal information
6.2.1.3.2. Recognize the differences between where people live among the regions
6.2.1.3.3. Express curiosity about the world and other cultures by asking simple WH- questions
6.2.1.3.4. Understand and use common expressions of politeness in class
6.2.1.3.5. Participate in games and activities in class and on the playground.
6.2.1.3.6. Recognize when to speak and when to listen while working in pairs or small groups.
6.2.2. 2) Oral Communication
6.2.2.1. Listening should be promoted, with English language music, movies, poetry and spoken word narratives being integrated at suitable moments, just for fun.
6.2.2.2. Spoken interaction in English will usually be provided by the teacher with short greeting/leave-taking and question/ answer exchanges
6.2.2.3. Primary learners will get confidence to communicate in different contexts throughout their school years and beyond.
6.2.2.4. Performance criteria
6.2.2.4.1. Understand meanings expressed in short dialogues on familiar topics
6.2.2.4.2. Recognize simple spoken texts describing people and object
6.2.2.4.3. Imitate individual English language sounds
6.2.2.4.4. Move or sing along with short rhymes or songs, using rhythm and intonation once familiar with the text.
6.2.2.4.5. Understand and use basic expressions to interpersonal interaction, to introduce others and to name things
6.2.2.4.6. Say when they do not understand and ask for slower or clearer repetition
6.2.3. 3) Reading
6.2.3.1. Reading comprehension by understanding individual words and making sense of the sound-word relationship in short sentences.
6.2.3.2. They also need to develop digital literacy, which consist of understanding information online.
6.2.3.3. Children may be introduced to other school subjects in English through Croos-curricular content
6.2.3.4. Performance criteria
6.2.3.4.1. Demonstrate basic reading comprehension skills by identifying the meaning of individual words.
6.2.3.4.2. Read a short simple text
6.2.3.4.3. Understand the content of a simple graphic organizer
6.2.3.4.4. Show the ability to use a simple learning resource
6.2.4. 4) Writing
6.2.4.1. With Initial literacy, kids learn the standard writing mechanics (spelling, punctuation, and capitalization) and develope handwriting and typography (writing on the computer).
6.2.4.2. With text production, kids write a variety of text types, both in print and online.
6.2.4.3. Performance criteria
6.2.4.3.1. Know how to spell simple English words with awareness of sound-letter relationships.
6.2.4.3.2. Write simple words, phrases and sentences with correct use of standard writing mechanics to communicate ideas.
6.2.4.3.3. Write a short simple paragraph to convey some simple facts
6.2.4.3.4. Complete a basic survey or a questionnaire by providing personal details
6.2.5. 5) Language through the arts
6.2.5.1. Activities are meant to be pleasurable and will awake in learners a lifelong love of literature and the arts.
6.2.5.2. Kids will participate in and experience recreational activities.
6.2.5.3. Performance criteria
6.2.5.3.1. Express emotions and feelings using basic adjectives and related images
6.2.5.3.2. Listen to and read short narratives in order to stimulate imagination, curiosity, and a love for literature.
6.2.5.3.3. Use creative thinking skills to share and respect all ideas through brainstorming activities.
7. EGB "Media"
7.1. Goals
7.1.1. Engaging learners’ senses within an enriched and meaningful language environment
7.1.2. They will continue the skills they have been working, but tasks can become more cognitively and linguistically challenging.
7.1.3. Learners are ready for meaning to be communicated in L2, without the help of L1.
7.2. Threads
7.2.1. 1) Communication and cultural awareness
7.2.1.1. Develope empathy and curiosity about other cultures while appreciating and valuing the similarities and differences between all human beings.
7.2.1.2. Teachers should encourage learners to start making choices in english in the classroom as they do.
7.2.1.3. Performance criteria
7.2.1.3.1. Ask simple basic questions in class about the world beyond their own environment
7.2.1.3.2. Recognize ways to relate responsibly by exhibiting responsible behaviors towards the environment.
7.2.1.3.3. Exchange basic personal preferences with peers in order to express likes and dislikes.
7.2.1.3.4. Use a variety of oral, print and electronic forms for social communication
7.2.1.3.5. Demonstrate appropriate classroom behaviors by participating in groups or whole class.
7.2.1.3.6. Interpret and demonstrate knowledge in classroom activities of nonverbal and oral communication features
7.2.2. 2) Oral Communication
7.2.2.1. On listening, they´re able to understand instructions, arguments and opinions to their stock of skills.
7.2.2.2. Teachers encourage to practice expressing themselves in English by instructing students to “say what you want”.
7.2.2.3. Must be taught skills to facilitate negotiating meaning, such as asking for clarification or rephrasing .
7.2.2.4. Performance criteria
7.2.2.4.1. Infer who is speaking and what is the situation.
7.2.2.4.2. Be comfortable taking meaning from spoken texts
7.2.2.4.3. Record key items of specific information from a heard message or description
7.2.2.4.4. Spell out key vocabulary items
7.2.2.4.5. Make and respond to invitations, suggestions, apologies and requests
7.2.2.4.6. Provide a simple description and/or opinion of a common object
7.2.3. 3) Reading
7.2.3.1. Teachers should choose age/level-appropriate texts according to learners’ interests and the lesson.
7.2.3.2. Learners should start recognizing morphemes and draw on grammatical information at a sentence level
7.2.3.3. Teachers can create a literacy-rich environment by decorating the walls of the classroom with posters and signs.
7.2.3.4. Performance criteria
7.2.3.4.1. Understand most of the details of the content of a short simple text
7.2.3.4.2. Distinguish between fact and opinion and relevant or irrelevant information
7.2.3.4.3. Identify and use reading strategies to make text more comprehensible and meaningful.
7.2.3.4.4. Follow short instructions illustrated through step-by-step
7.2.4. 4) Writing
7.2.4.1. Literacy could be improved by writing everyday social issues, such as writing a birthday message, takind dictation or spelling bees.
7.2.4.2. It includes grammar,vocabulary,editing and working on several drafts.
7.2.4.3. Performance criteria
7.2.4.3.1. Make a simple learning resource in order to record and practice new words.
7.2.4.3.2. Write a short simple paragraph to describe yourself or other things.
7.2.4.3.3. Write a questionnaire or survey for family or classmates using WH- questions
7.2.4.3.4. Write a simple narrative with linking words on familiar subjects
7.2.5. 5) Language through the arts
7.2.5.1. Teachers encourage students by planning activities that allow them to empathize with others and use their imagination.
7.2.5.2. Create a literacy-rich environment in the classroom can be done by posting learners’ work on the walls.
7.2.5.3. Creatine thinking could be improved by changing lyrics in a song or completing sentences
7.2.5.4. Teachers can ask learners to invent something to solve a common everyday problem in their lives (critical thinking)
7.2.5.5. Performance criteria
7.2.5.5.1. Use audio, video and pictures to respond to literary texts through online or in-class ICT activities
7.2.5.5.2. Evaluate literary texts
7.2.5.5.3. Create stories, poems, songs, dances and plays that reflect traditional and popular Ecuadorian culture.
8. EGB "Superior"
8.1. Goals
8.1.1. Learners can evaluate and analyze information in a variety of ways using a variety of skills
8.1.2. Learners can respond appropriately in a range of social interactions
8.1.3. Progress from level A1.1 to A2.1
8.2. Threads
8.2.1. 1) Communication and cultural awareness
8.2.1.1. Provide moral,environmental, health and art values to challenge discriminatory practices and build their own identity.
8.2.1.2. On social comptence they´ll cultivate a collaborative community with abundant emotional energy. (inside and outside class)
8.2.1.3. Learners are encouraged to self-monitor and self-correct in order to be more autonomous
8.2.1.4. Performance criteria
8.2.1.4.1. Compare and contrast oral traditions, myths, folktales and literature from Ecuador and international and cultures
8.2.1.4.2. Apply self-correcting and self-monitoring strategies in social and classroom interactions.
8.2.1.4.3. Use suitable vocabulary, expressions, language and interaction styles for formal and informal social or academic situations
8.2.1.4.4. Recognize the consequences of one’s actions by demonstrating responsible decision-making
8.2.1.4.5. Recognize and appreciate individual and group similarities and differences.
8.2.2. 2) Oral Communication
8.2.2.1. Teachers need to implement listening and speaking tasks that focus on fluency first, rather than accuracy.
8.2.2.2. On listening skills, teachers will use audio and video recordings to include a range of accents and dialects.
8.2.2.3. Students make use of contextual clues and take note of linguistic cues.
8.2.2.4. Learners prepare a talk about a subject of their choice and present it to the class.
8.2.2.5. Learners have to be able to speak in a range of different genres and situations, and use conversational repair strategies
8.2.2.6. Performance criteria
8.2.2.6.1. Understand phrases and expressions within the personal and educational domains
8.2.2.6.2. Use a series of phrases and sentences to describe aspects of personal background
8.2.2.6.3. Understand most changes in the topic of discussion if people speak slowly.
8.2.2.6.4. Give short, basic descriptions and comparations of everyday activities and events within familiar contexts and using brief statements about objects and possessions.
8.2.2.6.5. Start, maintain and end a conversation to satisfy basic needs
8.2.3. 3) Reading
8.2.3.1. Learners will understand and identify texts that contain high frequency vocabulary and shared items between L1 and L2
8.2.3.2. Teachers encourage learners to use their schema to bring understanding to a text.
8.2.3.3. On reading comprenhension, students will become familiar with narratives and chronological sequence in stories, so the´ll recognize the basic parts on it.
8.2.3.4. Reading longer texts for specific information in order to increase complex material, to be used throughout sublevel BGU and beyond.
8.2.3.5. Performance criteria
8.2.3.5.1. Understand main points in short simple texts
8.2.3.5.2. Make use of clues such as titles, illustrations, organization, text outline and layout
8.2.3.5.3. Apply learning strategies to examine and interpret written materials
8.2.3.5.4. Read, view and listen to information from various sources in order to organize and discuss relationships between academic content areas
8.2.4. 4) Writing
8.2.4.1. Learners need to read examples of other people’s writing to evaluate and analyze what makes a text clear, comprehensible and interesting.
8.2.4.2. Learners need to build 21st century skills, including digital and media literacy
8.2.4.3. Learners should be given plenty of opportunities to practice revising and editing their wrtiting work.
8.2.4.4. Performance criteria
8.2.4.4.1. Write to describe feelings/opinions in order to effectively influence an audience
8.2.4.4.2. Use the process of prewriting, drafting, revising, peer editing and proofreading
8.2.4.4.3. Convey and organize information using facts and details in order to illustrate patterns and structures in writing
8.2.5. 5) Language through the arts
8.2.5.1. They can formulate their response and expression in a dramatization, song, picture or poem.
8.2.5.2. Through creative writing, they will work on fluency by noticing grammar and vocabulary as they express themselves.
8.2.5.3. Brainstorming and imagining are useful to increase creative thinking skills.
8.2.5.4. Performance criteria
8.2.5.4.1. Create personal stories by adding imaginative details to real-life stories and situations, using appropriate vocabulary
8.2.5.4.2. Evaluate and recommend literary texts
8.2.5.4.3. Participate in creative thinking through brainstorming, working in groups, games and problem-solving tasks
9. Bachillerato G.U.
9.1. Goals
9.1.1. A wide English language instruction for their academic and professional endeavors after high school.
9.1.2. Teachers should remember to reduce the level of anxiety as much as possible.
9.1.3. Empower learners and help them to become more autonomous by making lessons learner-centered.
9.2. Threads
9.2.1. 1) Communication and cultural awareness
9.2.1.1. Cultivate in learners the skills they need to study and understand their world.
9.2.1.2. They must be willing to identify and express their thoughts about Global awareness and gobal education.
9.2.1.3. Imrpove the ability to self-correcting and self-monitoring themselves and others.
9.2.1.4. Performance criteria
9.2.1.4.1. Find parallels between Ecuadorian cultural and political referents of other countries
9.2.1.4.2. Communicate information and ideas effectively to diverse audiences
9.2.1.4.3. Discover and employ alternative ways of saying things in social and classroom interactions
9.2.2. 2) Oral Communication
9.2.2.1. Teachers can overcome learners’ afraid to take risks and make mistakes while speaking by encouraging them to talk about themselves.
9.2.2.2. Learners will work in pairs to predict the situation and the tone of voice for each speaker.
9.2.2.3. Students take the time to think about how to express themselves using language, something which is difficult to do in face-to-face interaction.
9.2.2.4. Performance criteria
9.2.2.4.1. Deduce the meanings of unfamiliar phrases and words from a context
9.2.2.4.2. Understand the main idea of radio and audio recordings on subjects of personal interest,
9.2.2.4.3. Use new words and expressions which occur in conversations
9.2.2.4.4. Present information clearly and effectively in a variety of oral forms
9.2.2.4.5. Build on others’ ideas when engaged in pair, group or wholeclass discussions
9.2.3. 3) Reading
9.2.3.1. They´ll understand the content, predict what will happen next, recognize characters or relate what they’re reading to their own life’s experiences
9.2.3.2. Learners are expected to be able to access reading texts which will be used as references and resources.
9.2.3.3. Reading materials can include dictionaries, thesauruses,books, magazines, posters, labels, menus, fact sheets and printed rules and/or directions
9.2.3.4. Performance criteria
9.2.3.4.1. Find specific predictable information in short, simple texts in a range of age- and level-appropriate topics
9.2.3.4.2. Determine the main conclusion in texts which clearly argue a point of view
9.2.3.4.3. Display an appreciation of the language by interacting and engaging with a variety of digital and print texts and resources
9.2.3.4.4. Identify and understand the main points in straightforward texts
9.2.4. 4) Writing
9.2.4.1. Literacy skills and strategies can also be improved through collaborative writing.
9.2.4.2. Teachers should continue building on the learners’ digital literacy foundation through digital tools.
9.2.4.3. They must to keep practicing on authentic texts by themselves and share their achievements.
9.2.4.4. Performance criteria
9.2.4.4.1. Critically evaluate information from references, including those found on the web
9.2.4.4.2. Identify a variety of types and formats of potential resources and the value, purpose and audience of each for use in the educational domain
9.2.4.4.3. Produce emails and blog posts describing personal experiences and feelings.
9.2.5. 5) Language through the arts
9.2.5.1. Learners will increase the love for art and literature, song and dance, theater and personal expression, etc. by using english language
9.2.5.2. Teachers will be improving learners’ language skills, as well as preparing them to be highly-functioning adults in their universities, workplaces and communities
9.2.5.3. Performance criteria
9.2.5.3.1. Make predictions, inferences and deductions to demonstrate different levels of meaning of literary texts.
9.2.5.3.2. Read aloud with confidence, accuracy, fluency and expression
9.2.5.3.3. Create original, imaginative stories using appropriate vocabulary and elements of the literature
9.2.5.3.4. Engage in collaborative activities to share, reflect on, express and interpret opinions and evaluations of literary texts