pedagogical principles and guidelines nasser

PEDAGOGICAL PRINCIPLES AND

GUIDELINES SUGGESTED ENGLISH

CURRICULUM

FUNDAMENTALS OF THE CURRICULAR

PROPOSAL.

A system with components that are interrelated and with the greater context in

which it is simultaneously and

openly implemented.

CONCEPT OF CURRICULUM

PROPOSED CURRICULAR DESIGN

This definition includes as parts or components of the curriculum everything that allows its movement or dynamism. Traditionally, these components align with four questions which answers are intimately related and connected with the context:1.What should be included in the English teaching-learning process?

2.When should teaching-learning be approached?

3.How should teaching-learning be approached?

4. What, how and when should learning be evaluated?

Scope and sequence: describes the curriculum as a matrix of objectives assigned to the grades (sequence) and grouped according to a common theme (scope).

• Programs of Study: presents a plan that usually includes fundamentals, themes, resources and evaluation.• Content scheme: indicates a list of topics to cover arranged as a scheme.• Standards: a list of knowledge and abilities required by all students to complete their academic process, as those defined in Guide 22.

• Textbooks: educational materials used as teaching guides in the classrooms.• Learning path: series of courses and levels that comprise the program and that the students must complete.• Planned experiences: all academic, athletic, emotional or social experiences that the students experience and that have been planned by the school.To understand the suggested curriculum, three levels must be visualized and understood, which include each of the components.

• Macro refers to the curricular and methodological principles and theoretical guidelines related to the vision of education, learning and language.• Meso refers to the structure of scope and sequence of the didactic progression of the English teaching-learning process by levels of language, grades, number of hours and macro competences that must be ensured for all students in their path through the school as established in Guide 22.• Micro refers to the curricular structure proposal by grade. This suggested curricular structure, in turn, is comprised by modules to be developed in each grade, the main learning goal, the basic standards of competences implied, the performance indicators and the related discourse and linguistic aspects.

CURRICULAR THEMESTransversality is conceived as the construction of dialogues between disciplines, determined in the different courses in a holistic way.

1.Environmental/Sustainability Education: This topic will be approached in relation to the development of tasks, projects and problem situations that generate an ethical conscience on the preservation of the environment with the intention of encouraging responsible behaviors.

2.Sexual/Health Education: Focuses on activities that promote taking care of the body in all its dimensions, prevention as a road towards lasting health, acknowledgement of the dignity of every human being, the value of different forms of life and the experience and construction of peaceful, equitable and democratic relations.

3.Construction of Citizenship/Democracy and Peace: This topic will facilitate the use of the language to achieve consensus and reflect on the role of students in favoring peaceful coexistence, promoting ethical values and their capacity for conciliation.

4-Globalization: This topic intends to promote the understanding of the place each person holds in the current world, the value of one’s own culture, their role in development of the identity of students and their capacity of understanding other cultures.

FLEXIBILITY.This is understood as the possibility schools have of building the knowledge that feeds the curriculum, focusing on learning that is relevant to the real, dynamic and changing contexts of each.

ADAPTABILITY. This is intimately related to flexibility and it is understood as the capacity of school to appropriate this curriculum proposal and keep it valid and pertinent, adapting it to its environment and reality.

CHARACTERISTICS OF THESUGGESTED CURRICULUM

In summary, this curricular proposal as a guiding, suggesting, open and flexible document puts in the hands of the schools, teaching directors and teachers the responsibility of making specific curricular decisions that condition it to the own educational reality. A curriculum, as proposed, is an invitation to harmonize it with the educational community context, with the PEI and existing initiatives.

1. COMPETENCE BASED ASSESSMENTIt is centered on the student. Consequently, it is necessary to evaluate in order to reveal what the students know, know how to do and know how to be in a context of their relations with others.

2. ASSESSMENT FOR LEARNING.Assessment for learning is formative and provides opportunities to monitor the progress of the students and the level of comprehension of the subjects

PRINCIPLES OF ASSESSMENT

PATHS FOR ASSESSMENT FOR LEARNING.

Self-evaluation is done when the student reflects on his learning.

Co-evaluation refers to a process in which individuals obtain feedback from each other.

Peer-evaluation implies that the teacher and the students become involved simultaneously

Assessment of learning is summative and is evidenced in procedures and instruments that teachers propose as activities that allow evaluating the level of achievement and performance of students in a certain topic, to compare their results with the standards or learning indicators previously established.

ASSESSMENT OF LEARNING

STUDENTS.Students of Colombian schools are seen as multidimensional and diverse beings, who develop their personality and participate in equal conditions in the teaching -learning processes in English provided by the schools and their environment. As a developing human being, the student is expected to deploy growing levels of empowerment of that process in several roles.

ACTORS OF THE CURRICULAR PROPOSAL.

TEACHERSWithout a doubt, this curricular proposal is addressed to the multifaceted teacher, with broad capacities, rich in knowledge, experiences and values of the national culture and who will read this document in the different regions of Colombia.


SCHOOLSThis proposal considers schools as autonomous, flexible and comprehensive education spaces of individuals capable of transforming their environment. This makes them micro-worlds where students develop the necessary competences to cope in their current and future life, contributing to the construction of an equitable and inclusive society respectful of differences.


PARENTSThe role of parents in the development and implementation of this curricular proposal is essential. Parents have the right to know what their children are learning in school. They also have the duty to provide the necessary accompaniment for their children in their educational process; such that they can reinforce the work done by the teachers with the boys, girls and adolescents in the schools.


LOCAL EDUCATION AUTHORITIESTo achieve the goals proposed by the Program Colombia Bilingüe, the local education authorities must strengthen their efforts in the definition and implementation of pertinent and sustainable actions leaning toward the improvement of the English teaching and learning conditions in the regions.
