Defense of a 4th Grade Natural, Social, and Cultural Sciences Program

Posted on Oct 2, 2024 in Teaching & Education

Defense of Programming: 4th Grade Natural, Social, and Cultural Sciences

Introduction

This document outlines the programming for the Natural, Social, and Cultural Sciences area for the fourth year of primary education. This interdisciplinary area emphasizes the learning of instrumental areas and aims to provide a quality educational response by considering various aspects of the learning process.

Conceptualization of Programming

Based on Article 91 of the LOE (Organic Law of Education), scheduling is a teacher’s function. Bibliographically, Cesar Coll, in his book “Psychology and Development,” conceptualizes programming as a reflection before action. For the purpose of this program, programming is defined as providing a quality educational response that considers the functionality of learning, the principle of inclusion, and teacher reflection.

Contextualization

Regulatory Framework

The programming is defined by the following regulations:

  • Organic Law 2/2006 of May 3, Education (LOE)
  • Royal Decree 1513/2006 of December 7, establishing minimum educational standards
  • Decree 22/2007 of May 10, establishing the curriculum for primary education in the Community of Madrid
  • Order 3319-01/2007 of June 18, regulating and organizing the implementation of Primary Education in the Community of Madrid
  • Order 1028/2008 of February 29, regulating the evaluation in the Community of Madrid

Context

The school is located in an urban environment in the north of Madrid with access to cultural and leisure facilities. The population has an average cultural level and demonstrates interest in the school’s activities.

School

The school offers Early Childhood and Primary Education with 12 units. It has adequate equipment and materials, although some are outdated.

Students

The class consists of 25 students with average maturation and knowledge levels for their age and grade. Five students from Latin America have been integrated into the classroom since infancy. One student, a Romanian national, is a late integration into the Spanish educational system, having enrolled in the third quarter of the previous year with limited Spanish proficiency. This student will receive specific attention to address their language needs. The possibility of new students joining the class throughout the year is acknowledged.

Functionality of Learning

The program emphasizes the functionality of knowledge, aiming to equip students with the tools and techniques necessary for lifelong learning and active citizenship. This is achieved through the development of Basic Skills, derived from the key competencies proposed by the European Commission for Education.

Contribution to Basic Skills

The program contributes to the acquisition of basic skills through various activities, including:

  • Linguistic communication competence: Expanding vocabulary and improving communication exchanges.
  • Mathematical literacy: Utilizing ladders, tables, and graphs.
  • Approaches to learning: Creating summaries, charts, maps, and content.

Goals

The program’s goals are derived from an analysis of the objectives outlined in Article 17 of the LOE, RD 1513/2006, and D 22/2007. These goals can be grouped into four main sections:

  • Knowledge of oneself: “To behave according to health habits and personal care products that are derived from knowledge of the human body, respecting their differences.” (C)
  • Knowledge of the surrounding environment: “Identify the main elements of the natural environment, social and cultural characteristics and analyzing their interactions.” (F) (k)
  • Involvement in society: “To acquire and develop social skills that foster participation in group activities behave responsibly, respecting the basic principles of democratic functioning.” (D)
  • Study and acquisition of the scientific method: “Acquire and use correctly in oral and written vocabulary specific area that allows the development of reading comprehension through different types of text.” (A) (m, n, q)

Content

The selection and sequencing of content are based on D 22/2007, incorporating information technology and communications, education in values, and the school’s reading promotion plan. The program includes 15 teaching units divided into three blocks:

  • First Quarter: Explore life (knowledge of living things)
  • Second Quarter: Exploring the Physical (ecosystems, earth movements, etc.)
  • Third Quarter: Exploring Space and Time (knowledge of the country, its structure, and history)

Sessions are allocated for initial evaluation, holidays (Christmas and Carnival), and quarterly reviews.

Methodology

The program follows a clear methodological line based on principles of educational intervention that promote vertical and horizontal coherence in the teaching-learning process. These principles include:

  • Considering student development levels and prior knowledge.
  • Encouraging meaningful learning and demonstrating its functionality.
  • Promoting learning to learn.
  • Incorporating a playful approach whenever possible.
  • Creating a pleasant and safe learning environment.

Strategies

The program utilizes both teacher presentations and student inquiry strategies to promote meaningful learning. These strategies are implemented through:

  • Engaging questions before teacher presentations.
  • Using mind maps to represent information on the board.
  • Utilizing visual aids (pictures, drawings, murals).
  • Providing clear guidance for student inquiries.

Resources

Personal Resources

The program benefits from the support of families, other teachers, and, most importantly, student interaction. Cooperative base groups, heterogeneous and long-term, are utilized to promote academic success and emotional well-being among students.

Environmental Resources

The program utilizes various environmental resources, including:

  • Classroom: Library, experiment zone, computer zone, walls for displays and educational materials.
  • School: Yard, garden, library, computer room.
  • Extracurricular Activities: Three school trips approved in the PGA (General Programming of Activities).

Material Resources

The program utilizes visual, utility, print, and computer resources. Print resources include booklets for each teaching unit and vocabulary cards. Computer resources include the POST Printery 4.5 program for creating murals. Two games, the Goose and the Pasapalabra, are used throughout the year to reinforce learning and vocabulary acquisition.

Inclusion

The program embraces the principle of inclusion, addressing the diversity of learners in the classroom. This includes catering to different learning rates through support/reinforcement and intensification/expansion activities. Intercultural workshops are also incorporated when relevant to the unit’s theme or specific dates.

Students with Late Entry into the Spanish Educational System

The program provides specific support for the student with late entry into the Spanish educational system, including a Curriculum Adaptation, support from the Compensatory teacher, collaboration with the family, and the use of cooperative base groups. Specific strategies for this student include:

  • Direct contact with objects of knowledge.
  • Structured activities with simple instructions.
  • Establishing a routine and providing clear warnings for changes.
  • Using different sensory channels, especially visual aids.
  • Providing vocabulary cards with pictograms.
  • Using a symbolic system for attention management.

Evaluation

Evaluation is considered an essential element for ensuring quality education, as outlined in LOE 1028/2008. The evaluation criteria are related to core competencies, objectives, and knowledge gained. Examples of evaluation criteria include:

  • “Describe very general features, the individual components of the human body, and behave according to health habits and personal care in their daily lives.” (Knowledge related to the body)
  • “It identifies the main elements of the natural environment, social and cultural photographs and drawings.” (Knowledge of the surrounding environment)
  • “Get social skills that foster participation in group activities by adopting responsible behavior at different times throughout the school year.” (Participation in society)
  • “Acquire and use correctly the vocabulary of the area spontaneously both orally and in writing.” (Scientific knowledge and method)

Evaluation techniques include direct observation, analysis of student work, and the use of various instruments (observation scales, checklists, anecdotal records). Modifications to evaluation activities are made for the student with late integration into the Spanish educational system.

Teacher Reflection

Teacher reflection is crucial for evaluating the quality of teaching and making adjustments to improve the educational response. This includes evaluating the learning process and teaching practices, as specified in Article 91 of the LOE. The program is considered a living document, subject to adjustments based on observations and analysis throughout the school year.

Conclusion

This program aims to provide a quality educational response by considering the context, regulations, and the diversity of students. It emphasizes the functionality of learning, inclusion, and teacher reflection to achieve the educational goals outlined. By integrating these elements, the program strives to deliver the quality of education envisioned by the LOE.

Bibliographic Sources

  • Cesar Coll, Psychology and Curriculum
  • Gerardo Echeita, Education for Inclusion or Inclusive Education (2006)
  • D.W. Johnson and R.J. Johnson, Learning Together and Alone: Cooperative Learning
  • Student and teacher books from the House of Knowledge Project (Santillana) and Middle Vicensvives Project